SQME ATTETUDES THAT ENDICATE IOB SAFESFACTEON [N VOCATIONAL HOME EQGNOMKS TEACHERS GRADUATED FREDA-M 'E'WO DEFFERENT CURRICULUMS AT MECHEGAN STAYE UNNEMIFY That: PM the: Dog?“ o§ pk. D. MICHIGAN STATE UNIVERSITY Marilyn Welshimer Story 1967 mv LIBRARY mtg“ WWI/ll @WMWZW/mfl/fl/W 5 f Michigan State ’ 312 . . 669 0907 : Umverslty This is to certifg that the thesis entitled SOME ATTITUDES THAT INDICATE IOB SATISFACTION IN VOCATIONAL HOME ECONOMICS TEACHERS GRADUATED FROM TWO DIFFERENT CURRICULUMS AT MICHIGAN STATE UNIVERSITY presented by Marilyn Welshimer Story has been accepted towards fulfillment of the requirements for _ElL._D__ degree in fiducatmn éé( 4/5/11, 41/ y C((C.(,_,/ / / Major professor \. Date Olaf/6-] «5:3 L / 95, 7 f / , 7 ABSTRACT SOME ATTITUDES THAT INDICATE IOB SATISFACTION IN VOCATIONAL HOME ECONOMICS TEACHERS GRADUATED FROM TWO DIFFERENT CURRICULUMS AT MICHIGAN STATE UNIVERSITY by Marilyn Welshimer Story I ._ " .1'.” 4 mm H. 9 This study formulates specific hypotheses to accomplish the fol- ~'1’ lowing two purposes: 1. To determine some attitudes that indicate job satisfaction in vocational home economics teachers graduated from Michigan State University. 2. To compare job satisfaction (as indicated by teacher attitudes) of the following pairs of groups of home economics teaching grad- uates from Michigan State University-- a) concept oriented and skill oriented student teachers b) concept oriented and skill oriented first year teachers .- I. l _ - L. - ’ . . —_‘____..—-._a4_--_—_ A.__.-_- _—__ __.. c) concept oriented student teachers and concept oriented first year teachers 3.! d) skill oriented student teachers and skill oriented first year teachers. Scaled questionnaires of attitudes indicating job satisfaction in home economics teachers were developed. The value assigned each attitude was gained from the mean ratings of judges--eight home eco- nomics educators from different universities. The judges placed each Marilyn Welshim er Story attitude on a one to nine point scale, according to the judged importance of the attitude to job satisfaction of home economics teachers. Using Hoyt's Analysis of Variance, interjudge reliability between the eight judges was .9108 and the reliability of the judges' mean ratings on each attitude was .9862. To gain validity and reliability information on the scaled question- naire, a sample of 111 home economics teaching graduates of Michigan State University completed the questionnaire, along with a one to nine point job satisfaction self rating scale. Each attitude topic was found by Chi Square to distinguish between high, average, and low satisfied home economics teachers at the .001 significance level and to have a contingency correlatibn. with job satisfaction which was significant from zero at or above the .05 level. Using Pearson Product Moment Correlations, all validity coefficients between the questionnaire scores and the job satisfaction self ratings criteria, and all internal consist- ency reliability coefficients were significant from zero at the, .001 level. All 76 graduates from one year of the skill oriented curriculum and all 74 graduates from one year of the concept oriented curriculum at Michigan State University comprisedthe sample for this study. These graduates completed attitude questionnaires after student teaching and again at the end of the first year of regular teaching (if they taught the Marilyn Welshim er Story year after graduation). The obtained range of scores in each. of the four sample groups—-76 skill oriented student teachers, 74 concept oriented student teachers, 43 skill oriented first year teachers, and 44 concept oriented frist year teachers--was analyzed in terms of its percentage of the theoretical range of scores for the group. Statistical difference at the .05 significance point between mean job satisfaction scores for the following pairs of groups was also analyzed: 1) skill oriented and concept oriented student teachers 2) skill oriented and concept oriented first year teachers 3) concept oriented student teachers and concept oriented first year teachers 4) skill oriented student teachers and skill oriented first year teachers . Both attitudes dealing with factors extrinsic to the job and atti- tudes dealing with the intrinsic job factors of pay and working conditions were found to be important indicators of job satisfaction in vocational home economics teachers graduated from Michigan State University. Although no significant differencewas found between the mean job satisfaction scores of any sample-groups compared, the ranges of job satisfaction scores for different groups indicated that difference in curriculum may make an important difference in the job satisfaction of a few home economics teaching graduates of Michigan State University. Marilyn Wel shimer Story Some concept oriented curriculum graduates had higher job satisfaction scores than any skill oriented curriculum graduate, and some skill oriented curriculum graduates had lower job satisfaction scores than any concept oriented curriculum graduate. SOME ATTITUDES THAT INDICATE IOB SATISFACTION IN VOCATIONAL HOME ECONOMICS TEACHERS GRADUATED FROM TWO DIFFERENT CURRICULUMS .. AT MICHIGAN STATE UNIVERSITY By Marilyn Welshim er Story A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum Home Economics Education 1967 ACKNOWLEDGMENTS Appreciation is expressed to Dr. Paul Sweany, Dr. William Marshall, Dr. Eugene Peisner, and Dr. Beverly Crabtree, members of the author's Guidance Committee, for their interest and advice. The author is especially grateful to her major professor, Dr. Twyla Shear, for her continued assistance throughout the entire study. Gratitude is expressed to members of the Bureau of Educational Research at Michigan State University for help in research design and statistical analysis and to the Michigan State University Graduates who cooperated in the collection of data. The author is also greatly indebted to Dr. Helen Loftis, Dr. Pauline Garrett, Dr. Alberta Hill, Dr. Elizabeth Ray, Dr. Hazel Anthony, Dr. Ellen Champoux, Dr. Mary DuBois, and Dr. Twyla Shear who served as judges in scaling the attitude questionnaires. Love is expressed by the author to her parents for their constant support and encouragement and especially to her husband for his helpful suggestions, careful reading of the manuscript, and enduring understand- ing which made the completion of this study possible. ii TABLE OF CONTENTS ACKN OWIoBD GM ENT S o o a e a e o o e a a . LISTOPTABLES............. LISTOFAPPENDICES. . . . . . . . . . . . Chapter I. II. III. ANALYSIS OF THE PROBLEM . . . . . . . Need for the Study . . . . . . . . . Statement of the Problem . . . . . . . Overview of the Study . . . . . . . . REVIEW OF SELECTED RESEARCH AND LITERATURE . Importance of Teacher Attitudes Indicating Job Satisfaction . . . . . . . . Attitudes Indicating Job Satisfaction in Women Teachers . . . . . . . . . Home Economics Curriculum Change at Michigan State University in 1961 . . . . . . I-IYPOTHESBS C I O C I O O O C C 0 METHOD OF PROCEDURE . . . . . . . . Development of Scaled Questionnaire . . . Description of Population and Sample . . . Collection of Data . . . . . . . . . Treatment of Data .. . . . . . . . . fli Page .11 c V11 . 4 . 7 8 10 12 14 20 31 33 34 43 47 49 Chapter Page V. RESULTSAND DISCUSSION . . . . . . . . 56 Hypothesis I . . . . . . . . . . . 57 Hypothesis II . . . . . . . . . . . 57 Hypothesis III . . . . . . . . . . . 60 Hypothesis IV . . . . . . . . . . . 62 Hypothesis V . . . . . . . . . . . 64 Hypothesis VI . . . . . . . . . . . 66 Discussion of Results . . . . . . . . . 68 Implications for Home Economics Teaching Curriculum Revision . . . . . . . . . 75 Suggestions for Future Research . . . . . . 77 VI. SUMMARY.............79 SELECTEDBIBLIOGRAPHY . . . . . . . . . . . . 88 APPENDICE O O O O O 0 O O O O O C O O O 93 iv Table LIST OF TABLES Page Comparison of Curricula Requirements for Home Economics Teaching Majors Before and After the 1961 Home Economics Curriculum Revision at Michigan State University . . . . . . . . 21 Comparison of Food Preparation and Clothing Construction and Crafts Courses Required for Home Economics Teaching Majors Before and After the 1961 Home Economics Curriculum Revision at Michigan State University . . . . . . . . . . . 23 Validity of Scaled Questionnaires . . . . . . . 44 Reliability of Scaled Questionnaires . . . . . . 44 Comparison of Total College Entrance Examination Scores of 1964 Home Economics Teaching Graduates with those of 1966 Home Economics Teaching Graduates... . 51 Comparison of Total College Entrance Examination Scores of 1964 Graduates who were 1965 Michigan FirSt Year Home Economics Teachers with those of 1966 Graduates who were 1967 Michigan First Year Home Economics Teachers . . . . . . . . 53 Comparison of Total College Entrance Examination Scores of 1966 Home Economics Teaching Graduates with those of 1966 Graduates who weré 1967 Michigan First Year Home Economics Teachers. . . 54 Comparison of Total College Entrance Examination Scores of 1964 Home Economics Teaching Graduates with those of 1964 Graduates who were 1965 Michigan First Year Home Economics Teachers. . . 54 Table Page 9. Variance of Job Satisfaction Scores at the End of Student Teaching Between Concept Oriented Graduates and Skill Oriented Graduates . . . . 59 10. Analysis of Variance of Mean Job Satisfaction Scores at the End of Student Teaching Between Concept Oriented Graduates and Skill Oriented Graduates . . 60 11 . Variance of Iob‘Satisfaction Scores at the End of the First Year of Teaching Between Concept Oriented Graduates and Skill Oriented Graduates . . . . 61 12. Analysis of Variance of Mean Job Satisfaction Scores at the End of the First Year of Teaching Between Concept Oriented Graduates and Skill Oriented Graduates . . . . . . . . . . . . . 62 13. Variance of Job Satisfaction Scores of Concept Oriented Graduates at the End of Student Teaching and at the End of the First Year of Teaching . . . . . . 63 14. Analysis of Variance of Mean job Satisfaction Scores of Concept Oriented Graduates at the End of Student Teaching and at the End of the First Year of Teaching. 64 15. Variance of Job Satisfaction Scores of Skill Oriented Graduates at the End of Student Teaching and at the End of the First Year of Teaching . . . . . 65 16. Analysis of Variance of Mean Job Satisfaction Scores of Skill Oriented Graduates at the End of Student Teaching and at the End of the First Year of Teaching . . . . . . . . . . . . . 66 17. Variance of Job Satisfaction Scores within Sample Groups . . . . . . . . . . . . . . 67 vi LIST OF APPENDICES Appendix Page A. Original Questionnaires and Cover Letters . . . 94 B. Job Satisfaction Rating Scale 120 C. Chi Squares and Contingency Correlations Between Responses on Each of 30 Attitude Topics and Job Satisfaction Self Ratings . . . . . . . 122 D. ludges' Rating Scale and Attitude Rating Form . . 153 E. Iudges' Ratings and Mean Rating for Each Attitude. 164 F. Scaled Questionnaires . . . . . . . . 182 G. Intercorrelations Between Responses to Attitude Topics on Questionnaires . . . . . . . 222 vii CHAPTER I ANALYSIS OF THE PROBLEM Recent marked increases in the number of national curriculum conferences and projects seem to indicate that curriculum in almost all fields of study has become a matter of national concern. Spodek indi— cates that, "In recent years, a new model for curriculum development has become prevalent. Curriculum has become a national concern, and we have seen the establishment of national curriculum development pro- jects whose products are offered to the schools" (1966: p. 417). Among the impelling forces now causing educators to evaluate curriculum and teaching procedures are technological advances, increased knowledge, and greater student enrollments. Norton is convinced that, "Recent writing on the school curriculum in American society has been charac- terized by a sense of national urgency that some intelligent direction be given to the moving forces of our day and by an insistence that such direction is an inescapable responsibility of educational institutions " (1960: p. 537). Whether or nOt‘such direction'is the "inescapable responsibility " of educational institutions is subject to question. However, more and more institutions and agencies are affording greater direction to and influence upon s‘chool curricula. Early in 1961, in an effort to provide greater direction to and influence upon the curricula of Michigan. State University, President John Hannah formed the Committee on the Future of the University. Constituting the above committee were sixteen professors who studied and made recommendations for the improvement of the University cur- ricula. Seven specific recommendations for the faculty of Michigan State University resulted: l . It is proposed that the student be encouraged to assume progressively more responsibility for his own learning, and that this encouragement be offered by far more comprehensive advising by faculty in time released from repetitive and nonproductive tasks . 2. It is proposed that we facilitate independent learning by defining educational objectives more concretely and specif- ically and organizing courses and curricula to serve the purposes of the student. 3 . It is proposed to redefine the responsibilities of faculty members with due reference to rank and to most productive use of their time. 4. It is proposed to put to use discoveries already made con- cerning the learning process itself, and to stimulate further research, through the establishment of a Learning Resources Center to include and encourage the use of closed-circuit television, film, teaching machines, programmed studies, and other aids . 5 . It is proposed to improve the environment for learning by making greater academic use of the residence halls, and of the time students spend in them, thus eliminating as best we can physical inconvenience as an impediment to learning, and capitalizing upon our great advantage as a residence university. 6. It is proposed to give consideration to designing a model for the University combining the advantages of compre- hensiveness with the conveniences and identification of smaller groups . 7. It is proposed that forward planning and budgeting be carried out by the several colleges and departments in a manner to give effect to these proposals, and that the Board of Trustees and officers allocate the financial resources of the University so as to support and encour— age those colleges and departments actively engaging in the process of redesigning their programs in keeping with the overall development framework (Hannah, 1963: pp. 7-8). In keeping with the recommendations of The Committee on the Future of the University, the College of Home Economics proceeded to study and make several changes in its curriculum. The number and type of courses composing the core--courses all majors take--as well as changes in the various specializations transpired. One of the special- izations, the home economics teaching major, which is the focus of this study, was revised in what appeared to be several significant ways. Among the changes was a credit and class time redistribution in which less class and credit time was assigned to the traditional skill areas of food preparation and clothing construction while more class and credit time was allowed for electives in home management, consumer problems, family relations, and the social sciences (Mentzer, 1962). Home economics in higher education reflected a similar trend in curricular changes at several colleges and universities, for example, The Pennsylvania State University and The Ohio State University. Further evidence of national concern for curriculum in home economics was the sponsoring by the Land Grant College Association of a national conference at French Lick , Indiana, in 1961 . The conference represented by all areas of home economics, proposed to identify concepts which .5. could be used to structure the field and to provide a foundation for curriculum development (Home Economics Seminar: A Progress Report, 1961). Need for the Study Since one of the basic purposes of major universities is innovation in curriculum, those universities should be responsible for careful eval- uation and reporting of success or failure of their innovations. Such evaluation of curriculum should be done in terms of the goals of educa- tion. Wrightstone asserted that, "Education is predicated on the assumption that instruction can modify behavior patterns, attitudes, interests, and understandings" (1960: p. 1291). Logically, therefore, to evaluate a curriculum one must examine the products or graduates of that curriculum to determine if the proposed change was affective. Supporting this view, Shear notes that, " . . . ultimately the success of the curriculum may be judged by the quality of the product " (1964: p.ii). There are many ways of judging the quality of a curriculum's graduates. Perhaps the most used criteria are the behaviors and accom- plishments of graduates. However, studying attitudes of graduates has some creditability as a reliable way of ascertaining quality without the long waiting period involved in gathering data on overt behaviors and accomplishments. Sells and Trites observe a definite relationship between attitude and overt behavior: There seem to be three necessary conditions for overt action to occur toward a particular goal, that is for an attitude to achieve goal attainment. These are: (a) that the individual is capable of responding; (b) that the attitude is dominant at the time; and (c) that the situation is favorable, that is feasible, to response. If all these conditions do not occur, action may be delayed, blocked, or diverted. . . .Nevertheless the dominant attitude is the primary basis for overt behavior. If an attitude is not dominant, overt action is prohibited. But when an attitude remains dominant, the overt action may per- sist in spite of limited individual responding capacity and unfavorable environmental situations (1960: p. 109). Even though it is assumed that man is a rational being, it seems logical to conclude that his behavior is influenced by his attitudes and that attitude change must precede lasting behavior change. The theory that attitude change must precede lasting behavior change can be advantageously applied to the constant problem of whether home economics graduates enter, leave, or remain in the teaching pro- fession. Generally educators have tended to explain the high teacher turnover rate in home economics by the fact that in a woman's field one must expect and accept an unstable personnel situation (Mason, 1959). On the other hand, teachers may remain in or leave a job because of their attitudes indicating satisfaction or dissatisfaction with that job (Corman and Olmstead, 1961). Andrus illustrated the acuteness of the problem of teacher turnover in home economics twenty-six years ago by pointing out that home economics was the only teaching field which appeared consistently among those teaching fields having the highest turnovers (1951: pp. 106-107). According to the United States Bureau of Labor Statistics report this problem still exists: To staff the new classrooms that must be provided for the rising numbers of students, the nation's teaching staff will need to be almost a third, or about 650, 000 larger by 1975 . In addition, a much greater number of teachers--perhaps as many as 1 . 8 million--will be required to replace those who leave the profession. . . . Highest rates of turnover are expected in elementary grades, girls' physical education, and home economics where the majority of teachers are women (Occupational Outlook Handbook, 1966-7 Edition: p. 211). In spite of the severity of the teacher turnover problem in home economics, little research has been done on how attitudes relate to on-the-job satisfaction and turnover in teaching. Rabinowitz and Rosenbaum observed: Occasionally teacher-education institutions gather evidence of their students' attitudes, but few institutions have tried to learn how the attitudes they have helped to shape fare in the rough and tumble daily life in the class- room. We [educators] actually know little about what happens to attitudes after students graduate and begin to teach (1960: p. 313). However, some accumulated evidence indicates that teacher attitudes indicating job satisfaction are variables related to whether or not home economics teachers remain in the profession (Hollandsworth, 1959; Corman and Olmstead, 1961). Thus, attitudes indicating job satisfaction appear worthy of serious consideration in evaluating curricula change for home economics teaching majors. Since three out of four teachers in the United States are women (National Education Association, 1965) and elementary, secondary and college home economics departments are staffed almost exclusively by women (Occupational Outlook Handbook, 1966-7 Edition: p. 216), curricula change for teaching majors, particularly home economics teach- ing majors, should also be concerned with how women's attitudes indi- cating job satisfaction differ from those of men. Supporting this emphasis in curricula, Hooper writes, "Our coeducational institutions should pay more attention to the psychology of learning in its women students " (1963: p. 444). Some studies have found that the attitudes related to job satisfaction for women differ from the attitudes concerning pay and working conditions which are important to job satisfaction for men (Wagmen, 1965; Mason 195 9) ., Consequently, attitudes indicating job satisfaction for women need to be identified further so that such attitudes may be fostered in home economics teaching curricula. Statement o_f Lh_e Problem Because of the need to identify attitudes important to job satis- faction of women teachers, and to use such attitudes to evaluate cur- riculum change for home economics teaching majors, this study sought to help determine the effectiveness of the 1961 home economics teaching curriculum change at Michigan State University by comparing attitudes indicating job satisfaction of home economics teaching majors gradu- ating before the 1961 curriculum change to those of home economics teaching majors graduating after the 1961 curriculum change. The gen- eral objectives of the study were: 1. To determine some attitudes that indicate job satisfaction in vocational home economics teachers graduated from Michigan State University. 2. To scale attitudes that indicate job satisfaction in voca- tional home economics teachers graduated from Michigan State University so that these attitudes could be treated statistically . 3. To determine if there are significant differences of satis- faction in teaching (as measured by the attitude scales developed through objectives one and two) between home economics teaching majors graduated before the 1961 curriculum change and home economics teaching majors graduated after the 1961 curriculum change. Specific hypotheses related to these general objectives are presented in Chapter III. Chapter II develops the rationale upon which these hypotheses are based. Overview _f_ tie M The present chapter outlined the problem and the need for the study. Chapter 11 reviews selected literature concerning the 1961 our- riculum change in home economics at Michigan State University, the importance of job satisfaction in teachers, and attitudes indicating job satisfaction in women teachers. Chapter III sets forth the specific hypotheses tested and Chapter IV details methods and procedures by which the data to test these hypotheses were obtained and analyzed. The findings and a discussion of implications for future research are presented in Chapter V. The study is summarized in Chapter VI. CHAPTER II REVIEW OF SELECTED RESEARCH AND LITERATURE The present chapter reviews literature pertinent to attitudes indi- cating job satisfaction in vocational home economics teachers graduated from two different curriculums at Michigan State University. It also seeks to develop a rationale to serve as a basis for study of the above tOpic. For clarity, the literature reviewed has been placed within three major categories: 1) importance of teacher attitudes indicating job satis~ faction, 2) attitudes indicating job satisfaction in women teachers, and 3) home economics curriculum change at Michigan State University in 1961. A thorough review of the literature concerning attitudes related to teaching satisfaction was done by Hollandsworth who found relationships between teaching satisfaction and personal, home, community, and school factors. She concludes, ". . . that how the respondent feels about a factor might be as, or even more, important than the actual item in teacher satisfaction" (1959: p. 68). Studies reviewed in this chapter regarding the importance of teacher attitudes indicating job satisfaction and attitudes indicating job satisfaction in women are limited to research completed since 1959 . 10 11 These studies serve to supplement those reviewed by Hollandsworth. The review of literature in the above two areas is further limited to studies of job satisfaction in relationship to the teaching profession. This limitation is imposed because job satisfaction in teaching may be expected to have different emphases and consist of more common atti- tudes than would job satisfaction in the total world of work. As criteria for selecting the studies to be included in the first two areas, several working definitions were framed. Research was defined as any study which stated a problem, collected evidence (expert opinion being defined as one type of evidence) and used reason and logic to arrive at a solution to the problem based on the evidence collected. Hillway outlines the criteria for a research study: To regard any study as complete research, we must be able to find in it several definite factors. The first of these is a problem to be solved. The second is evidence, Consisting usually of provable facts and occasionally of expert opinion. The third is a careful analysis and classification of the evidence, by means of which the evidence is arranged in a logical pattern and tested with regard to its application to the problem. The fourth is the use of reason and logic to arrange the evidence into arguments or factual supports lead- ing to a solution of the problem. The fifth is a definite solu- tion, an answer to the question which the scholar‘s problem poses (1959: pp. 91-92). Hollandsworth's definition of a teacher attitude, "the situation as it is perceived by the teacher " (195 9: p.22), and her definition of job satis- faction, "any perceived combination of psychological, physiological, and environmental circumstances that causes a person to truthfully say 12 'I am satisfied with my job, ' " (1959: p. 12) were the definitions adopted for this study. No research has been done comparing behavior patterns, attitudes, interests, or understandings of home economics graduates prior to 1961, with those of graduates after the 1961 home economics curriculum change at Michigan State University. The review of literature on this topic, therefore, will constitute writings which explain the content of the previous as well as that of the revised curriculum. Also included are studies which present and evaluate rationale for the curriculum change. Importance preacher Attitude Indicating 19p Satigfaction Using Montana State College graduates, Hollandsworth re- searched factors which seemed to influence home economics graduates to enter, to leave, or to remain in the teaching profession (1959). Thirty-three factors, including fifteen personal, six home, five com- munity, and seven school factors were identified (1959: pp. 68-69). A questionnaire of attitudes measuring home economics teachers' degree of satisfaction with teaching based on the identified factors was developed and sent to all of the 598 Montana State College home economics graduates for the years 1935 through 1955. Using data from 308 graduates who had taught, Hollandsworth found a significant difference in teaching satisfaction of graduates who 1) had taught but were full time homemakers, 2) had taught but were employed in other 13 work, and 3) were teaching. Respondents who were teaching had the highest mean satisfaction score (73.0) , those who had taught but were full time homemakers were next high (69.4),and the group who had taught but were now in other work had the lowest mean satisfaction score (65.0) (1959: pp. 108-120). This study suggests that the inter- relationship of many attitude factors may be influencing job satisfaction of teachers and that the degree of satisfaction may determine whether or not an individual remains in the teaching profession. Closely allied to the results of Hollandsworth's research are the findings of a study completed by Corman and Olm stead. They investigated the impact of the Michigan State University Student-Teacher Education Project (STEP) on changing students' attitudes and initial job satisfaction (1964). Five instruments-~Edwards Personal Preference Schedule, Allport-Vernon Scale of Values, Rokeach's Dogmatism Scale, Minnesota Teacher Attitude Inventory, and Strong Vocational Interest B1ank--were administered to a sample composed of the 1960 pilot STEP class (N = 38), the 1961 STEP class (N = 88), and a random sample of all first term juniors enrolled in elementary education, but not STEP, in the fall of 1960 (N = 31) . The data suggested that while dissatis- faction may not be the reason given for change in position, it probably enters into the decision to change (Corman and Olmstead, 1964: p. 26). Schunk also found teacher attitudes to be an important indicator of job satisfaction. He surveyed the opinions of leading educators on the needs of student teachers. Based on his findings, he believed that 14 the teacher ". . . needs to experience satisfaction, joy, and pride in assuming his role as a teacher and to be recognized as he assumes that role" (1959: p. 43). A few years later, Charters examined obser- vations of other researchers concerning the widespread assumption that whatever affects teacher satisfaction thereby affects the teaching- learning process (1963: pp. 715-805). He concludes that, "There is a connection between the teacher's level of satisfaction and his influ— ence on the course of the teaching-learning process, but it is bound to be a more complex connection than we generally have assumed" (1963: p. 801). Attitudes which measure the degree of job satisfaction experi- enced by teachers and potential teachers appear to be an important but complex common factor in the studies cited. Thus , in order to facil- itate more meaningful teacher education, such attitudes need to be fostered in the curriculum. Because of the complex interrelationship of attitudes within each individual it seems logical to assume that any teacher education curriculum would produce graduates with teacher attitudes indicating widely differing degrees of job satisfaction. titudes Indicating Jpp Satisfaction _ip Women Teachers Studies of attitudes indicating job satisfaction in women only are limited. Rather, most studies are regarding sex differences of attitudes. The majority of research on attitudes indicating job satisfaction does reveal significant sex differences in such attitudes. Havens o..- 15 tested the hypothesis that job satisfaction of teachers is related to organizational dimensions of the teaching situation, such as adminis- trator-teacher relationships, facilities and aids available to teachers, and time involved in the tasks of teaching, as these dimensions interacted with personal characteristicsof the teachers (1963). He administered a questionnaire of personal characteristics, perceptions of the school environment, and job satisfaction to 885 teachers in eight Northern California school districts. After dividing the 745 use- able completed questionnaires into subgroups on the basis of personal characteristics such as age and sex, Havens computed correlations between job satisfaction and various aspects of the teaching environ- ment for the total sample and for the subgroups. Included in the find- ings, at the five percent significance level, were: 1) The adequacy of classroom instructional aids was correlated with job satisfaction for some subgroups of teachers, especially secondary men teachers. 2) Make-up work for students absent from class because of other school activities was correlated with job satisfaction of men teachers. 3) Assignment to ticket taking and other related extra curricular tasks was negatively correlated with job satisfaction of secondary women teachers. 4) The practice of administrators making assignments which absorb the teacher's "free period " was negatively correlated with job 16 satisfaction of married women teachers (Havens, 1963: pp. 77-83). Havens concludes "The results of this study indicate that the environ- mental aspects that are related to job satisfaction are not necessarily the same for all subgroups of teachers " (p. 84) . The men teachers in Havens' sample appeared most concerned about the instructional materials and assignments in teaching while extra-curricular teaching activities most concerned the women teachers . That attitudes indicating job satisfaction of men involved specific job conditions while attitudes indicating job satisfaction of women teachers included factors separate from the actual job is also supported by Kendall (1963). He analyzed job satisfaction and behavior, personal background, and situational data on 1008 New York state males in twenty- one diverse jobs (not specifically identified) to get composite variables in companies, community, and personal background related to job satisfaction. A generalization of initial findings was tried with a sample of 642 New York state female teachers with the result that although the global attitude of men and women toward the job was related to satis- faction with the work itself, many teachers held an avocation orienta- tion which is associated with attractive community characteristics and dissatisfaction with the actual work on the job (1963: pp. 83-84). In a similar study, Mason researched the relationship between sex role and career orientations of beginning teachers by sending questionnaires on career orientation to a ten percent systematic prob- ability sample in the United States for the 1965-7 school year. On the 17 basis of data received from 7, 150 teachers or 89% of the sample, Mason accepted the hypotheses that "the occupational role is the dominant one for men but not for women " and that "the occupational satisfaction of men depends more on factors intrinsic to their work-~for example, nature of supervision, opportunity for advancement, working conditions, and so on--while the occupational satisfaction of women depends more on factors extrinsig to their work--for example, marital plans, or the age of their children" (1959: p. 376). Comparable results were observed by Wagman in his research on sex and age differences in occupational values (1965). Wagman used Centers' Job Values and Desires questionnaire with a sample of 375 high school senior boys, 416 high school senior girls, 122 university sophomore men, and 137 university sophomore women. In both age groups, women valued social service and interpersonal contacts more than men (significant at the .05 level), while men valued profit more than women (significant at the .05 level) (1965: p. 259). Another study revealing the different attitude orientations of men and women toward job satisfaction in teaching was done in Israel (Adar, 1962). Questionnaire answers of 800 young elementary school teachers were used to examine the relationship between the emphasis placed on external and internal work satisfaction and their criticism toward various aspects of educational activity. External work satis— faction was defined as satisfaction from pay, working conditions, and status as recognized by others. Internal work satisfaction referred to 18 satisfaction from fulfilling personal desires through work. Four teacher types were found: The aggressive type, externally oriented toward his work and highly critical toward educational activity; the indifferent type, externally oriented and slightly critical; the conforming type, internally oriented and slightly critical; and the reforming type, internally oriented and highly critical. At the five percent level, significantly more women than men were in the internally oriented categories and significantly 1 more men than women were in the externally oriented categories. A study involving only women also found that job satisfaction of women depends on satisfying internal, psychological needs (Murphy, 1965) . Murphy tested and rejected at the five percent level the null hypothesis that no significant relationship existed between each of the needs measured--psychological security, identity, and commitment-- and occupational satisfaction scores. Data, including the results of an ego identity scale, a security scale, a measure of professional com- mitment, and an occupational satisfaction scale, were collected from 386 women of a single religious community whose main function was teaching. Data relationships were defined by correlation coefficients and analysis of variance was employed to test the significance of the difference between the mean scores of each group. After an examination of the results, Murphy reported: On the basis of the findings, it was concluded that for the ‘ greater majority of the religious women included in the sample, the measured needs of security, identity, and commitment re- lated significantly to occupational satisfaction. Groups with 19 different years teaching experience were found to be not sig- nificantly different from each other in occupational satisfac- tion, even when grade level assignments were considered. This gave added cogency to the underlying hypothesis that external facters such as level of experience, grade level assignment, etc. do not have the same relevance to satis..- faction with one's work as does fulfillment of intrinsic psychological needs (p. 153). In contrast to the above research only two studies since 1959 found no sex differences in attitudes indicating job satisfaction. Richards studied personal characteristics of teachers and attitudes toward their work. He administered a personal characteristics form and a 72 item attitude questionnaire to 150 Nebraska teachers (1964). The attitude questionnaire revealed that items "indicated as unsatis- factory by both men and women pertained to administrative practices, procedures or policies . . . only in the area of compensation were all items reported as unsatisfactory" (p. 101). Since all items on Richards' attitude scale dealt with intrinsic job factors such as pay, supervision, and working conditions, one may question whether it was an appropriate instrument to measure sex differences in attitudes in- dicating job satisfaction. The second study implying no attitude differences between men and women was done by Loftis in connection with teacher commitment (1962). From analysis of self commitment rating scales, job satis- faction scores, and a Measure of Professional Commitment, Form B, scores on 246 secondary public school teachers in Allegheny County, Pennsylvania, Loftis stated that "teachers' level of commitment [to 20 job] was found to be independent of sex, age, marital status, edu— cational level and length of teaching experience. Teachers' level of commitment positively correlated with job satisfaction scores in all cases" (1962: p. 109) . Since the size of the correlations was not given, the revelance of this study to attitudes indicating job satis- faction is extremely uncertain. From the majority of research available, it appears highly likely that there are significant sex differences in attitudes which indicate job satisfaction. Attitudes which best predict job satisfaction in women teachers appear to deal with factors extrinsic to the job itself-- marital plans, family needs, community characteristics, or personal needs-~rather than the intrinsic job factors of pay, supervision, and working conditions. Home Economics Curriculum Chanqe it Michigan State University In the fall of 1961 , a new home economics teaching curriculum was introduced as part of the new curriculum in home economics at Michigan State. University. Table 1 compares the requirements of the home economics teaching curricula before and after the 1961 re- vision. Hereafter, this study shall refer to the curriculum before revision as the "skill oriented " curriculum because of the large number of weekly laboratory hours it required--77 to 89 compared with 19 to 27 after the revision. Furthermore, much emphasis before the 1961 re— vision was on the traditional skill areas of food preparation and clothing .37»: .aa .32 Jung .3 g Salaam." .5 can 873" .8 S2 Juana .8130. §§§~ 21 3:: ~83. .2523 .> 2.: ~88 328:" .> o 073 ~58. con-0:3 o era 53833 .2303 can! 5 .3588 c on :89 838:3 o 2 830-3. .836 o a 3.5-8. .538 8a 3568 o m 3:30.83 Show 05:03.» 3 .85.! o 2 253-3. 336 o o >883 8. ~85» o a Sac-on B .85.! o o 3038 05 vac ~33)? o o >83 v.3 ~88. 2.30109 .2553 2.8! you c.9500 con-0:3 o o ~83 05 .33 3.633 2.30..." 338.88 080! 8a .0500 838:3 o~ ma ~33. 33.0.58 28: 5 .3500 8?: o n >38: .5 you 05505 3 .8303 3...: av ~33. 33.0.83 28! 5 39500 .833 v v .82.:5... 28: a... 838: «Te a .2588 28a do 09:00 ~ 9 00:83." 5 3:25-18 039 :15 EOE 8: 5 .2502“ u n 830.5300 05505 no .2905»; o a 3:003 2:505 a a 9534 .558 cans—32025 8 080m 05 5 2.0803 Eco-.8935 o a 33.0 .8 ~ ego-G a n «3.31 05 5 3.5380 2:. u v - 8:95.80 05505 a v 33¢ 320 o v ~ 2:838:00 05505 o n 00.35..— >-E~..~ c ~ coach-55 5:3 ~35» v v «5800313 030: «:03... a n conch-a0 £055 303 v n «5300334 ~10! o a 0:33 >363 a .80: 8:33.33: 3 on: 8.50.88 050m 5 .0958 so?! u a 3.2.3..— uo 840 53.5 .0230 ESE-32m .3 n m c3353: 3 02305.5 Sac-835$ 2 2 n .~ 88» 8 .9356 o .8 - on 8 2 ~83 383.8885 6262.80“ 2.35 5 .3500 8?: o as #83 ~38. .23 00:30. ~8=-oa Sane-0:...» .3900 32:03 .3 £0203»; $8383 5 39500 v.83.» a .8330 u m 8333: noes->14 o o 3.58 2.38.3.6 can ~Eo~=o§ .a o a b56052- » a 5.258 25.20 3 2.: :38. 200 .2588 28a o o ESE-26 3.8.30 ~ nova—O v v 55.33.: 23: .0500 055596 was 3:03-82: .8 N v 8:52.00 8n coda-3k v m .5309 we. 830 ~ 2 .38 950 .2558 28x n v s33 220 o a .3558 .833 u v 855» .588 a a 2:3: .5 5 95434 623009 2.. «guano-:82 v v Essence-3 .80: 2.3.3— o n .536 .5 5 «5.2.22.5 58.5 o a has: 6.3: 2.. 5 283-3. ~ n 9:93 93 cog-on o m E28013: ~32 o n no! sou 533:: a win a use ~ eon-.3595 noon 080 338.83 .80: .u 080 330900" Show .5 a 3. ~33. con-0:3 3.300 a av ~88. con-0:3 H.230 o a .258 a 8:88- 22 838%» 129:: .51.: o a .25. s con-Bus. .33 338:8 32:2: 338: o - ‘25: 8 35:38:: 0 «~ Ana...“ 3 3334.5: a u~ .288 8 8:38 ~38» u - .288 8 00:33 ~13 a - ~28: c 00:33 3532 a - .68.... 8 00:38 7332 o a .253 8 cannon-a 0.3 50:05 .3285 o o .253 8 332.3 van 5965. 52.5.: 52-02% 3.230 .~ 338:3 7.230 .~ 950: AS 930: 5.8.5 :33 .9500 350$ 3 950: .620 scan 3500 5x003 Eon. 31.03 EUR «auger—:0 333.5 .9280 l 833.: 82 ~82 ~53".an 08:85 ~38 .l 533.: 32 9.88 53.3.55 88a .3032! a. 33.30.. Engage age-0.300 2.8: $2 05 Sand 3.- 833 82!: 05.3.3 0252.60. .62. .6. 3.8823! «0 8.3380014 an. 22 constmction as denoted by the number of credit hours devoted to those aspects. Table 2, listing the courses required in these areas before and after revision, shows 22 to 31 term hours of food preparation courses and 14 to 23 term hours of clothing construction and crafts before re- vision. After the revision no food preparation courses and three term hours of clothing construction courses remained. The weekly laboratory hours in food preparation were reduced from a range of 24 to 36 to zero and in clothing construction and crafts from a range of 24 to 26 to two. Lee might have been describing the Michigan State University home economics curriculum before the 1961 revision when she wrote, "Long laboratory hours were devoted to developing technical skills, often beyond the experience which might be considered necessary to illustrate or apply basic principles" (Lee and Dressel, 1963: p. 95). Throughout the rest of this study, the home economics curriculum after the 1961 revision shall be termed the "concept oriented " curric- ulum because of its "emphasis on theory rather than manipulative skills” (Mentzer interview, May 15, 1967). One illustration of the concept oriented emphasis in the revised curriculum is the reduction of both laboratory time and number of credit hours devoted to food prep- aration and clothing construction (see Tables 1 and 2). Referring to this reduction, Lee writes: Clearly in home economics as in other professional and technical fields there is a trend to eliminate technical courses which do not differ significantly from courses offered in high school or a trade school--that is, courses which have 23 .372; .3 .HS d 0% $32: :5 "$3 .mummmH “9300 5300300 33m cmmEodZV ”82 .782 3330 5353:: 33m 59323 omnvm man: 2309 3080 0E".v 0030:5200 05530 N m 2309 3:00 000 N70 mno mofifiocoom 080m 0030:3980 05520 5 m0>303m 00h000m m m 9085 @5520 N m 0030056000 0 m 3080 .5 H .5800 @5520 m0 @3300th w v S 003035000 05520 e v H 0030:5250 000.320 3080 3030 000 003023.000 05520 .3 0mm 003033000 05530 .2 3:3 3:3 1309 cofigmamum 000m NTo muo mofifiocoom 0803 5 "0030005 005000& 0 o 1309 003800000 000m 0 H 003053582 5003 Hoozom m m 00300000 20004 doosom o o 0002 NH NH 2 a m000m 00 5038020 0 mum u 0:0 H 003000095 000m coflmumamum 000m .H 003000005 000m .H 3303 950m 333. 09500 350m 9503 mmfifl. 09300 00A #0000 03 UZ0000 3x003 803. >300? .509 ESHDUfibDO Umucmfiho HQGUCOO v least/mm $2 80¢ 5380.50 08500 :05 ICOumwxrmm HQGH thmmm m >ufimum>wcb 0005 0003032 00 003300 8300350 mofisocoow 050: $2 05 .8000 000 00800 30.88 055000“ motsocoom 080: you 09308 mmmhzoo 9090 05.. 003005980 @5520 0am 0030000000 0000 m0 :0w200500nl.~ mam/5H. 24 no significant body of knowledge or utilize knowlege that can be acquired in other ways. In part, this trend results from doubt as to the appropriateness of these courses in college and, in part, from the redefinition of the technical field at a higher level. In some cases it is recognized that certain skills are incidental, nonessential, or acquirable in other ways (Lee and Dressel, 1963: p. 95). Further supporting the reduction of skill courses, Stull states his con- Viction that, "The reproach of the modern world . . . is that man is so busy in the acquisition of techniques that he often loses sight of the moral and social goals toward which such techniques may be used . . . (Therefore, the aim of education is] knowledge with responsible techniques" (1962: p. 38). :A second evidence of the concept oriented emphasis in the revised curriculum is the reduction of term hours in the required core from 38 to 15, with these 15 remaining hours focused on the family in a chang- ing society (Mentzer, 1962: p. 9). In addition, there is a reduction in the number of required courses generally to provide greater flexibility (see Table l) . Thus, the revised curriculum offers more electives which the student may use to pursue concepts in areas important to him. Further indication of the revised curriculum '5 concept emphasis is the "careful selection of professional and preprofessional courses building on the basic disciplines" (Mentzer interview, May 15 , 1967) and the increase in credits required in liberal education outside of home economics (see Table l - the concept oriented curriculum offers a physical science or social science option as well as more electives in liberal arts) . 25 Platt supports the merits of a concept oriented curriculum, arguing that: Adoption of a concept-developmental approach is an attempt to include the emerging areas and the more modern research data by cutting through the accustomed subject-matter presen- tation and stressing the importance of a limited number of con- cepts which transcend the increasing number of specialities within the field (1963: p. 21). One could assume McGrath believes that home economics, even if its main purpose is professional rather than general education, should still have a concept oriented curriculum; for he writes: "Even pro- fessiongl instruction [italics mine] should stress broad principles, key ideas, and overreaching generalizations "'(1959: pp. 14-15). The 1961 home economics curriculum changes described, involved much thoughtand hard work by "faculty members over a period of three to four years. Mentzer reviews the process used in the 1961 curricu- lum revision in the college of home economics: A summary of changes resulting from this revision might include: 1. A reduction of term credits in the core from 38 to 15 . 2. A reduction in- number of required credits generally. 3. A careful selection of professional and preprofessional requirements . ' 4. A significant increase in the block of credits required in general liberal education outside of home economics. 5 . An increase in the number of free electives. 6. A reduction in the number of courses which emphasize manipulative skills (1962: pp. 15-16). 26 Mentzer further states that "the changes shown in the above sum— mary are for the most part quantitative. However, we believe that qual- itative changes have also occurred" (1962: p. 16). Important among the qualitative changes in the revised home economics core, agreed upon by the faculty, were focus on the family in a changing society, emphasis and application of basic principles from other disciplines, and a liberalizing rather than a specialist approach (Mentzer, 1962: p. 9). The qualitative changes have also followed, in part, Miller's beliefs that "home economics as a profession must move on from the physical environment of the home to the emotional environment of the family " (Paul Miller, speech on June 6, 1960). Shear evaluated the process of the 1961 core curriculum revision in home economics at Michigan State University, assuming that sound- ness of process indicates soundness of the revised curriculum . Included in the evaluation were recognition and utilization of a theory of curric— ulum development, recognition of the dynamics of change, materials developed for the new core courses, and the impact of the new program on students. Outlining the changes in the new core Shear stresses: The plan for the common learnings, called core, introduced fall term of 1961, seems to be in marked contrast to the pre- vious core in a number of respects. The number of credit hours had been reduced by more than half, from 38 to 15 hours. Fur- ther, it was intended that the courses be designed so that they would contribute to general education, focus on the family in a changing society, provide flexibility to allow for more gen- eral education and for the development of major programs, and be available to all students on campus without prerequisites. 27 In addition, the new core as planned was to emphasize broad principles and concepts and was to eliminate laboratories formerly used for the learning of manipulative skills (1964: pp. 17-18). Data for the core curriculum evaluation were collected from the following sources: 1) Forty-three faculty interviews; 2) records of the revision and course materials for the first three core courses (Food for Man, Design for Living, and Human Development in the Family); 3) question- naires completed by students who withdrew from and students who transferred into home economics; 4) questionnaires given students en— rolled in the first three core courses; 5) Graduate Record Examination Area. Tests given to 93 junior and senior students.5 Included in Shear's findings were the facts that: 1) students generally expressed approval of the three core courses as taught and of the reduction in number of core courses, 2) students assessed the core courses as contributing to both general and specialized education with more emphasis on general than specialized education. 3) The faculty goal of flexibility seemed to have been partially reached through the reduction of required core credits and elimination of laboratories for core classes. Students, however, did not have flexibility in the means of fulfilling the core requirements. 4) The goal focus on the family was not evident as an integrating factor in the first three core courses, but might be included in two core courses which were to be 5Juniors were on the new curriculum and seniors were on the old curriculum. 28 taught at the junior and senior class level. 5) Balance in general and specialized education was achieved in the core (1964: pp. 151-152) . From the above discussion of the 1961 home economics curriculum revision, several behavioral outcomes for teaching graduates appear to be implied. In a concept oriented curriculum, the concepts taught transcend the increasing number of specialties in home economics. Therefore, while a concept oriented graduate may take a little while to learn the needed skills on his own, he may be better prepared than the skill oriented graduate to keep abreast of the changing knowledge and techniques in the field over a period of years! Conversly, a skill oriented graduate may be better technically prepared to teach skill upon graduation; but his skills will become outdated and he may be less well prepared to keep abreast of the changing knowledge and techniques in the field than a concept oriented graduate. Since research indicates that a global attitude of men and women toward the job is related to satisfaction with the nature of the work itself (Kendall, 1963) , it could be theorized that upon graduation concept oriented curriculum graduates would be less satisfied with teaching than skill oriented curriculum graduates. However, it could be further theorized that after the concept oriented curriculum graduates had time to learn the needed skills, they would be more satisfied with teaching than skill oriented curriculum graduates becausethe concept orientationwould make it easier than would the skill orientation to keep up with changes in the ’1 29 field. If a concept oriented curriculum graduate can learn needed skills on his own and can keep abreast of changes in the field better than a skill oriented curriculum graduate, then it would appear logical that concept oriented curriculum graduates would increase their satisfaction in teaching with increased teaching experience while skill oriented curriculum graduates would decrease their satisfaction in teaching with increased teaching experience. These implied behavioral outcomes also stem from the fact that there is a social science emphasis in liberal arts courses and a family focus, emotional-environment-of-the-family emphasis in home eco;-. nomics courses in the concept oriented curriculum. It would appear that such emphases would yield better education for effective inter..- personal relations and for handling the dual worker-homemaker role of women than would a skill oriented curriculum. Since interpersonal relations and the dual role of women are important areas for attitudes indicating job satisfaction, it seems that they ought to be emphasized curriculums. Concept oriented graduates have a better chance for learning attitudes conducive to job satisfaction because such attitudes are fostered more by their curriculum than by the curriculum for skill oriented graduates . Further evidence for the theorized behavioral outcomes is that the concept oriented curriculum has more electives than the skill oriented curriculum. Thus, concept oriented curriculum graduates have 30 had more opportunity than skill oriented curriculum graduates to pursue personal interests, or fulfill personal needs in their education. Assum- ing that attitudes indicating job satisfaction for women teachers are mainly extrinsic to the job itselfuprimarily anything other than pay, supervision, and working conditions--concept oriented graduates may have been better able than skill oriented graduates to have fostered such extrinsic values in their education. Thus, because of the nature of the changes in the 1961 home economics curriculum revision at Michigan State University and because of the nature of attitudes in— dicating job satisfaction in women as revealed by this review of literature, it is theorized that there will be differences in teaching satisfaction between graduates of the skill oriented curriculum and graduates of the concept oriented curriculum. CHAPTER III HYPOTHESES As a result of the review of literature and the rationale developed in Chapter 2, specific hypotheses were fomulated to reveal the type of attitudes that indicate job satisfaction in Michigan State University graduated home economics teachers and to determine if differences in teaching satisfaction actually do exist between skill oriented and con- cept oriented Michigan State University home economics curriculum graduates. The hypotheses are stated as research hypotheses. This assumes that the differences obtained between comparison groups are not due to chance. If one rejects the research hypothesis, one neces- sarily accepts an alternative that stated differences do not exist. Hypothesis _I_ The attitudes which best indicate job satisfaction for vocational home economics teachers graduated from Michigan State University will deal with factors extrinsic to the job itself rather than the intrinsic job factors of pay and working conditions. Hypothesis _I_I_ At the end of student teaching, Michigan State University concept oriented home economics teaching curriculum graduates will be less 31 32 satisfied with teaching than Michigan State University skill oriented home economics teaching curriculum graduates of comparable college entrance test scores. Hypothesis III At the end of the first year of teaching, Michigan State University concept oriented home economics teaching curriculum graduates will be more satisfied with teaching than Michigan State University skill . oriented home economics teaching curriculum graduates of comparable college entrance test scores. Hypothesis I_V Michigan State University concept oriented home economics teach- ing curriculum graduates will be more satisfied with teaching at the end of the first year of teaching than at the end of student teaching. Hypothesis 1 Michigan State University skill oriented home economics teaching curriculum graduates will be less satisfied with teaching at the end of the first year of teaching than at the end of student teaching. Will The obtained range of job satisfaction scores will approach (within ten percent) the theoretical range of job satisfaction scores among per- sons in the same group of Michigan State University home economics teaching graduates . CHAPTER Iv METHOD OF PROCEDURE This study builds upon an investigation of teaching satisfaction among Michigan State University home economics teaching graduates begun by Dr. Helen Hollandsworth. Hollandsworth's study provided longitudinal job satisfaction data on the 1964 skill oriented home economics teaching curriculum graduates. In addition, the attitudes in Hollandsworth's Survey of Home Economics Graduates questionnaire (1959: pp. 154-166) were adopted for use in this study's Scales of Attitudes Indicating Job Satisfaction. The present study seeks to further test the validity of Hollandsworth's attitudes for indicating job satis- faction in home economics teachers and to scale the valid attitudes so that they may be treated statistically as interval data. Using the scaled attitude questionnaire, the present study then compares to Hollandsworth's job satisfaction data on the 1964 skill oriented home economics graduates with job satisfaction data collected on the 1966 concept oriented home economics graduates from Michigan State University . 33 34 Development of Scaled Questionnaire Educational literature since 1959 was reviewed for attitudes which seemed to indicate job satisfaction in women teachers. No attitudes were found in the literature which were not included in Hollandsworth' 5 Survey of Home Economics Graduates questionnaire (195 9: pp. 154-166) (Appendix A) . Therefore, the attitudes in Hollandsworth's questionnaire were the sole source of items for this study's questionnaires. In addi- tion to the attitude section (1959: pp. 158-165), questions on "per- sonal goals" (1959: p. 155) , "school provision for operating expenses" (1959: p. 157), and "equipment in home economics department " (1959: p. 157) were included because they appeared to meet this study's working definition of a teacher attitude--"the situation as it is per- ceived by the teacher" (Hollandsworth, 1959: p. 22). All together, questions of attitudes on the following thirty topics were included in the first draft of the questionnaire: 1) ,personal goals at present (in relation to teaching) 2) school provision for operating expenses 3) equipment in the home economics department 4) adequacy of training in the subject matter 5) adequacy of training in planning and using methods to achieve goals 6) professional adequacy 7) educational philosophy 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23) 24) 25) 26) 27) 35 teacher's chances for marriage financial opportunities living arrangements cultural opportunities creativity (perceived) attitudes of teachers other than home economics (perceived) attitude of administrator(s) prestige in the community (perceived) attitude of students (perceived) attitude of parental family toward home economics teaching (perceived) present attitude of husband or boyfriend toward teaching (perceived) attitude of friends toward home economics teaching relationship with students relationships in the community where teaching relationships with school personnel restrictions in personal life attitude of community toward teachers supervision by administrator(s) supervision by college home economics teacher educator supervision by state office home economics person 36 28) worth of junior and senior high school home economics 29) work load 30) reasons for teaching In order to determine which of the above topics relate to attitudes indicating job satisfaction in vocational home economics teachers graduated from Michigan State University, a self rating scale was de- veloped as a criterion for job satisfaction (Appendix B). The scale ranges from one to nine points, with one being "extremely well satis- fied, would not consider changing present job situation "; and nine indicating "extremely dissatisfied, would change job situation immedi- ately if at all possible". If one accepts this study's working definition of job satisfaction--"any combination of psychological, phsysiological, and environmental circumstances that causes a person truthfully to say, 'I am satisfied with my job"'--(Hollandsworth, 1959: p. 12), then one will also have to accept the fact that the most valid criterion for determining job satisfaction is a self rating. For the attitude topic validity test, the p0pulation consisted of all 71 home economics student teachers during fall term, 1966, and winter term, 1967 (1967 graduates of Michigan State University), and all 40 second year Michigan home economics teachers who were 1965 graduates of Michigan State University. The above graduates' length of teaching experience, type of teaching situation, and educational background appeared to approximate more closely that of the graduates 37 to be included in the study using the completed questionnaires than did the qualifications of any other available graduates. The 1965 graduates who had not taught the two years since graduation or who had primarily taught subjects other than home economics or in other states than Michigan were excluded from the sample. The first draft of the attitude questionnaire and the one to nine point job satisfaction scale, along with a cover letter explaining the study, was sent to the selected graduates on February 15, 1967. Respondents' answers were treated anonymously, but the materials were coded for follow-up purposes. By means of one follow-up letter sent on March 3. 1967, and later telephone calls to non-respondents, all 111 questionnaires and job satisfaction ratings were returned by mid- March, 1967. The data were analyzed by a contingency table, including Chi Squares and contingency correlations, to determine the relationship between responses on each attitude topic and the job satisfaction self ratings (Hays, 1963: p. 582 and pp. 604-606). Because of the ex- ploratory nature of the test, and the desire not to drop an attitude topic which might indicate job satisfaction in some home economic teachers, all attitude topics with correlations significant from zero at the . 10 level were to be retained in the questionnaire. However, the resulting Chi Squares showed a significant relationship at the .001 level and contingency correlations indicated a significant relationship at or above 38 the .05 level between each of the thirty attitude topics and the job satis- faction self rating criterion (Appendix C). Thus, on the basis of the item validity study, all thirty attitude topics were retained in the ques- tionnaire. Having supported the validity of the attitude topics in the ques- tionnaire, the attitudes were next scaled in order that they could be treated statistically as interval data. A variation of Thurstone and Chaves's Method of Equal-Appearing Intervals was employed (Edwards, 1957: pp. 83-87) . Each attitude was assigned a numerical value, ranging from one to nine, by eight judges, according to the judged importance of the attitude to job satisfaction for vocational home eco- nomics teachers. The scale ranged from one (extremely h_igh positive correlation), to nine (extremely M911 negative correlation) (Appendix D). To avoid biasing ratings through comparison of attitudes on the same topic to each other, attitudes to be judged were randomly listed rather than listed by topic. During February, 1967, eight home economics teacher educators at eight different universities were sent letters describing the study and asking them to serve as judges in scaling attitudes related to job 39 satisfaction. All eight agreed to donate their time and effort to the project.6 Since the judges live in different states and have limited contact with each other, it can be assumed that they did not influence each other in their ratings of the attitudes. Attitude rating forms and directions were sent to the judges in mid-March, 1967, and all forms were returned by May 1 , 1967. The mean rating of the eight judges for each attitude was used as the weight giVen that attitude in the scaled questionnaires (Appendix E) . Four scaled questionnaires were developed (Appendix F): l) Attitude Scales for Home Economics Teachers--The mean of the judges' ratings was rounded off to the nearest whole number. 6Dr. Helen Loftis, Chairman of Home Economics Education, Winthrop College Dr. Pauline Garrett, Chairman of Home Economics Education, University of Missouri Dr. Alberta Hill, Chairman of Home Economics Education, Iowa State University Dr. Elizabeth Ray, Associate Professor in the College of Education, Pennsylvania State University Dr. Hazel Anthony, Chairman of Home Economics Education, University of Nebraska Dr. Ellen Champoux, Chairman of Home Economics Education, Kansas State University Dr. Mary DuBois, Chairman of Home Economics Education, Oregon State University Dr. Twyla Shear, Coordinator of Home Economics Education Program, Michigan. State University 40 2) Attitude Scales for Home Economics Teaching Graduates-~The mean of the judges " ratings was rounded off to the nearest whole number. 3) Attitude Scales for Home Economics Teachers (Research Form)-—The exact mean of the judges' ratings was used. 4) Attitude Scales for Home Economics Teaching Graduates (Research Form)--The exact mean of the judges' ratings was used. Only two differences exist between thevg'raduate and regular teacher forms. First, the question regarding the "college coordinator of student teaching" on'the graduate form is changed to read "school administrator" on the regular teacher form. Secondly, the question concerning "home economics supervising teacher" on the graduate form is changed to read "home economics state office person" on the regular teacher form. One source of weakness in any research design using judges may be disagreement of opinion among the judges. In the present study, therefore, the judges' ratings were tested by Hoyt's Analysis of Variance to determine if they were significantly different from zero at the .05 level. (Hoyt’s interjudge reliability formula was used to_ determine how well the ratings of one judge agreed with the ratings of the other seven judges. This formula SSR.._..SSg + SSE C - l I'tt = ssR + (380 + ssh.) 41 where: rtt = interjudge reliability coefficient SSR = variance of items 880 = variance of judges SSE = interaction or error variance C = number of judges yielded an interjudge reliability coefficient of .9108 (Linguist, 1961: pp. 590-593) . Such coefficient is significant from zero at the . 001 level (Downie and Heath, 1965: p. 306). An averaged ratings re- liability formula was employed to find the reliability of the judges' mean rating on each attitude. Hoyt's formula rtt = . nr 1 + (n- 1)r where: rtt averaged ratings reliability coefficient n = number of judges which are to be added to the interjudge reliability coefficient r = interjudge reliability coefficient found a mean attitude rating reliability coefficient of . 9862 (Linquist, 1961: pp. 590-593). This coefficient is significant from zero at the .001 level (Downie and Heath, 1965: p. 306). Thus, the writer con— cluded that the judges were in an unusually high degree of agreement on their ratings . Tests were also conducted on the validity and reliability of the scaled attitude questionnaires. Using both the rounded whole number weights and the exact research weights given attitudes in the 42 regular and research form scaled questionnaires, the odd numbered questionnaires of the original sample--35 student home economics teachers and 20 second year home economics teachers--were scored. Both the whole number and the exact scores were correlated by Pearson Product-Moment Correlation with the job satisfaction self ratings criterion to determine a validity coefficient. The result was a coefficient of .94238 for the regular form (rounded whole number) and a coefficient of .95576 for the research form (exact number) (McNemar, 1962: p. 112). Continuing to use odd numbered questionnaires, reliability of the scaled questionnaire was tested by Pearson Product-Moment Correlation of scores on the odd numbered items with scores on the even numbered items. The coefficient of internal consistency obtained was . 85688 for the regular form and . 84524 for the research form . Application of the Spearman Brown Prophecy Formula resulted in a . 91622 correlation for the regular form and .90478 for the research form (McNemar, 1962: pp. 114-116). The validity and reliability correlations on the odd numbered questionnaires of the original sample were checked by cross validation on the even numbered questionnaires of the original sample--36 student home economics teachers and 20 second year home economics teachers. Cross validation correlations on the validity yielded a co- efficient of .96531 for the regular form and a coefficient of .95 776 for the research form (McNemar, 1962: p. 112). Cross validation cor- relations on the reliability resulted in an internal consistency coefficient 43 of .86622 for the regular form and .86867 for the research form. By using the Spearman Brown Prophecy formula, a coefficient of .92688 was obtained for the regular form and .92987 for the research form (McNemar, 1962: pp. 114-116). Validity and reliability test results for the scaled attitude questionnaires are summarized in Tables 3 and 4. The above tests indicate that the scaled attitude questionnaires had high validity and reliability, all correlations being significant from zero at or above the .001 level (Downie and Heath, 1961: p. 306). However, no sig— nificant difference in validity and reliability was found between the regular (rounded whole numbers) and the research (exact numbers) forms of the scaled questionnaire. Description pf Population and Sample This study makes inferences concerning characteristics of two populations of vocational home economics teachers: those graduated from a skill oriented curriculum at Michigan State University7 and those graduated from a concept oriented curriculum at Michigan State Uni- versity.8 The first class of home economics teaching majors to com— plete the skill oriented curriculum graduated in Iune, 1955, and the last class under this curriculum graduated in March, 1965. Thus, the population of skill oriented vocational home economics teachers 7See page 20 for discussion of skill oriented curriculum 8See page 22 for discussion of concept oriented curriculum 44 TABLE 3. --Validity of scaled questionnaire m Correlation with Self Rating of Job Satisfaction Criteria Sample Regular Research Correlation Equal to . 001 Number Form Form Significance from Zero Level Group One 55 .94238 .95576 .44330 Group Two 56 .96531 .95776 .44330 TABLE 4.--Reliability of scaled questionnaire Internal Consistency Correlations Between Odd and Even Numbered Questions Regular Form Research Form Correlation Using Spearman Using Spearman Equal to . 001 Sample Regular Brown Pr0phecy Research Brown Pr0phecy Significance Number Form Formula Form Formula from Zero Level Group One 55 .85688 .91622 .84524 .90478 .44330 Group Two 56 .86622 .92688 .86867 .92987 .44330 45 includes all home economics teaching graduates of Michigan State Uni- vesity from June, 1955, through March, 1965. Since June, 1965, home economics teaching graduates have completed the concept oriented curriculum. Consequently, the population of concept oriented vocational home economics teachers includes all home economics teaching gradu- ates of Michigan State University from June, 1965 , until such future time as the home economics teaching curriculum at Michigan State Uni- versity is again revised. In sampling the two populations, graduates of one year from each curriculum were selected. The skill oriented graduate sample consisted of all members of the last group graduated from the skill oriented home economics teaching curriculum at Michigan State University-76 women who completed student teaching during the 1963-4 school year (hereafter referred to as skill oriented student teachers). The concept oriented graduate sample contained all members of the second group graduated from the concept oriented home economics teaching) curriculum at Michigan State University-T74 women who completed student teaching during the 1965-6 school year (hereafter referred to as concept oriented student teachers). The first group from the concept oriented curriculum-- those wornen who completed student teaching during the 1964-5 school year--were not sampled because the process of change in curriculum for these students might have introduced many uncontrolled variables. Iob satisfaction data were collected from the graduates in the sample at the end of their student teaching and at the end of their first year 01 ”0'16" EVVM t WEIE C 0?. 95.1 it the exec N. cl‘wl- «‘3‘. c VV;'."‘ 5‘1" N Vyd‘h A h'ts‘] . . ‘3‘. ‘I “ti: h I- ‘v 46 year of regular teaching. Only the graduates who actually had home economics teaching positions in Michigan the year following graduation were counted in the sample of first year teachers. Those who had not taught since graduation or who had primarily taught subjects other than home economics or in states other than Michigan, were excluded from the sample. Using this criterion, 43 of the 76 skill oriented graduates and 44 of the 74 concept oriented graduates comprised the sample of graduates as first year teachers (hereafter referred to as skill oriented first year teachers and concept oriented first year teachers). Due to practical impossibilities, the sample was not randomly selected. Since the research design demands job satisfaction scores on each graduate in the sample both at the end of student teaching and at the end of the first year of regular teaching, data could not be ob- tained on graduates prior to the first conception of the study in 1963 . Similarly, since the present concept oriented curriculum will probably continue for several years, future home economics teaching graduates could not be included in the sample without waiting a considerable length of time to complete the study. While sampling limitations will decrease the ability to generalize from the sample to the population, it appears that this study's sample may be just as valid as a random sample for comparing graduates of the two curriculums on attitudes indicating job satisfaction. As seen in Hollandsworth's review of literature on attitudes influencing job ’- b. A: VI 81 a! p ‘4. u: I); .A . v 1' . Q“! a.‘ 47 satisfaction, these attitudes change over a period of years, perhaps in response to changes in society and women's roles in society (1959). Based on the occurrence of past attitude changes, one might expect sim- ilar or even faster changes in attitudes indicating job satisfaction in the future as our society continues to rapidly evolve. In addition, attitudes indicating job satisfaction may be fostered by many factors besides col- lege curriculum. The college instructors to which a student is exposed, the amount of prestige commanded by home economics, pay, and working conditions of the teaching profession are only a few such factors which fluctuate from year to year. By using graduates who are only two years apart in time of graduation, such uncontrolled influences on attitudes indicating job satisfaction may be minimized more than if a random sample were used. Collection pf_ Data The Michigan State University home economics teaching graduates constituting the sample answered questionnaires both as student teachers and as first year teachers. Respondents were placed in four groupings: group one--l963-4 skill oriented student teachers group two--1964—5 skill oriented first year teachers group three-~1965-6 concept oriented student teachers group four-49669.7 concept oriented first year teachers For conciseness and clarity, data collection is described for each group in chronological order. Responses were obtained from graduates in 48 group one either at the conclusion of student teaching or during the term following student teaching of the 1963-4 school year. Attitude question- naires for these graduates,lalong with letters explaining the study (Appendix A) and self-addressed stamped envelopes were mailed to the 76 skill oriented student teachers. Near the end of the 1964-5 school year, members of group two, the 43 skill oriented first year home eco- nomics teachers, were mailed attitude questionnaires for first year teachers, along with cover letters (Appendix A) and self-addressed stamped envelopes. During the 1965-6 school year term when they student taught, attitude questionnaires for graduates, accompanied by letters explaining the study and self-addressed stamped envelopes were mailed to graduates in group three, 74 concept oriented student teachers. The final data were collected in April, 1967, when members of group four, the 44 concept oriented first year teachers, were mailed attitude questionnaires for first year teachers, together with cover letters and self-addressed stamped envelopes. Addresses were obtained from Michigan State University Student Directories and the Michigan State University Alumni Office. Directories of m Economics Teacher's ip Michigan compiled by the Home Econom- ics and Family Life Consultants in the Michigan State Department of Education were also consulted to determine which graduates in the sam- ple became first year home economics teachers in Michigan and where these first year teachers were located. Dr. Meta Vossbrink who super- vised first year Michigan State University home economics teachers in 49 Michigan was very helpful in further verifying the names and addresses of first year teachers. Through the use of these various sources, a complete list of the names and addresses of student teachers and first year teachers in the sample was believed to be obtained. Returns on the questionnaires were exceptional. Through the use of two follow-up letters to each group, written on the basis of personal appeal, and then through telephone calls to the few remaining non- respondents, all questionnaires were returned. Since some of the ques— tionnaires were incomplete, these were remailed to the respondents with further instructions and another appeal for help. As a result of these efforts, 237 usable questionnaires, or 100.00 percent of the sam- ple were made available. Respondents‘ answers were treated anony- mously, but the materials were coded for follow-up purposes. Treatment _o_f_ Page The present investigation was based upon data secured from 237 job satisfaction questionnaires completed by Michigan State University home economics teaching curricula graduates, including 76 skill oriented graduates, 43 skill oriented graduates as first year teachers, 74 concept oriented graduates, and 44 concept oriented graduates as first year teachers. By using attitude ratings from the scaled attitude question- naires developed in an earlier part of this study, each of the thirty attitude topics checked on each questionnaire was assigned a rating. 50 Then the thirty ratings on each questionnaire were added to obtain a total job satisfaction score for each questionnaire. Statistical difference at the .05 point between mean total job satisfaction scores was tested for the following pairs of groups: 1) skill oriented student teachers and concept oriented student teachers 2) skill oriented first year teachers and concept oriented first year teachers 3) concept oriented student teachers and concept oriented first year teachers 4) skill oriented student teachers and skill oriented first year teachers (McNemar, 1962: p. 102). In order to control for differences in academic ability between the groups being compared, the mean differences in total College Entrance Examination Scores were tested at the . 05 significance level for each pair of above groups. College Entrance Examination Scores, rather than college grade point average, were chosen as the academic ability criterion because the former remains standard from year to year while the latter may fluctuate as a function of the general level of academic ability among students of a particular year. If significant differences were found between mean College Entrance Examination Scores each group of graduates would be divided into subgroups of academically superior, academically average, and academically low, and comparisons 51 would be made between corresponding subgroups of the desired groups. This procedure would avoid the variable of increasingly able students being admitted to the university and would reduce the factor of ability differences within each year's graduates . One can see from Table 5 that a Z score of .0292 resulted from testing the mean differences in total College Entrance Examination Scores between skill oriented and concept oriented student teachers. Since the Z score had to be at least 1 .96 to be significant at the .05 level, it was concluded that no significant difference existed (McNemar,, 1962: p. 102). TABLE 5 .--Comparison of total College Entrance Examination Scores of 1964 home economics teaching graduates with those of 1966 home economics teaching graduates F Ratio for Z Score for F .05 Point of Z .05 Level of , Sample Number Mean. Ratio Significance Score Significance Group One Skill Oriented Student Teachers 76 1‘21 .05 26 .91 1.39 .0292 1.96 Group Two Concept Oriented Student Teachers 74 1 21 . 8648 52 The results of testing the mean differences in total College Entrance Scores between skill oriented and concept oriented first year teachers are shown in Table 6. A t score of . 72 was obtained, with 2.020 being required for the .05 significance level. However, the variances of the two groups yielded an F ratio of 2. 21 which is sig- nificant at the .05 point. Therefore, the .05 t significance level was corrected for the large F ratio. Even with the correction, the .05 t significance level was 2.019. Thus, it was concluded that no signifi- cant difference existed (McNemar, 1962: p. 103 and p‘. 247). Table 7 presents the results of testing the mean differences in total College Entrance Examination Scores between concept oriented student teachers and concept oriented first year teachers. Using the formula for correlated data, a Z score of .001 was obtained. Since the required Z score of 1.96 for the .05 significance level was not attained, it was concluded that no significant difference existed (McNemar, 1962: pp. 101-102). The results of testing the mean differences in total College Entrance Examination Scores between skill oriented student teachers and skill oriented first year teachers showed that no significant difference existed (Table 8). Using the formula for correlated data, the Z score obtained was .002, less than the 1.96 Z score needed to be significant at the .05 1 level. (McNemar, 1962: pp. 101-102). 53 oomH .NNH 3» 0.050003 :00» 00ch 000:0:0 Ha 00:00 I 03H. 030:0 mHo.~ omo.m Nu. Hm.H H~.~ 2: m .om H mv 20:003. :00» 5ch 000:020 HHS—m I 0:0 030:0 030m .H 0:033:05 00:00HHH:0Hm 0:00m 00:00::on 0HH0HH :00H>H 008:2 0HoE0m 00H :0300000 Ho H0>0.H mo . 0 Ho EH00 .H 00:00:3on Ho :8 0:00m a. mo . :oH H0>0H mo . :oH 0:00m 0 30¢ 0H mHGSOMGH mOuEOCOOQ 080: :00.» 0.th :003022 ummH 0:03 0:3 00000005 oomH Ho 0005 505 8030000 :00.» 00.5 :003032 mmmH 0:03 0:3 0303008 vmmH H0 00:00m :03058005 00:00.:m 000HH00 H0000 Ho :00200800116 MAB; 54 TABLE 7.-Compariaon of total College Entrance Examination Scores of 1966 home economics teaching graduates with those of 1966 graduates who were 1967 Michigan first year home economics teachers F Ratio for Z Score for F .05 Point of Z .05 Level of Sample No. Mean Ratio Significance: Score Significance Group One--Concept Oriented Student Teachers 74 121.8648 1.36 1.51 .001 1.96 Group Two--Concept Oriented First Year Teachers 44 122.1600 TABLE 8.--Comparison of total College Entrance Examination Scores of 1964 home economics teaching graduates with those of 1964 graduates who were 1965 Michigan first year home economics teachers F Ratio for Z Score for F .05 Point of Z .05 Level of Sample No. Mean Ratio Significance Score Significance Group One-~Skill Oriented Student Teachers 76 121.0526 1.28 1.51 .002 1.96 Group Two-~Skill Oriented First Year Teachers 43 120.5100 55 Because no significant differences were found between mean total College Entrance kamination Scores of any of the pairs of groups, the writer concluded that the groups were of comparable academic ability. Therefore, graduates in the different groups were not stratified according to their College Entrance Examination Scores when differences between mean job satisfaction scores were tested. CHAPTER V RESULTS AND DISCUSSION The purpose of the present analysis of data was to determine attitudes indicating job satisfaction in vocational home economics teachers graduating from Michigan State University and then to compare such attitudes of skill oriented graduates with those of concept oriented graduates. This analysis could aid in helping to determine the effec- tiveness of..the 1961 home economics teaching curriculum change at Michigan State University. More generally, the attitudes indicating job satisfaction which were identified by this analysis may be used in formulating better future objectives for home economics teaching cur- riculums. Furthermore, the comparison. of job satisfaction between skill oriented home economics teaching curriculum graduates and con- cept oriented home economics teaching curriculum graduates from Michigan State University may have implications for home economics teaching curriculum revision at other universities. Data for six hypotheses were analyzed and the findings con- cerning each hypothesis are presented, using the five percent signifi- cance point except in hypothesis VI where 90 percent of the theoretical range is used. In later sections, possible reasons for the results are 56 57 discussed, implications for home economics teaching curriculum revision are drawn, and suggestions for future research are made. Hypothesis _I_ Hypothesis I stated: The attitudes which best indicate job satis? fagtion for vocational home economics teachers graduated from Michigg State University will deal with factors extrinsic pg t_11§_ 19;: itself Lather than the intrinsic job factors _o_f pay and working conditions. Data to test this hypothesis, ratings on thirty extrinsic and intrinsic attitude topics and job satisfaction self ratings, were collected for 111 Michigan State University home economics teaching graduates. The relationship between each of the thirty attitude topics and the job satisfaction self ratings criteria was analyzed by Chi Square and contingency correlations during the development of this study's scaled questionnaires (see page 34) . As shown in the tables of results included in Appendix C, the Chi Squares on all attitude topics were significant at the . 001 level; and the contingency correlations on all attitude topics were significant at or above the .05 level. Thus, since all extrinsic and intrinsic atti- tudes included in the study were significant at the same high level, the research hypothesis was rejected. Hypothesis 11 Michigan State University conceLt oriented home economics teaching 58 gurriculum graduates _w_il_l pp less satisfied with teaching than Michigap fiat_e University skill oriented home economics teaching curriculum graduates 0_f comparable collegp entrance test scores. To test this hypothesis, job satisfaction scores were collected for 74 concept ori- ented graduates and 76 skill oriented graduates. The first analysis of the data was to determine the reasonableness of the assumption that the variances within the two groups were not significantly different. Such an analysis is necessary because one of the assumptions upon which analysis of variance is based is that the variances of the cells are homogenous. Variances were (tested by the F test (McNemar, 1962: p. 247). As recorded in Table 9, the test of variance of job satisfaction scores at the end of student teaching between Michigan State University concept oriented curriculum graduates and Michigan State University skill oriented curriculum graduates resulted in an F score of 1 . 118. ‘ Since an F score of at least 1 .47 is required for the . 05 significance point, the assumption of no significant difference in variance within groups was accepted . 59 TABLE 9.--Variance of job satisfaction scores at the end of student teaching between concept oriented graduates and skill oriented graduates E Score Equal to . 05 Mean Job Standard 1'" Significance Sample N Satisfaction Score Deviation Score Point Concept Oriented - Graduates 74 101.9485 21.3383 1 . l 1 8 1 . 47 Skill Oriented Graduates 76 105.9769 20.1501 To determine if the difference in mean job satisfaction scores was significant, the mean scores presented in Table 9 were tested by analy- sis of variance as summarized in Table 10 (Downie and Heath, 1965: p. 181). The research hypothesis was rejected. In fact, the data reveal that concept oriented student teachers tend in the direction, but not significantly, of being more satisfied in teaching than are skill oriented student teachers . 60 TABLE 10.--Ana1ysis of variance of mean job satisfaction scores at the end of student teaching between concept oriented graduates and skill oriented graduates F Score Significance Degrees Equal to .05 Point of Sources of Sum of of Mean F Significance Obtained Variation Squares Freedom Square Score Point F Score Between Categories 608.460 1 608.460 , 2 . 260 3 . 91 . 065 Within Categories 39836.878 148 269.168 Totals 40445.338 149 W 10 The third hypothesis assumed: Aime end of me first yaa_r__f teaching, Michigan State University concepL oriented home economics teaching curriculum graduates will pp more satisfied with teaching than Michigan State University skill oriented home economics teaching cur- riculum graduates _o_f comparable colleg_e entrance test scores. This hypothesis was tested by analyzing job satisfaction scores of 44 con- cept oriented first year teachers and 43 skill oriented first year teachers. From the test of the F ratio of variances within the two groups as sum- marized in Table 11, an F score of 1.60 was obtained (McNemar, 1962: p. 247). The F score equal to the .05 significance point is 1.63. Thus, the assumption of no significant difference in variance within groups was accepted. 61 TABLE 11.--Variance of job satisfaction scores at the end of the first year of teaching between concept oriented graduates and skill oriented graduates " F Score Equal to .05 Mean Job Standard F Significance Sample N Satisfaction Score Deviation Score Point Concept Oriented First Year Teachers 44 103 . 3727 17. 1444 1 . 60 l . 63 Skill Oriented First Year Teachers 43 107.6127 22.3836 r—r The difference in mean job satisfaction scores was tested by analysis of variance to determine if the difference was significant (Table 12) (Downie and Heath, 1965: p. 181). Although the data in- dicate that concept oriented first year teachers tended toward being more satisfied in teaching than did skill oriented first year teachers, the difference is not significant; and the research hypothesis was rejected . I‘Q rb‘ . ,.o u n \' ’f 'I-‘H ‘04‘ I a .l.‘ .,.-v ‘a. ‘a 'q.‘ .“ 62 TABLE 12.--Analysis of variance of mean job satisfaction scores at the end of the first year of teaching between concept oriented graduates and skill oriented graduates F Score Significance Degrees Equal to .05 Point of Sources of Sum of of Mean F Significance Obtained Variation Squares Freedom Square Score Point F Score Between Categories 395.305 1 395.305 1.00059 3.96 .16 Within Categories 33976.279 86 395.073 Total 34371.584 87 Hypothesis LV Hypothesis IV stated: Michigan State Univazgity concppt oriented 11an3, economics taaghing cuflculum graduates will pa more a atisfiad yap}; taaching at $11.2 9.1151 pf thg first year; of taaching Lima; the and _o_f_ studant taaching. Data to test this hypothesis were comprised of job satisfaction scores for 74 concept oriented student teachers and 44 of these concept oriented graduates as first year teachers. First, the ratio of variances within the two groups was tested by the F test to determine if the difference in variances was significant (Table 13) (McNemar, 1962: p. 247). Since the obtained F score of 1.54 was not as large as the F score of 1 .56 required to be significant at the .05 point, the assumption of. no significant difference in variance with groups was accepted . a“ y 11150 1 .- 0 0.75.0 . C0: Firs ‘- .cdc “A My 63 TABLE 13.--Variance of job satisfaction scores of concept oriented graduates at the end of student teaching and at the end of the first year of teaching F Score Mean Iob Equal to . 05 Satisfaction Standard F Significance Sample N Score Deviation Score : Point Concept Oriented Student Teachers 74 101 .9485 21.3383 1 .954 1. 5 6 Concept Oriented First Year Teachers 44 103.3727 17. 1444 Next, the difference in mean job satisfaction scores was tested for significance by analysis of variance (Table 14) (Downie and Heath, 1965: p. 181). Since concept oriented curriculum graduates tend to be slightly less satisfied in teaching at the end of the first year of teaching than at the end of student teaching (although the difference is not significant) the research hypothesis of increased job satisfaction was rejected. -I\‘ P i '1 ‘ 4 ultra. l 0 ~29? c e. “udahb I ‘1'“ ha!- . ... '4 Vv ‘ "34$ 0“- A— - 64 TABLE 14.--Analysis of variance of mean job satisfaction scores of concept oriented graduates at the end of student teaching and at the end of the first year of teaching F Score Significance Degrees Equal to .05 Point of Sources of Sum of of Mean F Significance Obtained Variation Squares Freedom Square Score Point F Score Between Categories 56.764 1 56.764 .29758 3.92 .295 Within Categories 22317.897 117 190.751 Totals 22374.661 118 Hypothesis 1 Hypothesis V predicts: Michigan State University skill oriented home economics teaching curriculum graduates w_il_1 _b_e_ less satisfied _gp teaching _tt_t_1p_e_n_d__f_ the first year pf teaching than _tplggipl _f student teaching. Iob satisfaction scores of 76 skilloriented student teachers and of 43 skill oriented graduates as first year teachers were used to test the hypothesis. From the test of the F ratio of variances within the two groups as summarized in Table 15, an F score of 1 . 23 was obtained (McNemar, 1962: p. 247). Since an F score of at least 1.54 is required for the . 05 significance point, the assumption of no significant difference in variance within groups was accepted. 65 TABLE 15.--Variance of job satisfaction scores of skill oriented graduates at the end of student teaching and at the end of the first year of teaching F Score Mean Job Equal to .05 Satisfaction Standard F Significance Sample N Score Deviation Score Point Skill Oriented Student Teachers 76 105.9769 20.1501 1 . 23 1 . 5 4 Skill Oriented First Year Teachers 43 107.6127 22.3836 To ascertain if the difference in mean job satisfaction scores was significant, the mean scores presented in Table 15 were tested by analy- sis of variance as outlined in Table 16 (Downie and Heath, 1965: p. 181). Although the data reveal that skill oriented curriculum graduates tend to be slightly less satisfied in teaching at the end of their first year of teaching than at the end of student teaching, the difference is not significant. Therefore, the research hypothesis was rejected. v]"‘ > . Uf“ . 41" ‘ IL...) c.o" ..- 1 ‘— v..\- on- ‘ g '0‘: 66 TABLE 16. --Ana1ysis of variance of mean job satisfaction scores of skill oriented graduates at the end of student teaching and at the end of the first year of ‘ teaching F Score Significance , Degrees Equal to .05 Point of Sources of Sum of of Mean F Significance Obtained Variation Squares Freedom Square Score Point F Score Between Categories 73 . 485 1 73 . 485 . 16696 3.92 .345 Within Categories 51495.260 117 440.130 Totals 51568.745 118 Hypothesis fl Hypothesis VI assumes: The obtained mafjpp satis action scores _w_i_l_l approach (Within ten percent) the theoretical ranga 9_f m satisfaction spores among persons _ip the same group gf Michigan _S__t_a_t_e University home economics teaching graduates. In order to test this hypothesis, the range of job satisfaction scores for each group of graduates--74 concept oriented student teachers, 76 skill oriented student teachers, 44 concept oriented first year teachers, and 43 skill oriented first year teachers--was analyzed in relation to the theoretical range for that group (Table 17) . Both as student teachers and as first year teachers, the skill oriented curriculum graduates had a larger 67 range of job satisfaction scores than did the concept oriented curriculum graduates . However, no group reached the size of actual range required to equal ninety percent of the theorectical range for a group. The ob- tained range sizes ran from 30 percent of the theoretical range for con- cept oriented student teachers to 80 percent of the theoretical range for skill oriented first year teachers. fore rejected . The research hypothesis was there- TABLE l7.--Variance of job satisfaction scores within sample groups Size of Range Size of Size of Equal to 90% of Theoretical Theoretical Actual Actual Theoretical Sample Group Range Range , Range Range Range Concept Oriented 68.50 to 72. 250 to Student Teachers 226.15 157'“ 127.750 "55'500 ”1'89 Skill Oriented 68.50 to 81.875 to Student Teachers 226. 15 ”7'55 177.250 95°375 ”1'89 Concept Oriented First Year ‘ 72.875 to 77. 250 to Teachers 222.875 ”0'00 156.250 79'00° ”5°00 Skill Oriented First Year 72. 875 to 81 . 750 to . Teachers 222.875 150°C” 202.000 102°250 135'00 68 Discussionpf Results Since all the research hypotheses were rejected at the .05 sig- nificance point, the hypothesized situations appear not to exist in the sample. Although generalizations cannot definitely be drawn from a biased sample, such as the one in this study, the hypothesized situa- tions may not exist in the two populations of vocational home economics teachers concerned--those graduated from a skill oriented curriculum at Michigan State University and those graduated from a concept oriented curriculum at Michigan State University. There are many possible reasons why the research hypotheses were rejected, and some of these will be discussed in this section. Rejection of the first hypothesis indicates there is no difference in ability to predict job satisfaction for vocational home economics teachers graduated from Michigan State University between attitudes dealing with factors extrinsic to the job itself and attitudes dealing with intrinsic job factors of pay and working conditions. Since the instru- ment used found all factors to be equally significant, a more discerning instrument may be needed to adequately test this hypothesis. For example, the results may have been different if an instrument had been employed which forced choices between the different attitude topics rather than just between degrees of the same attitude. Furtherniore, the writer believes a halo effect might have influ- enced the results; for if a respondent scored high on one attitude topic, 69 she tended to score high on all the other topics. Intercorrelations were computed between responses to attitude topics on questionnaires com- pleted by 111 Michigan State University home economics teaching graduates (McNemar, 1962: p. 112). Almost all intercorrelation coef- ficients were significant at or above the .01 significance level (Appen- dix G). If the interaction between attitude topics could have been further analyzed, one might have found the kind of interaction and the complexes of attitudes formed by the interaction to be more important to job satis- faction than any single intrinsic or extrinsic attitude t0pic. The second, third, fourth, and fifth hypotheses all predicted the comparative job satisfaction of two groups of Michigan State University home economics teaching graduates. Rejection of these hypotheses indicate no significant difference in job satisfaction between the fol- lowing pairs of groups: 1) concept oriented student teachers and skill oriented student teachers 2) concept oriented first year teachers and skill oriented first year teachers 3) concept oriented student teachers and concept oriented first year teachers 4) skill oriented student teachers and skill oriented first year teachers. This lack of difference in job satisfaction as measured by attitudes may be a reflection of educators' general confusion concerning teaching fit {—1 ('3 (1’ f’.’ 70 of attitudes. Educators cannot agree on the definition of an attitude, what comprises an attitude, or how attitudes are learned. Therefore, it is possible that neither of the two curriculums were actually teaching attitudes indicating job satisfaction or that both curriculums were teaching the attitudes to the same basic extent. In either case, gradu- ates of the two curriculums would be equally prepared by their college education to maintain attitudes indicating job satisfaction. Another aspect of the lack of difference in job satisfaction found between graduates of the two curriculums is the fact that curriculum change must be qualitative as well as quantitative. Thus, beliefs of the faculty and the way they teach must change, as well as course structure and content. Such qualitative change in people is a much harder, slower process than quantitative change in subject matter. Qualitative changes may not have been completed by the time the 1966 class of home economics teaching graduates entered the concept oriented curriculum and possibly no difference between the two groups should be expected at this early date. A third possible explanation of the lack of differences in job satisfaction is revealed by the range of job satisfaction scores for each group in the sample (see Table 17) . The range of scores for skill orient- ed graduates, both as student teachers and as first year teachers, is much greater than for concept oriented graduates. Therefore, the ex- treme scores of a few skill oriented graduates may be overly influencing the mean score and consequently affecting the results. h) ’11 71 In testing hypothesis II, the data revealed that concept oriented student teachers were more satisfied in teaching at the .065 significance point than were skill oriented student teachers. The student teaching experience demands much adjustment to new people and to teaching some content areas in which the student teacher from either curriculum has had, at most, only one or two courses herself. The concept cur- riculum's emphasis on application of basic concepts and on interpersonal relations may better prepare the student teacher to adequately make such adjustments than does the skill oriented curriculum's emphasis on food preparation and clothing construction. If this is the case, the concept oriented student teacher's ability to meet demands for adjustment in the student teaching experience may generate attitudes indicating higher job satisfaction than would the skill oriented student teacher's con- fidence gained from mastery of specific skills. Perhaps no significant difference was found between concept oriented graduates and skill oriented graduates 'in testing hypothesis III concerning attitudes indicating job satisfaction at the end of the first year of teaching because the time of teaching was too short for eventual differences to emerge. The job satisfaction score of skill oriented teachers may not have been lower because their specific knowledge and skills had not yet had time to become outdated. Similarly, the job satisfaction score of concept oriented teachers may not have been higher because they had not had time, along with the other adjustments 72 of first year teaching, to master all the desired skills. In addition, if the concept oriented teacher really tries to teach for concepts and application of concepts instead of primary emphasis on food prepara- tion and clothing construction skills in her classroom, she will often be an innovator in changing the status quo of home economics programs in secondary schools. As in innovator, the concept oriented teacher will likely have to work harder and may have greater Opposition from students, school personnel, and community members for the first two or three years than had no changes been introduced. This factor may tend to lower the job satisfaction scores of concept oriented first year teachers. In contrast, if the skill oriented teacher emphasizes food preparation and clothing construction skills in her classroom (items which were stressed in her college curriculum), the status of home economics programs in secondary schools will probably not be altered or even threatened. By meeting the expectations that a majority of students, school personnel, and community members have of home economics and since she does not have the work or opposition involved in a process of change, the skill oriented first year teacher may have as high a job satisfaction score as the concept oriented first year teacher. In testing hypotheses IV and V, data revealed that both concept oriented graduates and skill oriented graduates tended to be slightly, but not significantly, less satisfied in teaching at the end of the first of‘J‘ ”9 V” - 0‘ it. who 'I-A uh» SEC 116 he 73 year of teaching than at the end of student teaching. Possibly the demands and pressures placed on first year teachers contributed to the lowering of job satisfaction scores in both first year teacher groups. Perhaps lower job satisfaction scores for skill oriented teachers were not evident because there had not been sufficient time for specific knowledge and skills to become outdated, and they were meeting the standard expectations of students, school personnel and community members. On the other hand, jpb satisfaction scores of concept orient- ed teachers may not have been higher because they were still unsure of , their skills and initial teaching adjustments. Extra work and opposition because they were trying to be innovators of change may also have been a factor. Significant differences in job satisfaction might be found between skill oriented graduates and concept oriented graduates after a longer period of teaching experience. Upon completion of four or five years teaching, the job satisfaction scores of skill oriented teachers might significantly drop as their specific knowledge and skills become out- dated and they find it hard to keep up with changes in the field. After the same period of teaching, job satisfaction scores of the concept oriented teachers might rise and be significantly higher than those of skill oriented teachers because they would have had time to‘learn needed skills, and their ability to keep up with changes in the field would have been proven. The concept oriented teachers would have 1 AU A\u ~r 0.. av) r0 f 5.. 74 also had time to establish the concept of a changing home economics program to meet the needs of changing society and to begin seeing the reward of implementing such a concept. Rejection of the sixth hypothesis indicates that the obtained range of job satisfaction scores does not approach (within ten percent) the theoretical range of job satisfaction scores among persons in the same group of Michigan State University home economics teaching graduates. It was perhaps unrealistic to expect the obtained ranges to be 90 percent or more of the theoretical range when so many vari- ables--academic ability, educational background, subject matter taught, and type of teaching situation--are partially controlled. How- ever the obtained ranges are large enough to indicate a great degree of variation in job satisfaction among graduates of the same curriculum . Such a variation may imply that no home economics teaching curriculum can produce all satisfied or all dissatisfied teachers. It could also suggest that attitudes indicating job satisfaction may be produced through interaction among individual personality, psychological needs, physical environment, and educational preparation. Actual ranges of job satisfaction scores in the four groups also reveal a point that could be lost in the process of averaging in order to obtain mean job satisfaction scores. Among both student teachers and first year teachers, the most satisfied in teaching are concept oriented curriculum graduates and the most dissatisfied in teaching 75 are skill oriented curriculum graduates. Although the difference between mean job satisfaction scores of skill oriented graduates and concept oriented graduates is not significant, at least some concept oriented curriculum graduates are happier in teaching than any skill oriented curriculum graduate and at least some skill oriented curriculum gradu- ates are less happy in teaching than any concept oriented curriculum graduate. If home economics educators are as concerned about edu- cating individuals as the plentiful literature on "meeting individual needs " suggests, such findings are a strong argument in favor of a concept home economics teaching curriculum. This discussion of findings has presented theories which seem to be supported by the results obtained. Quite obviously, however, further research needs to be done to test the theories lest they con- tinue to be unproven theory and not fact. Implications _f_g Home Economics Teaching Curriculum Revision Based on the findings and discussion of this research study, the following implications appear to be worthy of consideration in home economics teaching curriculum revision: 1) Both attitudes dealing with factors extrinsic to the job and attitudes dealing with the intrinsic factors of pay and working condi- tions are important indicators of job satisfaction in vocational home economics teachers. Therefore, the "affective domain " (attitudes 0M ”1' y\ . Rhy I .. uv. ‘IF 0.... a h! ‘1 0 VI r r2. 9 0. h Aw. 76 and feelings) may need to be emphasized to as great a degree as the "cognitive domain " (subject matter content) and the "psychomotor domain " (skills) in home economics teaching curriculums. 2) Home economics educators may need to decide which attitudes best achieve the goals of their curriculums; to ascertain what subject matter content they comprise; how to teach for the chosen attitudes; and then, how to apply the chosen attitudes . 3) Effective curriculum change should include qualitative change in faculty beliefs and methods as well as quantitative change in form- ulated goals and course content. A change in general philosophy of a curriculum may not change attitudes of students unless the change in philosophy is implemented by faculty at the feeling level, in the affective domain as well as in the cognitive domain. 4) Perceived attitudes of others appear to be important indicators of job satisfaction for vocational home economics teachers. Therefore, home economics eduators probably need to include more interpersonal relations and more public relations work in home economics teaching curriculums in order that their graduates can convince students, school personnel, and community members of the value of home economics. This is especially true if the home economics college is going to im- plement a major curriculum revision for its teaching majors. Graduates of the revised curriculum should also be taught how to be innovators of change at the secondary school level. 77 5) Since individual attitudes indicating job satisfaction appear to vary, college home economics teaching programs might be improved by including qualified advisors to counsel majors on how to select a home economics teaching position which would be satisfying to the individual teacher involved. 6) At the end of first year teaching, job satisfaction scores of graduates from a revised curriculum may not reflect any of the changes made in that curriculum. Pressures and demands made upon first year teachers may account for an apparent lack of increase in‘ job satisfac- tion scores. However, job satisfaction may increase after three or four years when initial adjustments to teaching are made. 7) Although mean job satisfaction scores of graduates of dif- ferent home economics teaching curriculums may not be significantly different, the difference in curriculum may make an important difference in the job satisfaction of some graduates. Suggestions f_o_r Future Research Based on the findings of this research study, the following are suggestions of needed research on attitudes that indicate job satis- faction in vocational home economics teachers graduated from dif- ferent curriculums: 1) A more definite heirarchy, according to importance, of atti- tudes indicating job satisfaction should be established, perhaps by use of a forced choice type instrument. What interactions between 78 attitudes and what complexes of attitudes formed by interactions are important to job satisfaction also need to be ascertained. 2) In-depth studies of attitudes indicating job satisfaction should be conducted to determine exactly what constitutes an attitude, how an attitude is taught, and how it influences behavior. 3) Attitudes indicating job satisfaction of home economics teaching graduates from different curriculums need to be collected on a long range basis to see if significant differences in job satisfaction develop after initial adjustments to teaching are made. Data should be collected from more than one year's graduates of each curriculum studied in order to have a large enough sample of the graduates still teaching after four or five years. Perhaps data could be collected on home economics teaching graduates of different universities so that broader generalizations could be drawn from the results. {eve 4.63: (r (A! L); I“ CHAPTER VI SUMMARY This study's first purpose was to determine some attitudes that indicate job satisfaction in vocational home economics teachers gradu- ated from Michigan State University. Secondly, the study aimed at helping determine the effectiveness of the 1961 home economics teach- ing curriculum change at Michigan State University by comparing atti- tudes indicating job satisfaction of home economics teaching majors graduating before the 1961 curriculum change to those of home economics teaching majors graduating after the 1961 curriculum change. Through- out the study, the curriculum before revision was referred to as a "skill oriented" curriculum because of its large number of weekly laboratory hours and its emphasis on the traditional skill areas of food preparation and clothing construction. In contrast, the curriculum after revision was defined as a "concept oriented" curriculum because of its emphasis on broad concepts and application of concepts rather than on manipu- lative skills. The following six specific research hypotheses were formulated to accomplish the stated purposes: 79 80 1) The attitudes which best predict job satisfaction for vocational home economics teachers graduated from Michigan State University will deal with factors extrinsic to the job itself rather than the intrinsic job factors of pay and working conditions. 2) At the end of student teaching, Michigan State University concept oriented home economics teaching curriculum graduates will be less satisfied with teaching than Michigan State University skill ori- ented home economics teaching curriculum graduates of comparable college entrance test scores . 3) At the end of the first year of teaching, Michigan State Uni- versity concept oriented home economics teaching curriculum graduates will be more satisfied with teaching than Michigan State University skill oriented home economics teaching curriculum graduates of com- parable college entrance test scores. 4) Michigan State University concept oriented home economics teaching curriculum graduates will be more satisfied with teaching at the end of the first year of teaching than at the end of student teaching. 5) Michigan State University skill oriented home economics teaching curriculum graduates will be less satisfied with teaching at the end of the first year of teaching than at the end of student teaching. 6) The obtained range of job satisfaction scores will approach (within ten percent) the theoretical range of job satisfaction scores 1' n P)- L). ~\v — .. ‘qu a Xv 81 among persons in the same group of Michigan State University home economics teaching graduates. Attitude topics in Hollandsworth's (Survey of Home Economics Graduates questionnaire (1959: pp. 154-166) were adopted for use in this study's Scales of Attitudes Indicating Job Satisfaction. All attitude topics were included which were found to be related to job satisfaction of home economics teachers by Hollandsworth's study, and by a review of literature since 1959 on attitudes indicating job satisfaction in women teachers. To further test the validity of the attitude topics for indicating job satisfaction, a first draft of the attitude questionnaire was answered by all members of a sample of forty 1966-7 Michigan second year home economics teachers and seventy-one home economics student teachers graduating from Michigan State University. A job satisfaction self rating scale ranging from a high of one to a low of nine was also com- pleted by the graduates sampled and was used as the criterion for job satisfaction. In a contingency table analysis, including Chi Squares and contingency correlations, each attitude topic was found by Chi Square to distinguish between high, average, and low satisfied home economics teachers at the .001 significance level (Hays, 1963: p.582) and to have a contingency correlation significant from zero at or above the .05 level (Hays, 1963: pp. 604-606). Since it had been decided to keep in the questionnaire those attitude topics significantly related to job satisfaction at the . 10 level, all attitude topics were retained. 82 Having supported the validity of the attitude topics in the ques- tionnaire, the attitudes were next scaled by being assigned a numerical value ranging from a high of one to a low of nine by eight home eco- nomics educators at different universities, according to the judged importance of each attitude to job satisfaction for vocational home eco- nomics teachers. The mean rank of the judges for each attitude was the weight given that attitude in the scaled questionnaires. Four scaled questionnaires were developed: 1) Attitude Scales for Home Economics Teachers--The mean of the judges' ratings is rounded off to the nearest whole number. 2) Attitude Scales for Home Economics Teaching Graduates-- The mean of the judges' ratings is rounded off to the nearest whole number. 3) Attitude Scales for Home Economics Teachers (Research Form)-- The exact mean of the judges‘ ratings is used. 4) Attitude Scales for Home Economics Teaching Graduates (Research Form)--The exact mean of the judges' ratings is used. Only two differences exist between the graduate and regular teacher forms. First, the question regarding the "college coordinator of student teaching" on the graduate forms is changed to read "school administrator" on the regular teacher forms. Secondly, the question concerning "home economics supervising teacher " on the graduate form is changed to read "home economics state office person " on the regular teacher form . emu as TF 0‘ ‘1 :~ 5,. .. L; OJ 6.. 83 Interjudge reliability was tested for significance from zero at the .05 level. Using Hoyt's Analysis of Variance, interjudge reliability between the eight judges was .9108, and the reliability of the judges' mean ratings on each attitude was .9862 (Linquist, 1961: pp. 590-593). Tests were also conducted on the validity and reliability of the scaled attitude questionnaires. Pearson Product Moment Correlations to determine a validity coefficient were run between the job satisfac- tion self ratings criteria and the scaled questionnaire scores of twenty 1966-7 Michigan second year home economics teachers and thirty-five 1966-7 student home economics teachers graduated from Michigan State University. The correlation on the regular form (rounded whole number) was .94238 while the correlation on the research form (exact number) was .95576 (McNemar, 1962: p. 112). Pearson Product Moment Cor- relations to obtain internal consistency reliability were run between scores on the odd items and scores on the even items of the scaled questionnaires for the same sample. The correlation was . 85688 for the regular form and . 84524 for the research form . Application of the Spearman Brown Pr0phecy Formula resulted in a . 91622 correlation for the regular form and . 90478 for the research form (McNemar, 1962: pp. 114-116). The validity and reliability correlations were cross validated using another group of twenty 1966-7 Michigan second year home economics teachers and thirty-six 1966-7 student home economics teachers gradu- the I65 W 3 i] '1 (A. 11"“. 84 ated from Michigan State University. In the cross validation study, the validity correlation on the regular form was . 96531 while that of the research form was .95776 (McNemar, 1962: p. 112). Cross validation correlations on the reliability resulted in an internal consistency cor- relation of . 86622 for the regular form and . 86867 for the research form. By using the Spearman Brown Prophecy Formula, a coefficient of .92688 was obtained for the regular form and .92987 for the research form (McNemar, 1962: pp. 114-116). All validity and reliability correla- tions were significant from zero at the . 001 level (Downie and Heath, 1965: p. 306). The populations for the study consisted of all graduates of the skill oriented home economics teaching curriculum at Michigan State University and all graduates of the concept oriented home economics teaching curriculum at Michigan State University. Due to practical impossibilities, a random sample of the population was not drawn, but rather all members of the last group graduated from the skill oriented curriculum (1964) and all members of the second group graduated from the concept oriented curriculum (1966) were selected. The first group graduated from the concept oriented curriculum (1965) was not sampled because the process of change in curriculum for these students might have introduced many uncontrolled variables. Graduates who comprised the sample were mailed attitude ques- tionnaires after completion of student teaching and again at the end of 85 the first-year of regular teaching, if they taughtihe .year after graduation. The 237 questionnaires returned (100 percent of the sample) comprised four sample groups: 76 skill oriented graduates, 43 skill oriented gradu- ates as first year teachers, 74 concept oriented graduates, and 44 con- cept oriented graduates as first year teachers. The scaled attitude questionnaire developed in the first part of this study was used to score these questionnaires. Statistical difference at the .05 significance point between mean total job satisfaction scores was tested for the following pairs of groups: 1) skill oriented student teachers and concept oriented student teachers.‘ 2) skill oriented first year teachers and concept oriented first year teachers . 3) concept oriented student teachers and concept oriented first year teachers 4) skill oriented student teachers and skill oriented first year teachers (McNemar, 1962: p. 102) . In addition, the obtained range of scores in each of the four sample groups--skill oriented student teachers, concept oriented student teachers, skill oriented first year teachers, and concept oriented first year teachers--was analyzed in terms of its percentage of the theoret- ical range of scores for the group. In order to control for differences in academic ability between the groups being compared, the mean difference in total College Entrance s v ye cut. C33 tilt 1‘: CT}. 0, A“. “U”: 86 Examination Scores was tested at the .05 significance level for each pair of groups for which difference between mean total job satisfaction scores was tested (McNemar, 1962: pp. 102-103). No significant dif— ferences were found between the scores of any of the pairs of groups. As a result of the analysis of the data, all six research hypotheses were rejected at the .05 significance point. Although generalizations cannot be definitely drawn from a biased sample, such as the one in this study, hypothesized differences may also not exist in the two populations of vocational home economics teachers concerned--those graduated from a skill oriented curriculum at Michigan State University and those grad- uated from a concept oriented curriculum at Michigan State University. The following are some of the implications drawn from the results (of this study which seem to be worthy of consideration (for a compete list, see pages 75 to 78). Both attitudes dealing with factors extrinsic to the job and attitudes dealing with the intrinsic factors of pay and working conditions are important indicators of job satisfaction in voca- tional home economics teachers. Therefore, the "affective domain " (attitudes and feelings) may need to be emphasized to as great a degree as the "cognitive domain" (subject matter content) and the "psychomotor domain" (skills) in home economics teaching curriculums. However, further research is needed to establish which attitudes, or complexes and interactions of these attitudes, are most important in achieving the goals of specific home economics teaching curriculums. In-depth 87 studies of attitudes indicating job satisfaction should be conducted to determine exactly what constitutes an attitude, how an attitude is taught, and how it influences behavior. Home economics teaching cur- riculum revisions may not be evidenced by increased job satisfaction scores of the revised curriculum graduates at the end of their first year of teaching, possibly because of the pressures and demands of the first year teaching situation. Therefore, graduates might profit from in- creased pre-service education emphasis on how to function effectively in a situation of change. job satisfaction of graduates of different home economics teaching curriculums needs to be sampled after four or five years of teaching to see if significant differences in job satisfaction develop after initial adjustments to teaching are made. SELECTED BIBLIOGRAPHY 88 a. D). t‘ 9|. P‘- 9‘ , o 4 (3’ '0 ‘1 \“ SELECT ED BIBLIOGRAPHY Adar, Lea. "Attitudes Correlated with Status Anxiety Among Elementary School Teachers in Israel." Megamot. Vol. 12, 1962, pp. 120- 127. Andrus, Howard Guion. "The Extent and Causes of Turnover Among Secondary School Teachers in New York State Central Schools for the Year 1948-49, " unpublished doctoral dissertation, Cornell University, 1951. Armstrong, Earl W. "The Teacher Education Curriculum, " lournal gf Teacher Education, Vol. 8, No. 3, (Sept. 1957), pp. 230-243. Charters, I. 1. Jr. "The Social Background of Teaching, " in Gage, Nathaniel L. (ed.), Handbook o_f Research pp Teaching. Chicago: Rand McNally, 1963. pp. 715-805. Downie, N. M. and Heath, R. W. Basic Statistical Methods, 2nd. ed. New York: Harper and Row, 1965. Edwards, Allen Louis. Techniques pfAttitude Scale Construction. New York: Appleton-Century-Crofts, 1957. Hannah, John A. "The State of the University--l963, " unpublished address, Michigan State University, January 14, 1963. Havens, Nels Hansen. "The Relationships of Organizational Aspects and Personal Characteristics to Teacher Job Satisfaction, " unpublished doctoral dissertation, Stanford University, 1963. Hays, William L. Statistics for Psychologists. New York: Holt, Rinehart, and Winston, 1963. Hillway, Tyrus. Introduction tp Research. Boston: Houghton Mifflin Company, 19562. Hollandsworth, Helen L. "Factor Influencing Montana State College Home Economics Graduates for Years 1935 through 1955 to Enter, to Leave, or to Remain in the Teaching Profession, " unpublished doctoral thesis, Michigan State University, 1959. 89 90 Home Economics Seminar: "A Progress Report, " unpublished material, French Lick, Indiana, July 24-28, 1961. Hooper, Thornton. "On the Education of Women. " Phi Delta Kappan. V01. 9. June, 1963, pp. 443-4. Kendall, L. M. "Clinical Analysis of Job Satisfaction and Behavior, Personal Background and Situational Data, " unpublished thesis, Cornell University, 1963 . Lee, Jeanette A. and Dressel, Paul L. Liberal Education and Home Economics. New York: Bureau of Publications, Teachers College, Columbia University, 1963. Linquist, E. F. Educational Measurement. Washington D. C.: Amer- ican’Council on Education, 1961. Loftis, Helen Ada. "Identifying Professional Commitment and Meas- uring Its Extent Among Selected Members of the Teaching Profession, “ unpublished thesis, Pennsylvania State University, 1962. Mason, Ward S. , Dressel, Robert J. , and Bain, Robert K. "Sex Role and the Career Orientation of Beginning Teachers, " Harvard Educational Review, Vol. 29, (Fall, 1959), pp. 370-383. McGrath, Earl J. Liberal Education_ip_ the Professions. Teachers College, Columbia University, 1959. McNemar, Quinn. Psychological Statistics, 3rd. ed. New York: Wiley, 1962. Mentzer, Rosalind. A Report pf Curriculum Revision. East Lansing, Michigan: Michigan State University Publications, 1962. Michigan State Upiversity Catalog, 1960-1, Vol. 54, No. 13, (May, 1960). East Lansing, Michigan: Michigan State University Publications, 1960. Michigan State University Catalog, 1962_-__3, Vol. 56, No. 13, (May, 1961). East Lansing, Michigan: Michigan State University Publications, 1961. Miller, Dr. Paul, Provost of Michigan State University. Unpublished address to Michigan State University College of Home Economics Faculty, Michigan State University, June 6, 1960. 91 Murphy, Sister Mary Thomas. "The Relationship of Psychological Needs to Occupational Satisfaction in Religious Women Teachers. " Unpublished doctoral dissertation, Fordham University, 1965. Norton, John K. "Federal Relations to Education, " in American Edu- cational Research Association, Encyclgedia pf Educational Research. Ed. by Chester W. Harris with the assistance of Maria R. Liba. 3rd. ed. New York: The Macmillan Co., 1960 pp. 522-541 . Platt, Myles M. "Concepts and the Curriculum, " Social Education, Vol. 27, No. 1. (Jam, 1963). pp. 21-24. Rabinowitz, William, and Rosenbaum, Ira. "Teaching Experience and Teachers' Attitudes, " Elementafl School lournal, Vol. 60, No. 6, (March, 1960), pp. 313-319. Richards, P. H. "A Descriptive Study of Teachers' Attitudes about Different Aspects of their Work, " unpublished doctoral disserta- tion, University of Nebraska Teachers College, 1964. Schunk, Bernadene. "Understanding the Needs of Student Teachers, " The Supervising Teacher, 38th Yearbook , 1959. Cedar Falls, Iowa: Association for Student Teaching, 1959. . Sells, Saul B. and Trites, David K. "Attitudes, " in American Educa- tional Research Association, gin—cyclgiedia o_f Edwional Reseapph. Ed. by Chester W. Harris with the assistance of Maria R. Liba, 3rd. ed. New York: The Macmillan Co., 1960, pp. 102-112. Shear, Twyla. "An Evaluation of Core Curriculum in the College of Home Economics, " unpublished doctoral thesis, Michigan State University, 1964. Spodek, Bernard. "Research and Curriculum Development: Some Issues, " Educational Leadership, Vol. 23, No. 5, (Feb., 1966), pp. 417-426. Stull, Richard A. "Liberal Arts, Our Guardian, " |ournal pf Higher Education. Vol. 33, No. 1, (Jan., 1962), pp. 38-42. United States Department of Labor. Occupational Outlook Handbook, 1966-7 Edition. Washington D. C.: United States Government Printing Office, 1966. 92 Wagman, M. "Sex and Age Differences in Occupational Values, " Personnel and Guidance Journal, Vol. 44, (Nov., 1965). pp. 258-262. Wrightstone, J. Wayne. "Social Effectiveness of Education " in American Educational Research Association, Encyclopedia of Educational Research, Ed. by Chester W. Harris with the assistance of Maria R. Liba, 3rd. ed. New York: The Macmillan Co., 1960, pp. 1291-1295. APPENDICES 93 APPENDIX A ORIGINAL QUESTIONNAIRES AND COVER LETTERS 94 95 A SURVEY OF HOME ECONOMICS GRADUATES PERSONAL DATA A. Marital Status: Single Married Widowed Divorced or legally separated Remarried Child Number Age Range 0-5 years 6-10 years 11-15 years Over 15 years Date(s) of graduation: BS .MS Doctorate Age at graduation: BS Completed student teaching: As an undergraduate graduate Teaching minor: What was the chief reason influencing you to become a home economics teacher? (Check one item only) Never wanted to become a home economics‘teacher No particular influence Family experience and/or influence Influence of counselor Influence of home economics teacher High school home economics experience 4-H Club experience Contact with home economics students Other influence (Explain) g... C Locoucwcnbcom Time in school when you definitely decided to become a home economics teacher. (Check one item only) Never decided to teach Grades 1-6 Grades 7-10 Grades 11-12 After high school but before starting to college During lst or 2nd year of college During 3rd or 4th year of college After college H O oovcucnbcoro l||l|||l 96 F. Are there teachers in your family ? 1. No teachers 2. Uncles, aunts and/or grandparents are teachers 3. Parents, brothers and/or sisters are teachers G. Personal goals upon entering college. (Check one item only) 1. Did not want to become a teacher of home economics 2. Was mildly interested in becoming a teacher of home economics 3. Attended college specifically to become a teacher of home economics ' H. Personal goals at present. (Check one item only) 1 . Have no desire to teach 2. Want to teach one or two years only! 3. Want to combine teaching and marriage continuously with limited time out of the profession for child bearing 4. Want to combine marriage and teaching only until first pregnancy 5 . Want to combine marriage and teaching until first pregnancy and want to return to teaching after children leave home I . LiSt below every job you have held for a significant length of time including summer employment. Dates employeg ‘ From: To: Employer Type of work Month and Month and you did ‘ Year Yefiar II, PROFESSIONAL DATA Directions: In the space on the left side of the page check those items which best describe your student teaching situation. Please check one answer for each item. 97 Size of community. (Check one item only) 1. Population of less than 1000 2. Population of 1000-1999 3. Population of 2000-2999 4.. Population of 3000-9999 5. Population of 10, 000-49 , 999 6. Population of 50, 000 and over School provision for operating expenses. (Check one item only) H o No funds are provided by the school Funds are provided by school but no set amount is known by the teacher. Definite amount of school funds provided by the school and the amount is known by the teacher. N o 00 Equipment in home economics department. (Check one item only) 1. Inadequate equipment for teaching any area of home economics 2. Adequate equipment for teaching one or two areas of home economics 3. Adequate equipment for teaching almost all areas of home economics Average amount of time you spend on activities (including teaching and preparation time, FHA, home visitation, adult program, etc.) per week as part of your job whether you do the work at school, home or elsewhere. (Check one item only) 1. Under 30 hours ____2. 30 -35 hours 3. 36 -40 hours 4. 41 -45 hours 5. 46 -50 hours ~ . 6.‘ 51 -55 hours 7. 56-60 hours 8. 61 - 65 hours . 9. 65 hours and over Courses completed beyond B. 8. degree. (Check one item only) 1. None 2. Courses required for certification 98 3. Courses beyond that required for certification but have not completed a Master's degree 4. Master's degree 5. Courses beyond a Master's degree but have not completed aDoctoral degree 6. Doctoral degree F. Other types of professional activities. (Check one item only) 1. Participate in no professional activities 2. Participate only in local professional activities 3. Participate in professional activities only at the regional and/or state levels (such as home economics teacher conference) 4. Participate in professional activities at local, regional and/or state levels 5. Participate in professional activities at local, regional and/or state and national levels III. ATTITUDES Directions: In the spaces on the left, check those items which best describe your beliefs and/or feelings as they applied to your home economics teaching situation. Please check one answer for each item . A. Adequacy of training in subject matter. (Check one item only) 1. Feel inadequately prepared in almost all areas of home economics 2. Feel adequately prepared in one or two areas of home economics 3. Feel adequately prepared in most areas of home economics 4. Feel adequately prepared in all areas of home economics B. Adequacy of training in planning and using methods to achieve goals. (Check one item only) 1 . Feel inadequate in planning and using methods 2. Feel adequate in the use of general methods such as lecture but feel inadequate in planning and carrying out some special home economics laboratory lessons, discussions, demonstrations, and activities such as FHA and home experiences 99 3. Feel adequate in planning and using a variety of methods in classroom , laboratory and related activities 4. Feel adequate in planning, using and evaluating a variety of methods in classroom, laboratory, and related activities C. Professional adequacy. (Check one item only) 1. Feel insecure and unhappy in teaching 2. Feel fairly secure and happy in teaching 3. Feeling secure and happy in teaching 4. Feel secure and happy in teaching and feel that a worthwhile contribution is made to society and young people D. Educational philosophy. (Check one item only) 1. Have no well defined beliefs about the purposes of education 2. Have some beliefs concerning the purposes of education but cannot see how to achieve them through home economics Have some beliefs concerning the purposes of education and how to help achieve them through home economics 4. Have a well defined philosophy of education and the place of home economics in achieving these objectives E. Chances for marriage. Please check your beliefs even though you may be married. (Check one item only) 1. Believe that women teachers have few chances to 'Lmeet suitable marriage partners 2. ’ Believe that women teachers have as many chances to meet suitable marriage partners as women with com- parable professional positions 3. Believe that women teachers have better chances to meet suitable marriage partners than women with comparable professional positions F. Financial opportunities. (Check one item only) 1. Cannot meet needs with the salary received for teaching 2. 3. 100 Can meet immediate needs with the salary received for teaching but find it difficult to plan for travel, attending school and/or major things such as owning a home Can meet immediate needs and budget for travel, further education and generally meet financial expectations on the salary received for teaching Living arrangements. (Check one item only) .502th Cultural lo Living arrangements are unsatisfactory Living arrangements are fairly satisfactory Living arrangements are satisfactory Living arrangements are very satisfactory opportunities. (Check one item only) This teaching situation provides little opportunity for cultural and/or stimulating intellectual activities such as attending concerts and lectures This teaching situation provides some opportunity for cultural and/or stimulating intellectual activities This teaching situation provides much opportunity for cultural and/or stimulating intellectual activities Creativity. (Check on item only) l. Home economics teaching seems dull and routine 2. Home economics teaching provides limited oppor- tunities to use own ideas in developing the program and teaching methods 3. Home economics teaching provides opportunities for experimentation with teaching methods, program a development and sharing problem solving in the school as a whole Attitude of teachers other than home economics. (Check one item only) 1. Home economics is ignored by most teachers in the school 2. Home economics is viewed unfavorably by many of the teachers in the school 3. Home economics is viewed unfavorably by some, but is supported by some teachers in the school 4. Home economics is viewed favorably and is supported by most of the teachers in the school 101 K. Attitude of adminstrator(s). (Check one item only) L. Prestige M . Attitude Home economics is considered largely a field for students of a low socio-economic level and/or mental ability Home economics is considered necessary for students of low socio-economics level and/or mental ability but is also considered suitable for all students Home economics is considered a field having much to offer all girls _ Home economics is considered a field having much to offer all students (boys as well as girls) in the community. (Check one item only) Most community members seem to think of home economics as a "frill " rather than a necessary part of the school program Most community members seem to accept home economics as a part of the school program but do not seem to understand that it is more than cooking and sewing Most community members seem to understand home economics and generally support the program Most community members seem to understand and see real value in home economics and strongly support the program of students. (Check one item only) Home economics is considered largely a field for students of low socio-economics level and/or mental ability Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students Home economics is considered a field having much to offer all girls Home economics is considered a field having much to offer all students (boys as well as girls) 102 Attitude of your parental family toward home economics teaching. ‘(Check one item only) 1. Family has little respect for home economics teaching as a profession 2. Family respects home economics teaching but does not think there is any future in it 3. Family has respect for home economics teaching and feel it is a creditable profession for women 4. Family has great respect for home economics teaching and think that it is a worthwhile profession for both men and women Present attitude of husband or boyfriend toward teaching. (Check one item only) Definitely opposed to wife's or girlfriend's teaching Fairly favorable to wife's or girlfriend's teaching Favorable to wife's or girlfriend's teaching Very favorable to wife's or girlfriend's teaching AWNr—o Attitude of friends toward home economics teaching. (Check one item only) Very unfavorable toward home economics teaching Somewhat favorable toward home economics teaching Favorable toward home economics teaching Very favorable toward home economics teaching Ath—I Relationships with students. (Check one item only) 1. Students are hard to manage and working with them is not enjoyable 2. Students are hard to manage but working with them is enjoyable 3. Students are fairly cooperative but working with them is not enjoyable 4. Students are fairly cooperative and working with them is enjoyable 5. Students are cooperative and working with them is very enjoyable Relationships in the community where you are teaching or did teach. (Check one item only) 1. Do not participate in community functions and do not feel a part of the community 8. Relationships with school personnel. 103 Do not participate in community functions and feel a part of the community Participate in some community functions but do not feel a part of the community Participate in some community functions and feel a part of the community Participate in many community functions and have a strong sense of belonging in this community (Check one item only) Do not enjoy many staff members and have little con- tact with them ' Enjoy some staff members but have few contacts with them other than professional Enjoy some staff members and have both professional and social contacts with them Enjoy many staff members and have both professional and social contacts with them T. Restrictions in personal life. (Check one item only) U. V. Attitude of community toward teachers. Teachers are much more restricted in personal life. than other professional workers Teachers are somewhat more restricted in personal life than other professional workers Teachers have about the same restrictions in personal life as other professional workers (Check one item only) Most community members do not accept teachers and are critical of them Most community members ignore teachers Most community members accept teachers but make no attempt to include them as tregular members Teachers are well accepted and included in all community functions Teachers are sought after as community members and leaders Supervision by the college coordinator of student teaching. (Check one item only) 1. Does not visit student teacher's classes 104 Visits classes but does no supervision Sends out directions and checks to see that the student teacher carries them out Checks to see how things are going but gives no suggestions for improvement 'Observes, gives good suggestions and/or praise Observes, gives good suggestions and/or praise and always supports student teacher W. Supervision by college home economics teacher education person. 1. 20 3. 4o 5. 6. (Check one item only) Does not visit this school Visits this school but does no supervision Sends out directives and checks to see that the student teacher carries them out Checks to see how things are going but gives no suggestions for improvement Observes, gives good suggestions and/or praise Observes, gives good suggestions and/or praise and always supports student teacher X. Supervision by home economics supervising teacher. (Check one item only) 1. Does not visit student teacher's classes 2. Visits classes but does no supervision 3. Gives directives and checks to see that student teacher carries them out 4. Checks to see how things are going but gives no suggestions; for improvement 5. Observes, gives good suggestions and/or praise 6. Observes, gives good suggestions and/or praise and always supports student teacher Y. Worth of junior and senior high school home economics. (Check one item only) 1. Not convinced that home economics education is worthwhile for all students 2. Believe that home economics education can make a worthwhile contribution to the lives of most indi- vidual students, families and to society 3. 105 Believe that home economics should be an integral part of the school curriculum and of vital importance to individuals, families and society Z. Load. (Check one item only) Have such a heavy schedule of class and extra- class activities that you cannot do many of the things which other teachers do 2. Teaching load is usually light enough to enable you to do most of the things other teachers in the school do ' 3. Have about the same teaching and extra—class load as other teachers in the school AA. Reasons why you will teach. (Rank these items in order of importance. That is, 1 for the most important, 2 for the next important, etc.) Teach for financial reasons Teach because teaching is the only work for which you feel qualified Teach because it is the only work that you can get in the community Teach because you enjoy it Teach because you feel responsibility toward young people and society IV. If your reasons for teaching or not teaching have not been fully covered in the questionnaire, will you please explain more completely below. 106 Dear Home Economics Education Graduate: Congratulations on having completed (or being in the process of com- pleting) your student teaching experience. We are looking forward to seeing you as co-workers in the future. You may know that we have started an evaluation of the new home economics education curriculum . We are now asking for your assist- ance in completing the attached questionnaire. This will help us know how you feel about your preparation for teaching. It is important that _e_§C_h item be checked. If you are not certain, please check your best estimate at this time. The questionnaire is coded for follow-up purposes as we must obtain a good percentage of returns in order to have a valid study. Your identity, however, will in no way be disclosed or connected with the data. We will be grateful if you will return this questionnaire within two weeks . We hope that you will complete the questionnaire com- pletely and honestly. Best wishes as you complete your college courses and enter the teaching profession. Do stop by to see us when you are on campus. Sincerely , Twyla Shear Assistant Professor 332 Erickson Hall Beverly Crabtree Assistant Professor 333 Erickson Hall 107 A SURVEY OF HOME ECONOMICS GRADUATES FOR FIRST YEAR TEACHERS PERSONAL DATA A. Marital Status: Single _ Married Widowed Divorced or legally separated Remarried Children Number Age Range 0-5 years 6-10 years 11-15 years Over 15 years Date(s) of graduation: BS MS Doctorate Age at graduation: BS Completed student teaching: As an undergraduate graduate Teaching minor: What was the chief reason influencing you to becdme a home economics teacher ?- (Check one item only) 1. Never wanted to become a home economics teacher 2. No particular influence 3. Family experience and/or influence 4. Influence of counselor S . Influence of home economics teacher 6. High school home economics experience 7. 4-H Club experience 0 8. Contact with home economics students Other influence (Explain) . LO Time in school when you definitely decided to become a home economics teacher. (Check one item only) 1. Never decided to teach 2. Grades 1-6 3. Grades 7-10 4. Grades 11-12 5. After high school but before starting to college 6. During lst or 2nd year of college I. 7. y 108 During 3rd or 4th year of college 8. After college Are there teachers in your family ? 1. 2. 3. No teachers Uncles, aunts and/or grandparents are teachers Parents, brothers and/or sisters are teachers Personal goals upon entering college. (Check one item only) Did not want to become a teacher of home economics Was mildly interested in becoming a teacher of home. economics Attended college specifically to become a teacher of home economics Personal goals at present. (Check one item only) Have no desire to teach Want to teach one or two years only Want to combine teaching and marriage continuously with limited time out of the profession for child bearing Want to combine marriage and teaching only until first pregnancy Want to combine marriage and teaching until first pregnancy and want to return to teaching after children leave home List below every job you have held for a significant length of time including summer employment. Dates em loyed From: To: Employer Type of work Month and Month and you did Year Year II. 109 PROFESSIONAL DATA Directions: items which best describe your teaching situation. Please check one answer for each item . A. In the space on the left side of the page check those Size of community. (Check one item only) H O N (A) .5 o CD 0'1 0 Population of less than 1000 Population of 1000-1999 Population of 2000-2999 Population of 3000-9999 Population of 10,000-49,999 Population of 50, 000 and over School provision for operating expenses. (Check one item only) No funds are provided by the school Funds are provided by school but no set amount is known by the teacher Definite amount of school funds provided by the school and the amount is known by the teacher Equipment in home economics department. (Check one item only) 1. 2. 3. Inadequate equipment for teaching any area of home economics Adequate equipment for teaching one or two areas of home economics Adequate equipment for teaching almost all areas of home economics Average amount of time you spend on activities (including teaching and preparation time, FHA, home visitation, adult program , etc.) per week as part of your job whether you do the work at school, home or elsewhere. (Check one item only) I—‘ o N 00 .5 (OGDVGU'I .0 Under 30 hours 30'- 35 hours 36 - 40 hours 41 — 43 hours 46 - 50 hours 51 - 55 hours 56 - 60 hours 61 - 65 hours 65 hours and over III . E. F. 110 Courses completed beyond 8.8. degree. (Check one item only) None Courses required for certification Courses beyond that required for certification but have not; completed a Master's degree Master's degree Courses beyond a Master's degree but have not com- pleted a Doctoral degree Doctoral degree Other types of professional activities. (Check one item only) ATTITUDES Participate in no professional activities Participate only in local professional activities Participate in professional activities only at the regional and/or state levels (such as home economics teacher conference) Participate in professional activities at local, regional and/or state levels Participate in professional activities at local, regional and/or state and national levels. Directions: In the spaces on the left, check those items which best describe your beliefs and/or feelings as they applied to your home economics teaching situation. Plea§_e check one answer for each item. A. Adequacy of training in subject matter. (Check one item only) Feel inadequately prepared in almost all areas of home economics Feel adequately prepared in one or two areas of home economics I-‘eel adequately prepared in most areas of home economics Feel adequately prepared in all areas of home economics Adequacy of training in planning and using methods to achieve goals. 1. (Check one item only) Peel inadequate in planning and using most methods 111 Feel adequate in the use of general methods such as lecture but feel inadequate in planning and carrying out some special home economics laboratory lessons, discussions, demonstrations, and activities such as FHA and home experiences Feel adequate in planning and using a variety of methods in classroom, laboratory and related activities Feel adequate in planning, using and evaluating a variety of methods in classroom , laboratory, and related activities Professional adequacy. (Check one item only) 1. 2. 3. 4 Feel insecure and unhappy in teaching Feel fairly secure and happy in teaching Feeling secure and happy in teaching _ Feel secure and happy in teaching and feel that a worthwhile contribution is made to society and young people Educational philosophy. (Check one item only) 1. Chances Have no well defined beliefs about the purposes of education Have some beliefs concerning the purposes of education but cannot see how to achieve them through home economics ‘ Have some beliefs concerning the purposes of education and how to help achieve them through home economics Have a well defined philosophy of education and the place of home economics in achieving these objectives for marriage. Please check your beliefs even though you may be married. (Check one item only) 10 2. Believe that women teachers have few chances to meet suitable marriage partners Believe that women teachers have as many chances to meet suitable marriage partners as women with com- parable professional positions Believe that women teachers have better chances to meet suitable marriage partners than women with comparable professional positions 112 Financial opportunities. (Check one item only) Cannot meet needs with the salary received for teaching Can meet immediate needs with the salary received for teaching, but find it difficult to plan for travel, attending school and/or major things such as owning a home Can meet immediate needs and budget for travel, further education and generally meet financial expectations on the salary received for teaching Living arrangements. (Check one item only) 1. 2. 3. 4 Living arrangements are unsatisfactory Living arrangements are fairly satisfactory Living arrangements are satisfactory Living arrangements are very satisfactory Cultural opportunities. ' (Check one item only) 1. This teaching situation provides little opportunity for cultural and/or stimulating intellectual activities such as attending concerts and lectures This teaching situation provides some opportunity for cultural and/or stimulating intellectual activities This teaching situation provides much opportunity for cultural and/or stimulating intellectual activities Creativity. (Check one item only) Home economics teaching .seems dull and routine Home economics teaching provides limited 1 opportunities to use own ideas in developing the pro- gram and teaching methods Home economics teaching provides opportunities for' experimentation with teaching methods, program development and sharing problem solving in the school as a whole Attitude of teachers other than home economics. (Check one item only) Home economics is ignored by most teachers in the school Home economics is viewed unfavorably by many of the teachers in the school 113 3. Home economics is viewed unfavorably by some, but it is supported by some teachers in the school 4. Home economics is viewed favorably and is supported by most of the teachers in the school Attitude of administrator(s). (Check one item only) 1. Home economics is considered largely a field for students of a low socio-economic level and/or mental ability 2. Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students 3. Home economics is considered a field having much to offer all girls 4. Home economics is considered a field having much to offer all students (boys as well as girls) Prestige in the community. (Check one item only) 1. Most community members seem to think of home economics as a "frill" rather than a necessary part of the school program 2. Most community members seem to accept home economics as a part of the school program but do not seem to under— stand that it is more than cooking and sewing 3. Most community members seem to understand home eco- nomics and generally support the program 4. Most community members seem to understand and see real value in home economics and strongly support the program Attitude of students. (Check one item only) 1. Home economics is considered largely a field for students of low socio-economic level and/or mental ability 2. Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students 3. Home economics is considered a field having much to offer all girls 4. Home economics is considered a field having much to offer all students (boys as well as girls) 114 Attitude of your parental family toward home economics teaching. (Check one item only) Present attitude of husband or boyfriend toward teaching. Family has little respect for home economics teaching as a profession Family respects home economics teaching but does not think there is any future in it Family has respect for home economics teaching and feel it is a creditable profession for women Family has great respect for home economics teaching and think that it is a worthwhile profession for both men and women (Check one item only) 1. 2. 3. 4 Attitude of friends toward home economics teaching. Definitely opposed to wife's or girlfriend's teaching Fairly favorable to wife's or girlfriend's teaching Favorable to wife's or girlfriend's teaching Very favorable to wife's or girlfiend's teaching (Check one item only) 1.. 2. 3. 4. Relationships with students . Very unfavorable toward home economics teaching Somewhat favorable toward home economics teaching Favorable toward home economics teaching ~ Very favorable toward home economics teaching (Check one item only) Students are hard to manage and working with them is not enjoyable Students are hard to manage but working with them is enjoyable Students are fairly cooperative but working with them is not enjoyable Students are fairly cooperative and working with them is enjoyable Students are cooperative and working with them is enjoyable Relationships in the community where you are teaching or did teach . 10 (Check one item only) Do not participate in community functions and do not feel a part of the community Relationships with school personnel. Restrictions in personal life. Attitude of community toward teachers. 115 Do not participate in community functions and feel a part of the community Participate in some community functions but do not feel a part of the community Participate in some community functions and feel a part of the community Participate in many community functions and have a strong sense of belonging in this community (Check one item only) Do not enjoy many staff members and have little contact with them Enjoy some staff members but have few contacts with them other than professional Enjoy some staff members and have both professional and. social contacts with them Enjoy many staff members and have both professional and social contacts with them (Check one item only) Teachers are much more restricted in personal life than other professional workers Teachers are somewhat more restricted in personal life than other professional workers Teachers have about the same restrictions in personal life as other professional workers (Check one item only) Most community members do not accept teachers and are critical of them Most community members ignore teachers Most community members accept teachers but make no attempt to include them as regular members _ Teachers are well accepted and included in all com-‘ munity functions Teachers are sought after as community members and leaders Supervision by the school administrator. (Check one item only) 1. 2. 3. Does not visit teacher's classes Visits classes but does no supervision Sends (out directions and checks to see that the teacher carries them out 116 Checks to see how things are going but gives no sugges- tions for improvement Observes, gives good suggestions and/or praise Observes, gives good suggestions and/or praise and always supports teacher Supervision by college home economics teacher education person. (Check one item only) 1. 2. 3. Does not visit this school Visits this school but does no supervision Sends out directions and checks to see that the teacher carries them out Checks to see how things are going but gives no sugges- tions for improvement Observes, gives good suggestions and/or praise Observes, gives. good suggestions and always supports teacher Supervision by person from the state home economics staff. (From Mrs. Wither's office) (Check one item only) Does not visit teacher's classes Visits classes but does no supervision Gives directions and checks to see that the teacher carries them out Checks to see how things are going but gives no sugges- tions for improvement Observes, gives good suggestions and/or praise Observes, gives good suggestions and/or praise and always supports teacher Worth of junior and senior high school home economics. (Check one item only) 1. 2. Not convinced that home economics education is worth- while for all students Believe that home economics education can make a worthwhile contribution to the lives of most individual students, families and to society Believe that home economics should be an integral part of the school curriculum and of vital importance to individuals, families and society 117 Z. Load. (Check one item only) 1. 20 3. Have such a heavy schedule of class and extra-class activities that you cannot do many of the things which other teachers do Teaching load is usually light enough to enable you to do most of the things other teachers in the school do Have about the same teaching and extra-class load as other teachers in the school AA. Reasons why you will teach. (Rank these items in order of importance. That is, l for the most important, 2 for the next important, etc.) Teach for financial reasons Teach because teaching is the only work for which you feel qualified Teach because it is the only work that you can get in the community Teach because you enjoy it Teach because you feel responsibility toward young people and society IV- If your reasons for teaching or not teaching have not been fully covered in the questionnaire, will you please explain more completely below. 118 Dear Home Economics Education Graduate: Congratulations on having practically completed your first year of teaching. Wouldn't you know that we'd be asking favors of you again! We do hope you'll cooperate with us. Perhaps you remember completing the enclosed questionnaire at the end of student teaching. We hope that you will now complete it at the end of your first year of teaching. Our purposes are to see if you people, as a group, change significantly in how you feel about teaching after one year and to see if you differ from the first group of graduates from the new curriculum. Again the questionnaire is coded for follow-up purposes since we must have a good percentage of returns for valid study. Your identity will in no way be disclosed or connected with the data. We will be grateful if you will return the questionnaire in the enclosed self-addressed envelope within two weeks. We hope you will complete the questionnaire completely and honestly. Please do check each item. Do come to see us when you are on campus. Sincerely, Twyla Shear Assistant Professor 332 Erickson Hall Beverly Crabtree Assistant Professor 333 Erickson Hall 119 Perhaps my last letter did not reach you for we have been hoping you would return the form enclosed. As yet it has not been received in m y office . We are very anxious to evaluate the new teacher education curriculum and we believe that this questionnaire may be one reliable means of doing this . We would appreciate very much your completing the form enclosed and returning it to us as soon as possible. Thank you. Sincerely, Beverly Crabtree As 31' stant Professor Horn e Economics Education BC:CW EnC-l 0 sure APPENDIX B JOB SATISFACTION RATING SCALE 120 Definition: Directions: 121 Job Satisfaction Ratim Scale Job satisfaction is defined here as how happy you are and how much you wish to remain in your present type of work situation. Check the blank to the left of the one number on the scale which best indicates your degree of job satisfaction in your present position of home economics teaching (or home eco- nomics student teaching). extremely well satisfied; would not consider changing your present job situation moderately well satisfied; would not look for other job situations; would keep present job situation unless "dream job" were offered you average satisfaction; may look for other job situations; ambivalent whether to keep or to change your present job situation moderately dissatisfied; would look for other job situations; would keep present job situation only if you could find nothing else better extremely dissatisfied; would change your job situation immediately if at all possible APPENDIX C. CHI SQUARES AND CONTINGENCY CORRELATIONS BETWEEN RESPONSES ON EACH OF 30 ATTITUDE TOPICS AND 108 SATISFACTION SELF RATINGS 122 28. u we. .s Nmmmmmm. n COEEOEOO 123 >0cmoc3coO m u Eocmmum mo momuomfl mNHéN u So. 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Nx ED :06: n NX 30 H: N Nm mm 30309 N o o N 8000000 003 30095 300005 000 003800000 0800 03 030> 3000 000 000 0005500: 03 8000 050808 53008800 502 03 o o 3 8000000 003 30095 3305000 000 003800000 0800 0005.500: 03 8000 050808 33008800 502 mm m 0N N 003300 000 003000 0003 0008 3 u: 3003 0005.500: 03 8000 300 00 .50 8000000 300000 003 30 300 0 00 003800000 0800 300000 03 8000 050808 33008800 502 m3 m3 0 0 8000000 300000 003 00 300 30000000 0 0003 .5500 :33? 0 00 003800000 0800 00 x03: 03 8000 050808 33008800 502 Z Z Z Z 00000 mum 0:000 ouv 0:000 m; 30300. 00300538 00300538 00300530m 00000050 00332 BOA 000.53» 0030 000300 3300 003005300 00“ 03 003050 03 33008800 05 03 00.300.001.1Nm ”39:. $00. u mo. 0 0000mm. .1. 003050000 138 0600003000 0 n 8000000 00 0000000 umvNNu So. Nx ED mdemH u Nx ED 0: MN Nm mm 000000v 0N o m N A0300 00 :03 00 0008 000000.30 30 0030 00 0008 00300 0303 0 0000000000 00 000800000 0803 0m 0 0 N 0300 30 0030 00 0008 00300 053 0 0000000000 00 000800000 0803 om 0 ma 0 00000300 30 000 030300 0000000000 0030 00 000 03330 300008 00\000 ~0>0~ 00800000100000 0>00 00 00000500 000 0000000000 0000000000 00 000800000 0803 N 03 N o 3330 300008 00\000 H0053 00800000|00000 303 00 0000030 000 0303 0 300000 0000000000 00 000800000 0803 Z Z Z Z 080mm 0.0. 90000 04 0800.0 m; 03000.0. 003000033 003000038 003000030m 000000030 00333. 30A 000520 0003 000300 300 0030000300 00.0 00 0030300 00 0000030 00 0050300 A00>00000$un.mm ”:92“. 139 moon. n mo. 0 vmommm. u 003000.000 00000003000 0 n 8000000 00 0000000 www.mmu So. mx 000 08.03" ax 000 :0 mm mm 00 000309 mm o H mm 00803 000 008 0300 000 0000000000 00030003 0 00, 0 0.00 V00: 000 008008 000800000 0800 000 3000000 30000 000 3080.0 oo 0 mm mm 00803 0000 0000000000 03000000 0 00 0 0000 000 00000000 000800000 0800 000 3000000 000 30800 0 H m o 0 00 00003 >00 00 00003 00003 300 0000 300 00000003 000000000 0800 03000000 3080.0 00 M: o 0 0000000000 0 00 00000003 000800000 0800 000 3000000 0333 000 30800 2 Z z z 00000 mi. 00000 0-0 00000 m; . 00000.5 0003000033 0030000300 0030000300 000000000 00333.0 300 000.0030 003.0 000300 :00 0030000300 00.0 00 0030000 00 00000003 000000000 0800 000303 >383 00300000 00 003030 A00>00000mvn|ém mqmdnw 300. n mo. 0 mmmmvm. n 0030000000 140 0000003000 0 n 8000000 00 0000000 SYNNH So. NX 000 ommdgu N00 000 :3 mN N m mm 000000. 00 N N N0 00000000 0.0003300 00 0.0305 00 030000000 30> mm o N 3 00000000 0.0003330 00 0.033 00 030000000 03 m x. 0 00000000 0.0003330 00 0.033 00 0000000000 03000 03 m: o 0 00000000 0.0003330 00 0.0305 00 0000000 00030300 Z Z Z Z 00000 0-0 00000 0:0 00000 0-0 000000. 003000030m 003000030m 003000030m 000000000 000330 30.0 00000>< 003.0 000300 300 0030000300 00.0 00 0030300 00 00000000 000300 00030000 00 0000000 00 0000300 003000000, nu. mm 00000. 141 moon. u mo. 0 mNHCm. n 0030300000 0000003000 0 n 8000000 00 000000Q mmvNNu So. Nx 000 30.83an ED :3 mN Nm mm 030000. 3m 0 N 0N 00000000 000000000 00000 000300 030000000 3 N m: mN 00300000 000000000 0800 000300 03000000 >00> 03 m N3 0 00000000 000000000 0E0: 000300 0300000000 00030000m 03 m: o 0 00000000 0000000000 00000 000300 0300000000 30> z z z z 00000 0-0 00:00 0-0 00300 0.3 03000.3. 0030000300 0030000300 0030000300 000000000 00330.0 300 00 00030 0003 000300 300 0030000300 00.0 00 0030300 00 00000000 003000000 00000 000300 000030 00 0000300 A00>000000Tu.0m mam}? 142 030. u mo. 0 00:00. n 003000000 3000003000 0 n. 8000000 00 0000000 mNH.0Nu Hoo. Nx 000 03.003uNx000 :3 «N Nm om 030000. mm o 3 0m 030030.000 30> 00 00000 003 0000003 000 00330000000 000 0000005 3 o S om 0398.80 00 005 003 003003 000 0>30000000 3000 000 00000000 3 3 o o 030030.300 000 00 E000 003 000x003 000 00330000000 3000 000 0000000m 0 m v N 000030.000 00 00000 003 0000003 000 0000000 00 0000 000 0000005 03 03 o o 030000.000 000 00 00000 003 003003 000 0000000 00 0000 000 0000005 2 z z 2 00300 0:0 00300 0:0 00300 73 03000.0. 003000038 003000300 003000030m 00000000.: 0000300 300 00 000>< 0003 000300 000 0030000000 000 00 003200 E 0000030 003 00000003200130 00000. 030. u mo. 0 $201.. n 0030300000 143 0000003000 0 n 8000000 00 0000000 mNH.oNu So. N0 000 Nmm.m:an 000 0: mN Nm mm 030000. NN o o NN 00008800 0000 00 000000300 00 00000 000000 0 0>00 000 0003003 30008800 >008 00 0000003000 0m 3 33 NN 00008800 000 00 0000 0 3000 000 0003003 00008800 0800 00 0000003000 «N m 03 0 00008800 000 00 300 0 3000 000 00 000 0003003 00008800 0800 00 0000003000 0 3 N 0 00008800 000 00 300 0 3000 000 0003003 30008800 00 0000003000 000 00 NN 03 m 3 00008800 000 00 300 0 0000 000 00 000 0003003 00008800 00 0000003000 000 00 Z Z Z Z 00000 0A 00:00 0-0 00300 04 03000.0. 0030000300. 0030000300 0030000300 000000000 003304 . 300 0000020 0003 000300 3300 0030000300 00.0 00 0030300 00 00000000 00003 00008800 000 00 000000030300I|0m 0004.0. 144 moon. n mo. 0 $080. n 0030000000 >000003000 m n 8000000 00 0000000 umimmfl So. ax EU 03d? n ax EU :3 mm mm mm 03000.3. mm H H mm 8000 0035 03000000 000000 000 300000000000 0000 0>00 000 0000808 3000 >008 >0_0m om 0 03 m3 805 53> 00000000 000000 000 3000000000000 0000 0>00 000 0000808 3000 0800 >0>0m mm 0 ma 3 00000000000 0003 00000 8000 53> 00000000 .300 0>00 000 0000808 3000 0800 >030m : S o o 8000 0035 0003000 0303 0>00 000 0000808 300 >008 >030 000 0D 2 z z z 90000 0.0 90000 0.0 0:000 0-0 000000. 0030000300 0030000300 0030000300 000000000 00332 304 0000030. 0030 000300 300 0030000300 00.0 00 0030000 00 000000000 000000 0003 000000000000mnu0m mqmdé moon. u mo. 0 8020. n 0030300000 145 >000003000 v n 8000000 00 0000.00 000.03" 30. wk EU >m3.mm3umx 000 3: mm mm on . 03000.3. 00 o 0 mm 000x003 300000000000 00000 00 003 30000000 Gun mCOfluOfiH—mmh wEMm $3.: HDOQM ®>m£ mHOSOMOH 00 0 mm 03 000x003 300030000000 00000 0000 003 30000000 00 000030000 0008 00030800 000 00000000. om 03 3 0 000x003 300000000000 00000 0000 003 30000000 00 000030000 0008 0008 000 00000000. .2 Z Z Z 0:000 0-0 08000 0% 08000 0-3 03000.5 0030000300 003000038 003000030m 000000033 00330.4. 303 0000030. 0003 000300 300 0030000300 00.3 00 0030300 00 003 30000000 03 0003000000m-.ov ”~3de 050. u mo. 0 Smomm. n 0030300000 146 >000003000 m n 8000000 00 0000000 mNH.0NuSo. Nx 000 3330.03an 000 3: mN Nm mm 03000.0. mN o o mN 0000003 000 0000808 >3008800 00 0030 000000 000 00000000. 0% N 03 0N 0003003 >3008800 30 00 0003000 000 00000000 303 000 00000000. 3N 0 N3 0 0000808 0030000 00 8000 003000 00 008030 00 0x08 000 00000000 000000 0000808 30008800 0002 v N N 0 00000000 000003 0000808 30008800 0002 03 03 o o 8000 00 300330 000 000 00000000 000000 000 00 0000808 30008800 0002 Z Z Z Z 00000 0-0 08000 04 90000 0-0 030000- 0030000300 0030000300 0030000300 000000000 00330.4 300 00000>< 003.0 000300 300 0030000300 00.3 00 0030300 00 00000000 000300 >3008800 00 003300 0030000072 :0 00049 comm. u mo. 0 00050. n 0000000000 147 00000000000 00 n 8000000 00 0000009 www.mNu So. Nx 000 $0.02 n Nx 000 000 N Nm 00 000000. Nm 0 o Nm 0000000 00000000 0000500 000 000000 00\000 00000000000 0000 0030 0000000000 on o 000 00 000000 00\000 0000000000 0000 0030 .00>0000O 0N N 2 0 00080050080 000 00000000000 00 0030 000 00000 000 000000 .300 000 00 000000 00 00 o o 000 8000 0000000 0000000 000 0000 000 00 000000 000 0000000000 000 00000 0 N N N 0000300030 00 0000 050 0000000 0003 N0 0 m 0 0000000 0.0000000 000000 000 0000 z z Z z 08000 0.0 05000 0.0 05000 0-0 000000 000000000000 000000000000 000000000000 000000000 000000000 0>00 0000030. 00000 0000000 0000 000000000000 00.0 00 00000000 00 00000000000800 >0 0000300006:an M150; 148 comm. n mo. 0 30000. n 00000000000 00000000000 00 n 8000000 00 000000Q www.mNn 00o. N0 000 NNméoH u N000 0: MN Nm on 000000. om o 0 0N 0000000 00000000 000300 000 00000000000 0000 0030 .00>0000O mm 0 m0 mN 000000 00\000 00000000000 0000 0030 .00>0000O m o m o 0000800000080 000 00000000000 00 0030 030 00000 000 000000 300 000 00 000000 0 m o o 000 8000 0000000 0000000 000 0000 000 00 000000 000 0000000000 000 0000m m m o 0 0000030030 00 0000 000 000000 0000 00000> mN m0 0 0 000000 0000 0003 000 000D z z Z Z 05000 0-0 08000 0-v 08000 0-0 00000H 00000000000m 000000000000 000000000000. 000000000 000000000. 300 0000030 0000.0 0000000 0000 00000000000 00.0 00 00000000 00 00000000 0000000 000800000 0800 0000000 00 00000>000:m- . m0 mam/000; 149 0000. n mo. 0 000000. n 0000000000 00000000000 00 n 8000000 00 0000000 www.mN u 000. Nx 000 mNm.vm0 n Nx 000 0: mN Nm mm 0009 mm o N mm 0000000 00000000 000300 000 000000 00\000 0000000000 0000 0030 0030000 «N 0 N0 N0 0000 00\000 0000000000 0000 0030 00.200000 N0 0 0 m 00080>00080 00 0000000000 00 0030 000 00000 000 000000 300 000 00 000000 00 00 m o 000 8000 0000000 0000000 000 0000 000 00 000000 000 00000000 0030 N N o 0 0000300000 00 0000 000 0000000 00003 NN 00 o 0 0000000 0.0000000 00000, 000 0000 z Z z z 90000 0-0 05000 0% 00000 0-0 000000. 000000000000 00000000000m 000000000000 000000000 000000000. 30.0 000030. 0000.0 0000000 0000 00000000000 00.0 00 00000000 00 000000 000800000 0800 000000 00000 00 00000>000:m-.vv 000000. Sou. u mo. 0 30000. n 0000000000 150 00000000000 0 n 8000000 00 0000000 000.00" 000. N00 00 0.00.000an 000 000 mN Nm mm 00000.0. 00 o 0 m0 0000000 000 00000800 00000003000 00 0000000080 0000> 00 000 80000000000 000000 000 00 0000 00000000 00 00 0000000 000800000 0800 0000 0000000 000 N 0N m0 0000000 00 000 00000800 .00000000 003003000 0008 00 0030 000 00 0000000000000 0000300003 0 0008 000 00000000 000800000 0800 0000 0>0000m NN 0N 0 o .. 000000000 000 00 0000300003 00 0000000000 000800000 0800 0000 00003000 002 Z Z Z Z 90000 0-0 900000 04 0:000 0-0 00000.0. 00000000000 00000000003 00000000000m 000000000 000000000. 30.0 00 000300 0000.0 0000000 0000 00000000000 00.0 00 00000000 00 000800000 0800 000000 0000 000000 000 00000.0 00 000027-000 00000.0. 151 nmom. u mo. 0 www.mH u 000. NX 000 mmmmmm. n 00000000000 >000o000000 v n E00000» 00 000000Q ommdo u NX 000 000 mm mm mm 00000.0. mm 0 cm mm 000000 000 00 00000000 00000 00 0000 00000: 000000 000 00000000 00000 000 00000 0>0m um N m mm 00 000000 000 00 00000000 00000 000000 000 00 00000 00 00 00> 000000 00 000000 00000 300000 00 0000 00000003 00 om m m 00 00000000 00000 00003 000000 000 00 >008 00 000000 00> 0000 000003000 00000 n000x0 000 00000 00 00000000 >>000 0 0000 00000.0 2 z z Z 000000 mi. 000000 0-00 000000 0.0 000009 000000000008 000000000000 00000000000m 000000000 000000000 300 0000030. 00000 0000000 0000 00000000000 00.0 00 00000000 00 0000 000312000 ”:93 152 0000. u 00. 0 00000000. n 00000000000 >0000000000 0 u 00000000 00 0000000 0N0.0N u 000. N0 000 000.00 M N0 000 000 0N N0 00 00000.0. 0N 0 00 m0 >000000 000 000000 0000> 000300 3000000000000 0000 00> 0000000 0000.0. 000 o 00 00 00 >0000 00> 0000000 0000.0. 0 N 0 0 3000000000 000 00 000 000 00> 0000 0000s >000 000 00 00 0000000 0000.0. 0 N 0 N 000000000 0000 00> 00003 000 0003 >000 000 00 00000000 0000000 00000. om 00 m 0 0000000 000000000 000 0000.0. 2 Z z z 90000 0-0 00000 0:00 900000 0.0 000000. 000000000000 000000000000 000000000000 000000000 000000000. 30.0 00000.60 0000.0 0000000 0000 000000000000 00.0 00 00000000 00 00000000 000 00000001: .00 00000.0. APPENDD( D IUDGBS' RATING SCALE AND ATTITUDE RATING FORM 153 154 fititude Rating Form Qipections The attached form lists degrees of attitudes held by home economics teachers and student teachers which appear (on the basis of research studies by Hollandsworth and by Story) to be related to the degree of job satisfaction that these teachers experience. Place in the blank to the left of eaeh atti- tude statement the number from the following scale which best indicates how m judge the attitude to correlate with job satisfaction of home economics teachers. 1 . Extpemely high poeitive coppelation -- Teacher would be extremely well satisfied; would not consider changing 2 present job situation. 3 Modegtely high positive correlatiop :- Teacher would be moderately well satisfied; would keep present job situation 4 unless "dream job " were offered. 5 Low cogelatiop — Teacher would have average satisfaction; may look for other job situations; ambivalent whether to keep 6 or change present job situation. 7 Moderately high pegative eorrelegiop - Teacher would be moderately dissatisfied; would look for other job situations; would keep present job situation only if could find nothing 8 else better. 9 mm high negetive cogelation -- Teacher would be extremely dissatisfied; would change job situation immediately if at all possible. Mlle Ope ~— The following would indicate you judged the attitude to have an extremely high negative correlation with job satisfaction of home economics teachers: 9 Did not want to become a home economics teacher when I entered college. Example Two -- The following would indicate you judged the attitude to have a moderately high positive correlation with job satisfaction of home economics teachers: 3 Attended college specifically to become a teacher of home economics. Participate in some community functions and feel a part of the R-4 community . Teachers are sought after as community members and leaders. Equipment in the home economics department is inadequate for teaching any area of home economics. 155 Attitude Rating Form 3C-l U-5 This teaching situation provides little opportunity for cultural and/or stimulating intellectual activities such as attending concerts and lectures . Students are hard to manage but working with them is enjoyable. H-l Q-Z Family has great respect for home economics teaching and think that it is a worthwhile profession for both men and women. Most community members ignore teachers. U-Z N-4 Teach primarily because I feel responsibility toward young people and society. AA-S Want to combine marriage and teaching until first pregnancy and want to return to teaching after children leave home. 2H-5 Have some beliefs concerning the purposes of education and how to help achieve them through home economics. D-3 Feel secure and happy in teaching and feel that a worthwhile con- tribution is made to society and young people. C-4 Friends' attitudes are favorable toward home economics teaching. P-4 Feel adequate in the use of general methods such as lecture but feel inadequate in planning and carrying out some special home economics laboratory lessons, discussions, demonstrations, and activities such as FHA and home experiences. B-Z Home economics teacher educator from state office observes classes, gives good suggestions and/or praise and always supports teacher. X-6 Believe that home economics should be an integral part of the junior and senior high school curriculum and of vital importance to indi- viduals, families, and society. Y-3 156 Students are fairly cooperative but working with them is not enjoy- able. Q-3 Teaching load is usually light enough to be able to do most of the things other teachers in the school do. Z-2 A definite amount of school funds are provided by the school for home economics operating expenses and the amount is known by the home economics teacher. 38-3 Principal visits classes but does no supervision. V-Z Not convinced that home economics education is worthwhile for all students in junior and senior high school. Y-l Teach primarily because it is the only work that I can get in the community. AA-3 Have some beliefs concerning the purposes of education but cannot see how to achieve them through home economics. D-2 Family has respect for home economics teaching and feel it is a creditable profession for women. N-3 Principal observes classes, gives good suggestions and/or praise and always supports teacher. V-6 Have such a heavy schedule of class and extra-class activities that cannot do many of the things which other teachers do. Z-l Friends' attitudes are favorable toward home economics teaching. P-2 Feel insecure and unhappy in teaching. C—l Home economics is considered a field having much to offer all students (boys as well as girls). K-4 Principal sends out directives and checks to see that the teacher carries them out. V-3 Funds for home economics operating expenses are provided by the school but no set amount is known by the teacher. 3B-2 Have no desire to teach. 2H-1 157 Home economics is considered a field having much to offer all girls. K-3 ‘ Students are cooperative and working with them is very enjoyable. Q-S College coordinator and supervising teacher send out directives and check to see that the student teacher carries them out. V, X-3 College home economics teacher educator visits this school but does no supervision. W—2 Husband or boyfriend's attitude is fairly favorable to wife or girl- friend's home economics teaching. 0-2 College home economics teacher educator sends out directives and checks to see that the teacher carries them out. W-3 Teachers are somewhat more restricted in personal life than other professional workers. T-2 Feel fairly secure and happy in teaching. C-2 Teach primarily for financial reasons. AA-l College home economics teacher educator observes classes, gives good suggestions and/or praise and always supports teacher. W-6 Students consider home economics a field having much to offer all students (boys as well as girls). M-4 Home economics teaching provides opportunities for experimentation with teaching methods, program development and sharing problem solving in the school as a whole. I-3 Feel adequate in planning and using a variety of methods in class- room , laboratory and related activities. B-3 Want to teach one or two years only. 2H-2 Enjoy many staff members and have both professional and social contacts with them . S-4 Teachers are much more restricted in personal life than other pro- fessional workers. T-l 158 Home economics is considered necessary for students of low socio- economic level and/or mental ability but is also considered suitable for all students. K-Z Feel adequate in planning, using and evaluating a variety of methods in classroom, laboratory, and related activities. B-4 Students consider home economics necessary for students of low socio-economic level and/or mental ability but also consider it suitable for all students. M-Z Feel adequately prepared in all areas of home economics. A-4 Believe that women teachers have few chances to meet suitable marriage partners. E-l Home economics teaching seems dull and routine. 1-1 Home economics teacher educator from state office observes classes, gives good suggestions and/or praise. X—S Do not participate in community functions and do not feel a part of the community. R-l College coordinator of student teaching and supervising teacher observe classes, give good suggestions and/or praise and always support student teacher. V, X—6 Do not enjoy many staff members and have little contact with them. S-l This teaching situation provides much opportunity for cultural and/or stimulating intellectual activities. H-3 Living arrangements are unsatisfactory. G-l Home economics teacher educator from state office gives directives and checks to see that teacher carries them out. X-3 Principal checks to see how things are going but gives no sug- gestions for improvement. V-4 Equipment in the home economics department is adequate for teaching one or two areas of home economics. 3C-2 Friends' attitudes are favorable toward home economics teaching. P-3 159 Home economics is viewed favorably and is supported by most of the teachers in the school. I-4 College coordinator of student teaching and supervising teacher check t0‘~ see how things are going but give no suggestions for improvement. V, X-4 Cannot meet needs with the salary received for teaching. F-l' Believe that home economics education can make a worthwhile contribution to the lives of most individual students and families and to society. Y-2 Most community members seem to understand and see real value in home economics and strongly support the program. L-4 Most community members accept teachers but make no attempt to include them as regular members. U-3 Teach primarily because teaching is the only work for which I feel qualified. AA-Z Feel secure and happy in teaching. C-3 Have a well defined philosophy of education and the place of home economics in achieving these objectives. D-4 Students consider home economics to be largely a field for students of low socio-economic level and/or mental ability. M—l Home economics teaching provides limited Opportunities to use own ideas in developing the program and teaching methods. I-2 Home economics is considered largely a field for students of a low socio-economic level and/or mental ability. K-l No funds for home economics operating expenses are provided by the school. 3B-1 Participate in many community functions and have a strong sense of belonging in this community. R—S Principal does not visit teacher's classes. V-l Feel adequately prepared in most areas of home economics. A-3 160 Home economics teacher educator from state office visits classes but does no supervision. X-Z Home economics is viewed unfavorably by some, but is supported by some teachers in the school. I-3 Principal observes classes, gives good suggestions and/or praise. V-S Living arrangements are satisfactory. G-3 Home economics teacher educator from state office checks to see how things are going but gives no suggestions for improvement. X-4 Home economics is viewed unfavorably by many of the teachers in the school. I-2 College home economics teacher educator does not visit this school. W-l Enjoy some staff members and have both professional and social contacts with them . S-3 Want to combine marriage and teaching only until first pregnancy. 2H-4 Friends' attitudes are very unfavorable toward home economics teaching. P-l Family has little respect for home economics teaching as a pro- fession. N-l College coordinator of student teaching and supervising teacher do not visit student teacher's classes. V, X-l Most community members do not accept teachers and are critical of them . U-l Participate in some community functions but do not feel a part of the community. R-3 Enjoy some staff members but have few contacts with them other than professional. S-2 Students are hard to manage and working with them is not enjoyable. Q-i 161 Teachers have about the same restrictions in personal life as other professional workers . T-3 College home economics teacher educator observes classes, gives good suggestions and/or praise. Living arrangements are fairly satisfactory. W-5 G-Z Husband or boyfriend's attitude is very favorable to wife or girl- friend's home economics teaching. 0-4 Have no well defined beliefs about the purposes of education. College coordinator of student teaching and supervising teacher observe classes, give good suggestions and/0r praise. Teach primarily because I enjoy it. College coordinator of student teaching and supervising teacher visit classes but do no supervision. AA-4 V, X-2 V, X-S D-l Believe that women teachers have better chances to meet suitable marriage partners than women with comparable professional positions . E-3 Can meet immediate needs and budget for travel, further education and generally meet financial expectations on the salary received for teaching. F-3 Want to combine teaching and marriage continuously with limited time out of the profession for child bearing. 2H-3 Have about the same teaching and extra-class load as other teachers in'the school. Z-3 Feel inadequate in planning and using most methods of teaching. B-l Most community members seem to think of home economics as a "frill" rather than a necessary part of the school program. L-l Believe that women teachers have as many chances to meet suitable. marriage partners as women with comparable professional positions . E-Z Feel adequately prepared in one or two areas of home economics. A-Z 162 Home economics is ignored by most teachers in the school. I-l Most community members seem to understand home economics and generally support the program. L-3 Can meet immediate needs with the salary received for teaching, but find it difficult to plan for travel, attending school and/or major things such as owning a home. F-2 This teaching situation provides some opportunity for cultural and/or stimulating intellectual activities. H-2 Husband or boyfriend's attitude definitely opposed to wife or girlfriend's home economics teaching. O-l Teachers are well accepted and included in all community functions. U-4 Home economics teacher educator from state office does not visit this school. X-l Most community members seem to accept home economics as a part of the school program but do not seem to understand that it is more than cooking and sewing. L-2 Students are fairly cooperative and working with them is enjoyable. Q-4 Do not participate in community functions and feel a part of the community. R-Z Husband or boyfriend's attitude is favorable to wife or girlfriend's home economics teaching. O-3 Living arrangements are very satisfactory. G-4 Family respects home economics teaching but does not think there is any future in it. N-2 Feel inadequately prepared in almost all areas of home economics. A-l Students believe home economics is a field having much to offer all girls. M-3 163 College home economics teacher educator checks to see how things are going but gives no suggestions for improvement. W-4 Equipment in the home economics department is adequate for teaching almost all areas of home economics. 3C-3 APPENDD< E IUDGES' RATINGS AND MEAN RATING FOR EACH ATTITUDE 164 165 ooo . m N v N N v 0 0 v 30800 000 000000 0000> 000300 3000000000000 0000 0 0000000 300000000 0000.0. 000 .0 0 m 0 N. 0 u u 0 00000000 000000 0000000000 5000000000 00002 o0N . 0 N m 0 N 0 0 0 0 0080.3 000 0000 0000 000 0000000 1000 00003000? 0 00 00 0000 00000 000 00000000 0000000000 00000 000 0000000 00000 000 00000000 0N0 . 0 0 0 0 v m 0 0 0 0000>0000 00 E000 003 0000003 000 0000000 00 0000 000 00000000 000 .v 0 0 v 0 0 0 0 0 .00000000 000 00000000 000000000 00 0000 000003000 000000000000 000000000000 00\000 00000000 000 5000000000 000000 00000600 000000000 00000000 000.0. 00. m . 0 0 0 0 0 n u 0 0 0000000000 00000 00 0000 >00 00000000 000 0000000000 00 00000000000 0000000000 00000 000 00 0000000000 000 . m 0 v v m 0 0 v 0 0000000 000 000000000 >0000E0000 00 00000 000000 000 00000000. 03.0 N N 0 v v 0 v 0 $000858 000 00 0000 0 0000 000 000000000 3000000000 00000 00 0000000000 582 $0 $0 0* 20 3.. 20 3 00 30302 000000 00000000 0000 000 000000 0008 000 0000000 000000.... .00 0.00.0.0. 166 mmmN oowé mNo.N own; omN.m ooo.m 0000000 00000000 000300 000 000000 00\000 00000000000 0000 0030 .0000000 00000000 000000 00000 00000 00000000 0000000 0000000000 08000 000000000000 00000 000 40.0.0 00 0000 000003000 000 00000000000600 0000000000 00000000 0000000 I000 0000000000 00000 0000000 00000 000 000000000 000 00000000 00 0000000000 0000 000 0000000 00 0000 00000000 0000000 00 000 000 00 00000000 0000 00000000 000000000 00000 000.300 03000300 000000 000 000000000 .0000000 000000 0000.» 000 00000000 00 0005 00 0000000000000 0000300003 0 0000 0000 000 00000000 00 .3000 000 000000 0000 0000000000 00000 0000000 E000 0>00000 0000 00 300 000 000000000 00 00000000 000 0000000000 0000000 000000 0>0m 00000 0>000 00000000 00000 00000000 00 000000 00 0003 000 >00000000 00000 00000 00000000 000 0000000000 00000000 00 0003 0002 0* 00 0* 0* 10 000000 0* N0: 0* 0003000 8200801.? 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N N m m N N m N N 000003000 0000000 000 >000000000 . E00000000 00 000000E 00 >00000> 0 00000 000 00000000 00 00000000 000.0 0N0 .N N N N N N m N N 00003 0 00 000000 000 00 000300 E03000 0000000 000 000E0000>00 E000000 .000000E 00000000 0003 00000000500008 000 0000000000000 0000>000 00000000 000E00000 0E000 ooo.N 0 0 N N m N N m 000000 00 0003 00 0>000 00000000 000 00000 00 000E 00300 00000 0 000E00000 0E00 00000000 00000000. 000 .N m 0 0 N m N N N 0000000 00000000 0>0300 000 000000 00\000 00000000000 0000 0030 .0000000 00>00000 00000000 0000000 000E00000 0E00 0000000 omN .0 m u .0. u m m u 0 0000000 000000000 000 >0000E000 0000.0. omN . m m 00 v v N N v m 00000000 00 >0000 000 000000 >00000 000.0 000.0 0 0 0 .0. 0 N 0 0 0000003 0800000080 00000 :90 000 00000000 00 0000000000 000E 00030E00 000 00000000. :82 00 $0 000 000 E0 20 N00 000 00030000 000000 0000000001: . 00 "01090.0. 171 000 .0 0 0 0 m n 0 N. N 0000000 0000000000 00000000 00000 00 0000000 300 0>00 00000000 00803 0000 0>0000m o 0N . N N N m N N N N m 0000000000 00000 00 00000 000 00 00000000 0000000000 0000 mN 0 . m m m m m m m m 00 00000000 000 000 00000000 00 00000000 0000 000 00000000 0000000 00\000 00>00 000000000..00000 300 00 00000000 000 0000000000 0000000000 00000 00000000 00000000 omN .N N m N N N m N N 00000>0000 0000000 000 30000000000 0000000000 00 00000000 00 00000000, 0 00000000>0 000 00000 .00000000 00 00000000 0000 omN . m m m m m m m m m 00000000 000 000 00000000 0000000000 0000 00 000 0000000 0000000 00\000 00>00 00800000100000 300 00 00000000 000 0000000000 0000000000 00 0000000000 00000.0 000.0 0 0 0 0 0 0 0 0 003003 0980000080 0200 :20 000 00000000 00 0000000000 00000 00000 000 00000000. mum . 0 0 0 m m N 0 0 m 00000000 000000 000 000000000 1000 0000 0>00 000 0000808 0.0000 >000. 000.0000 00002 0* 20 000 0* E0 000 N0 :0 00030000 000000 002080.300 0.0040 172 omu . m n m 0 0 m m m u 000 E000 0000000 0000000 0000 000 00 000000 000 003000000 0030 000000 00000 00000 00000000 0000000 000000000 080m 000 .0 m m m m m n m 0 00000000000000 000 0000000000000 0003.0 0N 0 .0 0 0 0 0 N 0 0 0 000003000 000000000000 000000000000 00\000 00000000 000 000000000000 00000 0003000 000000000 00000000 000.0. 000 ..\. m m m m m w m 0 E000 0003 0000000 000000 0>00 000 0000806 00000 000000 000.000 000 0G omN . N N N N N N m N 0 0000000 0000000 0000000 0000.300 000 000000 00\000 00000000 1000 0000 0>00 .0000000 0>00000 0000000 0503 :00000 000 00000000 0000000 00 00000000000 0000000 000 .0 0 0. 0 0 0 0 0 0 0000:8800 000 00 0000 0 0000 000 00 000 000000000 0000000000000 00 0000000000 000 0Q 02. .N m . N N v v m N N . 000000 00\000 00000000000 0000 0030 .0000000 00.50000 000000 00000 00000 00000000 0000000 000000000 00000.0 own .0 m m m m m m m 0 0000000 000 0000 000000 00000000 000000000 00000.0 00002 000 :0 000 000 E0 000 N00 :0 00030000 000000 00000000001: .00 00.09:. 173 0N0 . m m m m 00 m m m 0 00000000 00 000 00000000 000 00000000 000003000 00000 00 00>00 000 00 000000000000 0000300003 0 000E 000 000000000 0000000000 00000 0000 0>0000m ooo . m m m 0 m 0 m 0 0 00000000 000 0030000 0000000 000 0003 00000 00000 000000 000.0 0 v m m m m m m 000E0>000E0 000 00000000000 00 0>00 000 00000 000 000000 300 000 00 00000 0000000 00000>00000 000 00000000 0000000 .00 00000000000 0000000 omN .N N N N N N m N m 000000 000 00 00000000 000 .00 00000 .00 000000000 00 000 000000.000 003000, 00 0000000000 00000.0 mum .N N N m 0» m m m 0 00000000 000000000 00000 000300 0000000000 000300000 000 000000000 .0000000 omN . m m m 0 m m m m 0 0000000000 00000 .00 00000 030 00 000 00000000 000 00000000 00 0000000000 0000000000 00000 000 00 000000005 omN . m 00 v m m m m m m 000000>000E0 000 00000000000 00 0030 000 00000 000 000000 300 000 00 0000000 000000000 $02 00 :0 00 00 E0 00 N0 :0 30302 000000 000030001. .00 mqmdd. 174 000.0 0 0 0 0 0 0 0 0 009000 9000080 000 5000000 000 0000000>00 00 00000 030 000 00 0000000000000 00000000 0003000 00000000 0000000000 00000.0 000 .00 0 v v 0 v 0 v 0 00000000 0000000 00\ 000 00>00 00000000900000 .300 .00 00000000 000 00000 0 0000000 00 00 0000000000 00000 00000000 00000000. 000 . 0 0 0 0 0 N 0 0 0 003000000 00000 0030300 00 0000000000 00000 00 00000 000 000 000000000 00 00000000000 0000000 0003 0 0>00.0 0N0 . 0 0 0 0 0 0 0 0 N 00000000 00 >0000 000 000000 0000 omN .0 m m u 0 0 0 0 0 000000000 0000 0 00003 000 0003 >000 000 00 00000000 0000000 00000000000 0000.0. 000 . v v v v 0 v m 00 0 0000808 0000000 00 E000 0000000 00 00000000 00 0008 000 00000000 000000 000000000 000000000000 00002 0N0 .N N N N N m N N N 0000000 000 0000000 000000000 000 0000000000 00000 00 00000,. 0000 000 000 0000000000 00 E000 000000000 000000000000 00002 00002 0* $0 00 0* E0 0* N00 :0 00030000 000000 0000000001: . mv mama; 175 000 .N N m N v m m m 0 000000 00\000 00000000 .000 0000 0030 .0000000 00>00000 000000000 own . v v o v m m m 0 v 000000 000 00 00000000 00000 00 000000000 00 000 .0800 00 000000000000 00303 00 0000000000 00000.0 mum .v m o 0 v m m m 0 0000300000 00 0000 000 0000000 000000, 000000 00000 00000 00000000 0000000 000800000 000000 000 . m N v N m m m m 0 0000000000 00000 00 00000 00000 00 00000000 300000000 0000 000.0 m m m m m m m 0 0000000 0.0000000 0003 000 0000 000000000 own . 0 N 0 N 0 N N N N 0000000500 0000 00 000000000 00 00000 000000 0 0>00 000 000000000 00000000000 >000: 00 00000000000 own .0 0 0 0 m m 0 m 0 000000 000 >0 000000000 000 000000000 000000000 000000000 00000 000 00000 02 0N0 . m m m o m o m m 0 0000000 0000000 00\000 000,00 000000000|00000 0>00 0 00 00000000 000 00000 0 0000000 0000000000 00 0000000000 00000.0 0002 20 :0 000 000 I0 000 N00 :0 000000004. 000000 0000000001: . mv mam/2. 176 mum .0 u 0 N. N. m m 0 0 0000000000 0 00 00000000 000000000 00000 000 0000000 000000 000 300000 own .0 0 0 m 0 0 0 u 0 00000000 000000000 00000 000300 000000000000 >00> 000 000000000 .0000000 0N0 .0 v m m m m 0 0 0 >00000000 00.00 00000 >000 00000000 000 0000000000 00000000 00 0003 0N0 . m 0 m m 0 v m v v 00000 0003 00000000 000000 000 00000000 :000 0000 0>00 000 00008000 00000 00000 >000m 000. m m m m m m m m m 000000 0000 000000 000 0000 00000000 0000000 000000000 00000 000200 000 .0 m m m m 0 m w 0 000000 000 00 00000000 000 00 >008 >0 3000000000 00303 00 0000000000 00000.0 000.0 0 v v v m m 0 0 00000000000000 000 00000000000 00 0030 000 00000 000 000000 300 000 00 000000 000000 00000 00000 00000000 0000000 000000000 00000.0 000 .N m m m N m m m 0 30000000000 000 0000000000000 0003.0 0002 000 $0 000 0* E0 20 N00 :0 000000000 000000 0020801.? 0.00.4.0. 177 0N0 . 0 v m 0 v v 0 v 00 0000000000000 30000 000 0000000000000 0033 oom.N N N N v v N N N 000000 00\000 00000000000 0000 0030 .0000000 00.200000 0 0 .0 00000000 0000000 0000000000 00000 0000000 0N0 .0 v m m 0 0 m 0 0 000000005 000000000000 00000 00 0000 00000000 00 000000000000 00000 000 00000 0>00 0000000H 80.0 m m m m 0 0 m m 0300200 000 00 .0000 0003 003003 000 000008 00 0000 000 00000000 000.0 0 v v v v 0 v 0 0000000000000 0000 00000 00000 0003 00000000 0>00 0>00 000 00008000 00000 00000 00.0000 000 . 0 m 0 0 0 0 0 0 0 0000000000000 000 00 0000 0 0000 000 00 000 0000000000 5000000000 00000 00 0000000000 000 . n 0 0 0 0 m u 0 0 E000 00 00000000 000 000 00000000 000000 000 00 0000000000 000000000800 0002 o 0N . 0 n 0 u 0 0 N u 0 0 000000 0.0000000 0000000 0003 000 00 0000000 0000? 100000 000 00000000 0000000 00 00000000000 0000000 00002 00+ :0 000 000 30 $0 3 :0 00030000 000030 0050000001: . 00V ”0.0de 178 000 .N m N N 0 0 N N 0 00000000 000 0030000 000000 000 00 0000000000000 0000000000 00000 02000000 000 000000000 00003 .00>000 000 000000 000 00000 000000000000 00000 000 000.0 0 m 0 0 m 0 0 0 000000000 0000000000000 0300000000 0003 000003 0000 00000000 0000000000 00000000 00000 00 0000000 000000 0>00 00000000 000003 0000 00000000 0000.0 m 0 m 0 0 0 0 0 0000300000 00 00 000 0000000 0000.00 0000000 0000000 00000 000 00000000 0000000 00 0000000000 0000000 000. 0 0 0 0 m N 0 0 N 00 00.000 0 0000000 020000000 0000.0. 000 . 0 N N 0 m N 0 N N 000000 00\000 00000000000 0000 0>00 . 0000000 0>00000 0000000 0000300000 000 00000000 0000000 00 00000000000 0000000 000 .0 0 0 0 0 0 0 0 0 000000000 00 00000000 000 00000 0000000 0000000 :03 00 0>0m 0N0 .N N 0 0 m 0 0 N N 00000000 0000000000 0500 00000000000 00 0000s 00 03000>00 0000/ 00 00000000 0000000000 00 00000000 0002 00 000 00 £0 0* 20 N0 :0 00030000. 000000 0000000001: .00 ”:92. 179 oo 0 .0 0 0 0 0 0 0 0 0 000000 000 00 00000000 00000 >0 0000000 00 0000000000 00000.0 00N .0 0 0 0 0 0 0 0 0 0000000000 00000 00 00000 030 00 000 00 00000000 300000000 0000 000 .0 0 0 0 0 0 m 0 0 000000000 000000000000 000000000000 0003 000003 00 00000000 000000000 000000000 00000 00 0000000 >006 00 0>00 00000000 000003 0000 00000000 000 .0 0 0 0 0 0 0 0 0 00000000 000000 000 00 0000 0000000000 0 0000 000000 10000.. 0 00 0000000000 00000 00 0.0000 00 E000 000000000 000000000000 00002 000 . 0 0 0 0 0 0 0 0 0 00000000 00 00000000 00000 0000: 000 00000000 00 0000000000 0000 000 .N m m N N m m m m. 000000 000 00 00000000 00000 00 0000 0000000000 000 00000000 00000 000 00000 00000.0 .0N0 .N m N N m m N m 0 0000000 00000 000 0000000000 000 00 000 00000 0000000 0003 30000000000 000000000 000 00000000 00000000 00 000.3 00002 0* 00+ 0* 0* 00+ 0* N00 000 00000000000 00000H 000000000--.$ 0.0000. 180 ooo . m m m m m m m m 0 000300 000 0000000 0000 00000 00 00 0000 000000000: 00 E000 000 00 000 00000000 000000 000 00 0000 00 0000000000 00000 000000 00 8000 0000000000 000000000000 00002 own .0 v m m 0 m m m m 000000 0000 0000> 000 0000 000000 00000 00000 00000000 0000000 000800000 00000.0 mm m . N N N N N m m N m 0000000030 00000000000 :0 00 0003000 000 00000000 :03 000 00000000. ooo .m m m m m m m m 0 00000000 0000000000 0800 00000000000 00 0000s 00 0000000 0000000000 00000000 0000000030 00 0000033 omN . v m 0 m 0 v v v 0 000003000 00000020000 00000300000 00\000 00000000 000 0000000000 00000 0003000 0000003000 00000000 000.0. omN . m o m m m o m m 0 00000 0 000030 00 0000 000000 00.0000 00\000 000000 00000000 4000000 000 0000 00 000000.000 00 0000 000 .00000000 000 0030000 000000 000 0003 00000 000000000000 00000 000 omN . m m m m m w m m 0 00000000 000 0000030 02000000 000 0000000000 00000 0000000000 00 E000 000000000 000030000000 00002 000E 0* 2+ 0* £0 30 2+ N00 2+ 00000002 0000mm 003000000: .3 mam/0.0. 181 0N0 . N N m m N m N m m 0000000000 00000 00 00000 :0 000000 00000000 000 00000000 00 00000000000 0000000000 00000 000 00 000000033 000 . v m m m m m m m m 000E0>000E0 000 00000000000 00 0030 000 00000 000 000000 300 000 00 000000 00000000 0000000 000000000 00000 000200 mNm.N N N N m m N N m 00000 :0 00000 00 00200 0000000 00000 0 00 0000000000 0800 0.0000000 0000005 mNm .m 0 0 m 0 0 0 0 0 0000000000 00000 00 00000 :0 000000 00 00000000 0000000000000 0000 0N0. m m 0 m 0 0 m m 0 000030 >00 00 00000 00000 000 0000 0:0 00000000 000000000 00000 00000000 300000 mNm .N N N m N m N N m 0000000000000 000.» 000 0000000000000 0003.0 omN .N N N N N m m N N 00000000 0000000000 0800 0.0002300 00 0003 00 0000000000 00 00000000 0000000000 00 0000030 omN .0 N m 0 N 0 m N N 0000:8800 000 00 000 0 0000 000 0000000000 00000000000 00 0000000000 000 on ooo . m m m m m m m m m 000000.000 00 00000 0003 0000003 000 0300000000 .3000 000 0000000w 0002 0* N00 0* 0* E0 0* N0 :0 00030004 000000 000000000: . mv Ems. APPENDIX 1" SCALED QUESTIONNAIRES 182 183 ATTITUDE SCALES FOR HOME ECONOMICS TEACHERS Directions: Circle the number of the one statement which best indicates your attitude toward each lettered t0pic. Please respond to all topics. A. Personal goals at present. (Circle one number only) 9 4 Have no desire to teach Want to teach one or two years only Want to combine marriage and teaching only until first pregnancy Want to combine marriage and teaching until first pregnancy and want to return to teaching after children leave home Want to combine teaching and marriage continuously with limited time out of the profession for child bearing B. School provision for operating expenses. (Circle one number only) 9 No funds are provided by the school Funds are provided by school but no set amount is known by the teacher Definite amount of school funds provided by the school and the amount is known by the teacher C. Equipment in home economics department. (Circle one number only) 8 Inadequate equipment for teaching any area of home economics Adequate equipment for teaching one or two areas of home economics Adequate equipment for teaching almost all areas of home economics c 1“- D. Adequacy of training in subject matter. (Circle one number only) 9 Feel inadequately prepared in almost all areas of home economics D. E. F. 184 Continued 4 Feel adequately prepared in one or two areas of home economics 3 Feel adequately prepared in most areas of home economics 2 Feel adequately prepared in all areas of home economics Adequacy of training in planning and using methods to achieve goals. (Circle one number only) 7 Feel inadequate in planning and using most methods 7 Feel adequate in the use of general methods such as lecture but feel inadequate in planning and carrying out some special home economics laboratory lessons, discussions, demon- strations, and activities such as FHA and home experiences 2 Feel adequate in planning and using a variety of methods in classroom , laboratory and related activities 2 Feel adequate in planning, using and evaluating a variety of methods in classroom, laboratory, and related activities Professional adequacy. (Circle one number only) 9 Feel insecure and unhappy in teaching 3 Feel fairly secure and happy in teaching 2 Feel secure and happy in teaching and feel that a worthwhile contribution is made to society and young people 1 Feeling secure and happy in teaching Educational philosophy. (Circle one number only) 8 Have no well defined beliefs about the purposes of education 7 Have some beliefs concerning the purposes of education but cannot see how to achieve them through home economics 3 Have some beliefs concerning the purposes of education and how to help achieve them through home economics 2 Have a well defined philosophy of education and the place of home economics in achieving these objectives H. 185 Chances for marriage. Please circle the number of your beliefs even though you may be married. (Circle one number only) 7 Believe that women teachers have few chances to meet suitable marriage partners Believe that women teachers have better chances to meet suitable marriage partners than women with comparable professional positions Believe that women teachers have as many chances to meet suitable marriage partners as women with comparable pro-— fessional positions Financial opportunities. (Circle one number only) 9 Cannot meet needs with the salary received for teaching Can meet immediate needs with the salary received for teaching, but find it difficult to plan for travel, attending school and/or major things such as owning a home Can meet immediate needs and budget for travel, further education and generally meet financial expectations on the salary received for teaching Living arrangements. (Circle one number only) 7 4 Living arrangements are unsatisfactory Living arrangements are fairly satisfactory Living arrangements are satisfactory Living arrangements are very satisfactory Cultural opportunities. (Circle one number only) 5 This teaching situation provides little opportunity for cultural and/or stimulating intellectual activities such as attending concerts and lectures This teaching situation provides some opportunity for cultural and/or stimulating intellectual activities This teaching situation provides much opportunity. for cultural and/or stimulating intellectual activities 186 Creativity. (Circle one number only) 9 Home economics teaching seems dull and routine 6 Home economics teaching provides limited opportunities to use own ideas in developing the program and teaching methods 2 Home economics teaching provides opportunities for experi- mentation with teaching methods, program development and sharing problem solving in the school as a whole Attitude of teachers other than home economics. (Circle one number only) 7 Home economics is viewed unfavorably by many of the teachers in the school 7 Home economics is ignored by most teachers in the school 5 Home economics is viewed unfavorably by some, but is supported by some teachers in the school 2 Home economics is viewed favorably and is supported by most of the teachers in the school Attitude of administrator(s) . (Circle one number only) 6 Home economics is considered largely a field for students of a low socio-economic level and/or mental ability 3 Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students 3 Home economics is considered a field having much to offer all girls 2 Home economics is considered a field having much to offer all students (boys as well as girls) Prestige in the community. (Circle one number only) 7 Most community members seem to think of home economics as a "frill" rather than a necessary part of the school program 5 Most community members seem to accept home economics as a part of the school program but do not seem to understand that it is more than cooking and sewing 187 Continued 3 Most community members seem to understand home economics and generally support the program Most community members seem to understand and see real value in home economics and strongly support the program Attitude of students. (Circle one number only) Home economics is considered largely a field for students of low socio-economic level and/or mental ability Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also con- sidered suitable for all students Home economics is considered a field having much to offer all girls Home economics is considered a field having much to offer all students (boys as well as girls) Attitude of your parental family toward home economics teaching. (Circle one number only) 7 Family has little respect for home economics teaching as a profession Family respects home economics teaching but does not think there is any future in it Family has great respect for home economics teaching and think that it is a worthwhile profession for both men and women Family has'respect for home economics teaching and feel it is a creditable profession for women Present attitude of husband or boyfriend toward teaching. (Circle one number only) 8 3 Definitely opposed to wife's of girlfriend's teaching Fairly favorable to wife's or girlfriend's teaching R. S. 188 Continued 2 Favorable to wife's or girlfriend's teaching 2 Very favorable to wife's or girlfriend's teaching Attitude of friends toward home economics teaching. (Circle one number only) 7 Very unfavorable toward home economics teaching 3 Somewhat favorable toward home economics teaching 3 Favorable toward home economics teaching 3 Very favorable toward home economics teaching Relationships with students. (Circle one number only) 9 Students are hard to manage and working with them is not enjoyable 8 Students are fairly cooperative but working with them is not enjoyable ' 4 Students are hard to manage but working with them is enjoyable 3 Students are fairly cooperative and working with them is enjoyable 2 Students are cooperative and working with them is very enjoyable Relationships in the community where you are teaching or did teach. (Circle one number only) .7 Do not participate in community functions and do not feel a part of the community 6 Do not participate in community functions and feel a part of the community 6 Participate in some community functions but do not feel a part of the community U. V. W. X. 189 Continued 4 Participate in some community functions and feel a part of the community 2 Participate in many community functions and have a strong sense of belonging in this community Relationships with school personnel. (Circle one number only) 8 Do not enjoy many staff members and have little contact with them 4 Enjoy some staff members but have few contacts with them other than professional 4 Enjoy some staff members and have both professional and social contacts with them 2 Enjoy many staff members and have both professional and social contacts with them Restrictions in personal life. (Circle one number only) 7 Teachers are much more restricted in personal life than other professional workers 6 Teachers are somewhat more restricted in personal life than other professional workers 4 Teachers have about the same restrictions in personal life as other professional workers Attitude of community toward teachers. (Circle one number only) 8 Most community members do not accept teachers and are critical of them 7 Most community members ignore teachers 4 Most community members accept teachers but make no attempt to include them as regular members 4 Teachers are sought after as community members and leaders 2 Teachers are well accepted and included in all community functions ‘ Y. 190 Supervision by the school administrator. (Circle one number only) 6 Sends out directions and checks to see that the teacher carries them out Checks to see how things are going but gives no suggestions for improvement Does not visit teacher's classes Visits classes but does no supervision Observes, gives good suggestions and/or praise Observes, gives good suggestions and/or praise and always supports teacher Supervision by college home economics teacher education person. (Circle one number only) 8 Sends out directions and checks to see that the teacher carries them out Does not visit this school Visits this school but does no supervision Checks to see how things are going but gives no suggestions for improvement Observes, gives good suggestions and/or praise Observes, gives good suggestions and always supports teacher Supervision by person from the state home economics staff. (Circle one number only) 6 Gives directions and checks to see that the teacher carries them out Visits classes but does no supervision Does not visit teacher's classes Checks to see how things are going but gives no suggestions for improvement 191 AA. Continued BB. CC. DD. 3 2 Observes, gives good suggestions and/or praise Observes, gives good suggestions and/or praise and always supports teacher Worth of junior and senior high school home economics. (Circle one number only) 8 Load. Not convinced that home economics education is worthwhile for all students Believe that home economics education can make a worthwhile contribution to the lives of most individual students, families and to society Believe that home economics should be an integral part of the school curriculum and of vital importance to individuals, families and society (Circle one number only) Have such a heavy schedule of class and extra-class activities that you cannot do many of the things which other teachers do Teaching load is usually light enough to enable you to do most of the things which other teachers do Have about the same teaching and extra-class load as other teachers in the school Reasons why you will teach. (Circle one number only) 9 Teach because it is the only work that you can get in the community Teach because teaching is the only work for which you feel qualified Teach for financial reasons Teach because you feel responsibility toward young people and society Teach because you enjoy it 192 ATTITUDE SCALES FOR HOME ECONOMICS TEACHING GRADUATES Directions: Circle the number of the one statement which best indicates your attitude toward each lettered topic. Please respond to _a__l_l_ topics. A. Personal goals at present. (Circle one number only) 9 4 Have no desire to teach Want to teach one or two years only Want to combine marriage and teaching only until first pregnancy Want to combine marriage and teaching until first pregnancy and want to return to teaching after children leave home Want to combine teaching and marriage continuously with limited time out of the profession for child bearing B. School provision for operating expenses. (Circle one number only) 9 6 No funds are provided by the school Funds are provided by school but no set amount is known by the teacher Definite amount of school funds provided by the school and the amount is known by the teacher C. Equipment in home economics department. (Circle one number only) 8 5 Inadequate equipment for teaching any area of home economics Adequate equipment for teaching one or two areas of home economics Adequate equipment for teaching almost all areas of home economics 193 D. Adequacy of training (in subject matter. (Circle one number only) 9 4 3 2 Feel inadequately prepared in almost all areas of home economics Feel adequately prepared in one or two areas of home economics Feel adequately prepared in most areas of home economics Feel adequately prepared in all areas of home economics E. Adequacy of training in planning and using methods to achieve goals. (Circle one number only) 7 7 Feel inadequate in planning and using most methods Feel adequate in the use of general methods such as lecture but feel inadequate in planning and carrying out some special home economics laboratory lessons, discussions, demonstrations, and activities such as FHA and home experiences Feel adequate in planning and using a variety of methods in classroom, laboratory and related activities Feel adequate in planning, using and evaluating a variety of methods in classroom, laboratory, and related activities F. Professional adequacy. (Circle one number only) 9 3 1 Feel insecure and unhappy in teaching Feel fairly secure and happy in teaching Feel secure and happy in teaching and feel that a worthwhile contribution is made to society and young people Feeling secure and happy in teaching G. Educational philosophy. (Circle one number only) 8 7 Have no well defined beliefs about the purposes of education Have some beliefs concerning the purposes of education but cannot see how to achieve them through home economics Have some beliefs concerning the purposes of education and how to help achieve them through home economics 194 Continued 2 Have a well defined philosophy of education and the place of home economics in achieving these objectives Chances for marriage. Please circle the number of your beliefs even though you may be married. (Circle one number only) 7 Believe that women teachers have few chances to meet suitable marriage partners 4 Believe that women teachers have better chances to meet suitable marriage partners than women with comparable professional positions 4 Believe that women teachers haveas many chances to meet suitable marriage partners as women with comparable profes- sional positions Financial opportunities. (Circle one number only) 9 Cannot meet needs with the salary received for teaching 5 Can meet immediate needs with the salary received for teaching, but find it difficult to plan for travel, attending school and/or major things such as owning a home . 3 Can meet immediate needs and budget for travel, further education and generally meet financial expectations on the salary received for teaching Living arrangements. (Circle one number only) 7 Living arrangements are unsatisfactory 4 Living arrangements are fairly satisfactory 3 Living arrangements are satisfactory 2 Living arrangements are very satisfactory Cultural opportunities. (Circle one number only) 5 This teaching situation provides little opportunity for cultural and/or stimulating intellectual activities such as attending concerts and lectures 195 K . Continued 4 This teaching situation provides some Opportunity for cultural and/or stimulating intellectual activities 2 This teaching situation provides much opportunity for cultural and/or stimulating intellectual activities Creativity. (Circle one number only) 9 Home economics teaching seems dull and routine 6 Home economics teaching provides limited opportunities to use own ideas in developing the program and teaching methods 2 Home economics teaching provides opportunities for experi- mentation with teaching methods, program development and sharing problem solving in the school as a whole Attitude of teachers other than home economics. (Circle one number only) 7 Home economics is viewed unfavorably by many of the teachers in the school 7 Home economics is ignored by most teachers in the school 5 Home economics is viewed unfavorably by some, but is supported by some teachers in the school 2 Home economics is viewed favorably and is supported by most of the teachers in the school Attitude of administrator(s). (Circle one number only) 6 Home economics is considered largely a field for students of a low socio-economic level and/or mental ability 3 Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students 3 Home economics is considered a field having much to offer all girls 2 Home economics is considered a field having much to offer all students (boys as well as girls) 196 O. Prestige in the community. (Circle one number only) P. Q. 7 Most community members seem to think of home economics as a "frill" rather than a necessary part of the school program Most community members seem to accept home. economics as a part of the school program but do not seem to understand that it is more than cooking and sewing Most community members seem to understand home economics and generally support the program - Most community members seem to understand and see real value in home economics and strongly support the program Attitude of students. (Circle one number only) 5 Home economics is considered largely a field for students of low socio-economiolevel. and/or mental ability Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also con— sidered suitable for all students Home economics is considered a field having much to offer all girls _Home economics is considered a field having much to offer all students (boys as well as girls) Attitude of your parental family toward home economics teaching. (Circle one number only) 7 Family has little respect for home economics teaching as a profession Family respects home economics teaching but does not think there is any future in it Family has great respect for home economics teaching and think that it is a worthwhile profession for both men and women Family has respect for home economics teaching and feel it is a creditable profession for women R. S. U. 197 Present attitude of husband orboyfriend toward teaching. (Circle one number only) 8 3 2 2 Definitely opposed to wife's or girlfriend's teaching Fairly favorable to wife's or girlfriend's teaching Favorable to wife's or girlfriend's teaching Very favorable to wife's or girlfriend's teaching Attitude of friends toward home economics teaching. (Circle one number only) 7 3 3 3 Very unfavorable toward home economics teaching Somewhat favorable toward home economics teaching Favorable toward home economics teaching Very favorable toward home economics teaching Relationships with students. (Circle one number only) 9 Students are hard to manage and working with them is ndt enjoyable Students are fairly cooperative but working with them is not enjoyable Students are hard to manage but working with them is enjoyable Students are fairly cooperative and working with them is enjoyable Students are cooperative and working with them is very enjoyable Relationships in the community where you are teaching or did teach. (Circle one number only) 7 Do not participate in community functions and do not feel a part of the community Do not participate in community functions and feel a part of the community 198 Continued 6 Participate in some community functions but do not feel a part of the community Participate in some community functions and feel a part of the community Participate in many community functions and have a strong sense of belonging in this community Relationships with school personnel. (Circle one number only) 8 Do not enjoy many staff members and have little contact with them Enjoy some staff members but have few contacts with them other than professional Enjoy some staff members and have both professional and social contacts with them Enjoy many staff members and have both professional and social contacts with them Restrictions in personal life. (Circle one number only) 7 Teachers are much more restricted in personal life than other professional workers Teachers are somewhat more restricted in personal life than other professional workers Teachers have about the same restrictions in personal life as other professional workers Attitude of community toward teachers. (Circle one number only) 8 Most community members do not accept teachers and are critical of them Most community members ignore teachers Most community members accept teachers but make no attempt to include them as regular members Teachers are well accepted and included in all community functions Y. 199 Supervision by the college coordinator of student teaching. (Circle one number only) 8 2 Sends out directions and checks to see that the student teacher carries them out .Does not visit student teacher's classes Visits classes but does no supervision Checks to see how things are going but gives no suggestions for improvement Observes, gives good suggestions and/or praise and always supports student teacher Observes, gives good suggestions and/or praise Supervision by college home economics teacher education person. (Circle one number only) 8 Sends out directions and checks to see that the teacher carries them out Does not visit this school Visits this school but does no supervision Checks to see how things are going but gives no suggestions for improvement Observes, gives good suggestions and/or praise Observes, gives good suggestions and always supports teacher Supervision by home economics supervising teacher. (Circle one number only) 8 Gives directives and checks to see that student teacher carries them out Does not visit student teacher's classes Visits classes but does no supervision 200 AA. Continued 5 2 Checks to see how things are going but gives no suggestions for improvement Observes, gives good suggestions and/or praise and always supports student teacher Observes, gives good suggestions and/or praise BB. Worth of junior and senior high school home economics. (Circle one number only) 8 CC. Load. Not convinced that home economics education is worthwhile for all students Believe that home economics education can make a worthwhile contribution to the lives of most individual students, families and to society Believe that home economics should be an integral part of the school curriculum and of vital importance to individuals, families and society (Circle one number only) Have such a heavy schedule of class and extra-class activities that you cannot do many of the things which other teachers do Teaching load is usually light enough to enable you to do most of the things which other teachers do Have about the same teaching and extra-class load as other teachers in the school DD. Reasons why you will teach. (Circle one number only) 9 Teach because it is the only work that you can get in the community Teach because teaching is the only work for which you feel qualified Teach for financial reasons 201 DD . Continued 3 Teach because you feel responsibility toward young people and society 2 Teach because you enjoy it 202 ATTITUDE SCALES FOR HOME ECONOMICS TEACHERS (Research Form) Directions: Circle the number of the one statement which best indicates your attitude toward each lettered topic. Please respond to a_ll_ topics . A. Personal goals at present. (Circle one number only) 9.000 4.375 4. 125 3.000 2.625 Have no desire toteaCh Want to teach one or two years only Want to combine marriage and teaching only until first pregnancy Want to combine marriage and teaching until first preg- , nancy and want to return to teaching after children leave home Want to combine teaching and marriage continuously with limited time out of the profession for child bearing School provision for operating expenses. (Circle one number only) 8.750 5.500 2.500 No funds are provided by the school Funds are provided by school but no set amount is known by the teacher Definite amount of school funds provided by the school and the amount is known by the teacher Equipment in home economics department. (Circle one number only) 8.375 5.250 2.625 Inadequate equipment for teaching any area of home economics Adequate equipment for teaching one or two areas of home economics Adequate equipment for teaching almost all areas of home economics 203 D. Adequacy of training in subject matter. (Circle one number only) E. P. 8.875 4.250 3.000 2.250 Feel inadequately prepared in almost all areas of home economics Feel adequately prepared in one or two areas of home economics Peel adequately prepared in most areas of home economics Feel adequately prepared in all areas of home economics Adequacy of training in planning and using methods to achieve goals. (Circle one number only) 7.375 6.500 2.375 2.250 Peel inadequate in planning and using most methods Feel adequate in the use of general methods such as lecture but feel inadequate in planning and carrying out some special home economics laboratory lessons. dis- cussions, demonstrations. and activities such as FHA and home experiences Peel adequate in planning and using a variety of methods in classroom, laboratory and related activities. Peel adequate in planning. using and evaluating a variety of methods in classroom, laboratory, and related activities Professional adequacy. (Circle one number only) 9.000. 3.250 1.750 1.125 Peel insecure and unhappy in teaching Feel fairly ‘secure and happy in teaching Feel secure and happy in teaching and feel that a worth- while contribution is made to society and young people Peeling secure and happy in teaching Educational philosophy. (Circle one number only) 7.750 7.250 Have no well defined beliefs about the purposes of education Have some beliefs concerning the purposes of education but cannot see how to achieve them through home economics 204 G. Continued 3.250 1.875 Have some beliefs concerning the purposes of education and how to help achieve them through home economics Have a well defined philosophy of education and the place of home economics in achieving these objectives Chances for marriage. Please circle the number of your beliefs even though you may be married. (Circle one number only) 6.875 4.000 3.875 Believe that women teachers have few chances to meet suitable marriage partners Believe that women teachers have better chances to meet suitable marriage partners than women with comparable professional positions Believe that women teachers have as many chances to meet suitable marriage partners as women with comparable professional positions Financial opportunities. (Circle one number only) 9.000 5.250 2.750 Cannot meet needs with the salary received for teaching Can meet immediate needs with the salary received for teaching, but find it difficult to plan for travel, attending school and/or major things such as owning a home Can meet immediate needs and budget for travel, further education and generally meet financial expectations on the salary received for teaching Living arrangements. (Circle one number only) 7.000 3.625 2.875 2.375 Living arrangements are unsatisfactory Living arrangements are fairly satisfactory Living arrangements are satisfactory Living arrangements are very satisfactory K. M. N. 205 Cultural opportunities. (Circle one number only) 4.750 4.250 1.625 This teaching situation provides little opportunity for cultural and/or stimulating intellectual activities such as attending concerts and lectures This teaching situation provides some opportunity for cultural and/or stimulating intellectual activities This teaching situation provides much opportunity for cultural and/or stimulating intellectual activities Creativity. (Circle one number only) 8.750 6.250 2.125 Home economics teaching seems dull and routine Home economics teaching provides limited opportunities to use own ideas in developing the program and teaching methods Home economics teaching provides opportunities for experi- mentation with teaching methods, program development and sharing problem solving in the school as a whole Attitude of teachers other than home economics. (Circle one number only) 6.875 6.500 4.750 2.250 Home economics is viewed unfavorably by many of the teachers in the school Home economics is ignored by most teachers in the school Home economics is viewed unfavorably by some, but is supported by some teachers in the school Home economics is viewed favorably and is supported by most of the teachers in the school Attitude of administrator(s) . (Circle one number only) 5.625 3.250 Home economics is considered largely a field for students of a low socio-economic level and/or mental ability Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students 206 N . Continued 2.750 2.250 Home economics is considered a field having much to offer all girls Home economics is considered a field having much to offer all students (boys as well as girls) 0. Prestige in the community. (Circle one number only) P. Q. 6.750 5.000 3.250 2.125 Most community members seem to think of home economics as. a "frill " rather than a necessary part of the school program Most community members seem to accept home economics as a part of the school program but do not seem to under- stand that it is more than cooking and sewing Most community members seem to understand home economics and generally support the program Most community members seem to understand and see real value in home economics and strongly support the program Attitude of students. (Circle one number only) 4.750 3.125 2.375 2.000 Home economics is considered largely a field for students of low socio-economic level and/or mental ability Home economics is considered necessary for students of low socio—economic level and/or mental ability but is also considered suitable for all students Home economics is considered a field having much to offer all girls Home economics is considered a field having much to offer all students (boys as well as girls) Attitude of your parental family toward home economics teaching. (Circle one number only) 6.875 Family has little respect for home economics teaching as a profession 207 Q. Continued S. 5.375 3.250 2.625 Present attitude of husband or boyfriend toward teaching. (Circle one number only) 8.000 3.375 2.250 2.125 Family respects home economics teaching but does not think there is any future in it Family has great respect for home economics teaching and think that it is a worthwhile profession for both men and women Family has respect for home economics teaching and feel it is a creditable profession for women Definitely opposed to wife's or girlfriend's teaching Fairly favorable to wife's or girlfriend's teaching Favorable to wife's or girlfriend's teaching Very favorable to wife's or girlfriend's teaching Attitude of friends toward home economics teaching. (Circle one number only) 6.750 2.875 2.625 2.625 Very unfavorable toward home economics teaching Somewhat favorable toward home economics teaching Favorable toward home economics teaching Very favorable toward home economics teaching Relationships with students. (Circle one number only) 8.500 7.500 3.625 Students are hard to manage and working with them is not enjoyable Students are fairly cooperative but working with them is not enjoyable Students are hard to manage but working with them is enjoyable T. U. V. 208 Continued 3.000 1.750 Students are fairly cooperative and working with them is enjoyable Students are cooperative and working with them is very enjoyable Relationships in the community where you are teaching or did teach. (Circle one number only) 6.875 6.250 5.750 3.625 1.750 Do not participate in community functions and do not feel a part of the community Do not participate in community functions and feel a part of the community Participate in some community functions but do not feel a part of the community Participate in some community functions and feel a part of' the community Participate in many community functions and have a strong sense of belonging in this community Relationships with school personnel. (Circle one number only) 7.750 4.375 3.625 1.875 Do not enjoy many staff members and have little contact with them Enjoy some staff members but have few contacts with them other than professional Enjoy some staff members and have both professional and social contacts with them Enjoy many staff members and have both professional and social contacts with them Restrictions in personal life. (Circle one number only) 6.625 6.375 Teachers are much more restricted in personal life than other professional workers Teachers are somewhat more restricted in personal life than other professional workers 209 W. Continued X. Y. 4. 125 Teachers have about the same restrictions in personal life as other professional workers Attitude of community toward teachers. (Circle one number only) 7. 750 Most community members do not accept teachers and are critical of them 6. 750 Most community members ignore teachers 4.000 Most community members accept teachers but make no attempt to include them as regular members 3. 750 Teachers are sought after as community members and leaders 2. 375 Teachers are well accepted and included in all community functions Supervision by the school administrator. (Circle one number only) 6.375 Sends out directions and checks to see that the teacher carries them out 5. 250 Checks to see how things are going but gives no sugges- tions for improvement 4. 875 Does not visit teacher's classes 4. 750 Visits classes but does no supervision 2.875 Observes, gives good suggestions and/or praise 2. 250 Observes, gives good suggestions and/or praise and always supports teacher Supervision by college home economics teacher education person. (Circle one number only) 7. 625 Sends out directions and checks to see that the teacher carries them out 5.000 Does not visit this school 5.000 Visits this school but does no supervision BB. 210 Continued 4.500 Checks to see how things are going but gives no sugges- tions for improvement 2.500 Observes, gives good suggestions and/or praise 2.000 Observes, gives good suggestions and always supports teacher Supervision by person from the state home economics staff. (Circle one number only) 5.750 4.875 4.750 4.375 2.750 2.375 Gives directions and checks to see that the teacher carries them out Visits classes but does no supervision Does not visit teacher's classes Checks to see how things are going but gives no sugges— tions for improvement Observes, gives good suggestions and/or praise Observes, gives good suggestions and/or praise and always supports teacher Worth of junior and senior high school home economics. (Circle one number only) 7.750 3.125 2.625 Not convinced that home economics education is worthwhile for all students Believe that home economics education can make a worth- while contribution to the lives of most individual students, families and to society'. Believe that home economics should be an integral part of the school curriculum and of vital importance to individuals, families and society CC. Load. 8.250 3.000 2.750 211 (Circle one number only) Have such a heavy schedule of class and extra-class activities that you cannot do many of the things that other teachers do Teaching load is usually light enough to enable you to do most of the things other teachers in the school do Have about the same teaching and extra—class load as other teachers in the school DD. Reasons why you will teach. (Circle one number only) 8.500 8.250 6.250 3.000 1.500 Teach because it is the only work that you can get in the community Teach because teaching is the only work for which you feel qualified Teach for financial reasons Teach because you feel responsibility toward young people and society Teach because you enjoy it Directions: 212 ATTITUDE SCALES FOR HOME ECONOMICS TEACHING GRADUATES (Research Form) Circle the number of the one statement which best indicates your attitude toward each lettered topic. Please respond to _a_l_l topics. A. Personal goals at present. (Circle one number only) 9.000 4.375 4.125 3.000 2.625 Have no desire to teach Want to teach one or two years only Want to combine marriage and teaching only until first pregnancy Want to combine marriage and teaching until first preg- nancy and want to return to teaching after children leave home Want to combine teaching and marriage continuously with limited time out of the profession for child bearing School provision for operating expenses. (Circle one number only) 8.750 5.500 2.500 No funds are provided by the school Funds are provided by school but no set amount is known by teacher Definite amount of school funds provided by the school and the amount is known by the teacher Equipment in home economics department. (Circle one number only) 8.375 5.250 2.625 Inadequate equipment for teaching any area of home economics Adequate equipment for teaching one or two areas of home economics Adequate equipment for teaching almost all areas of home economics 213 D. Adequacy of training in subject matter. (Circle one number only) E. P. 8.875 4.250 3.000 2.250 Feel inadequately prepared in almost all areas of home economics Feel adequately prepared in one or two areas of home economics Feel adequately prepared in most areas of home economics Feel adequately prepared in all areas of home economics Adequacy of training in planning and using methods to achieve goals. 7.375 6.500 2.375 2.250 (Circle one number only) Feel inadequate in planning and using most methods Feel adequate in the use of general methods such as lecture but feel inadequate in planning and carrying out some special home economics laboratory lessons, dis- cussions, demonstrations, and activites such as FHA and home experiences Feel adequate in planning and using a variety of methods in classroom , laboratory and related activities Feel adequate in planning. using and evaluating a variety of methods in classroom, laboratory, and related activities Professional adequacy. (Circle one number only) €3,000 3. 250 1.750 1.125 Feel insecure and unhappy in teaching Feel fairly secure and happy in teaching Feel secure and happy in teaching and feel that a worth- while contribution is made to society and young people Feeling secure and happy in teaching Educational philosophy. (Circle one number only) 7.750 7.250 Have no well defined beliefs about the purposes of education Have some beliefs concerning the purposes of education but cannot see how to achieve them through home economics 214 G . Continued 3.250 1.875 Have some beliefs concerning the purposes of education and how to help achieve them through home economics Have a well defined philosophy of education and the. place of home economics in achieving these objectives Chances for marriage. Please circle the number of your beliefs even though you may be married. (Circle one number only) 6.875 4.000 3.875 Believe that women teachers have few chances to meet suitable marriage partners Believe that women teachers have better chances to meet suitable marriage partners than women with comparable professional positions Believe that women teachers have as many chances to meet suitable marriage partners as women with comparable pro- fessional positions Financial opportunities. (Circle one number only) 9.000 5.250 2.750 Cannot meet needs with the salary received for teaching Can meet immediate needs with the salary received for teaching, but find it difficult to plan for travel, attending school and/or major things such as owning a home Can meet immediate needs and budget for travel, further education and generally meet financial expectations on the salary received for teaching Living arrangements. (Circle one number only) 7.000 3.625 2.875 2.375 Living arrangements are unsatisfactory Living arrangements are fairly satisfactory Living arrangements are satisfactory Living arrangements are very satisfactory K. M. N. 215 Cultural opportunities. (Circle one number only) 4.750 4.250 1.625 This teaching situation provides little opportunity for cultural and/or stimulating intellectual activities such as attending concerts and lectures This teaching situation provides some Opportunity for cultural and/or stimulating intellectual activities This teaching situation provides much opportunity for cultural and/or stimulating intellectual activities Creativity. (Circle one number only) 8.750 6.250 20125 Home economics teaching seems dull and routine Home economics teaching provides limited opportunities to use own ideas in developing the program and teaching methods Home economics teaching provides opportunities for experimentation with teaching methods, program develop— ment and sharing problem solving in the school as a whole Attitude of teachers other than home economics. (Circle one number only) 6.875 6.500 4.750 2.250 Home economics is viewed unfavorably by many of the teachers in the school Home economics is ignored by most teachers in the school Home economics is viewed unfavorably by some, but is supported by some teachers in the school Home economics is viewed favorably and is supported by most of the teachers in the school Attitude of administrator(s) . (Circle one number only) 5.625 3.250 Home economics is considered largely a field for students of a low socio-economic level and/or mental ability Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students 216 N . Continued 0. P. Q. 2.750 2.250 Home economics is considered a field having much to offer all girls Home economics is considered a field having much to offer all students (boys as well as girls) Prestige in the community. (Circle one number only) 6.750 5.000 3.250 2.125 Most community members seemto think of home economics as a "frill" rather than a necessary part of the school program Most community members seem to accept home economics as a part of the school program but do not seem to under- stand that it is more than cooking and sewing Most community members seem to understand home eco- nomics and generally support the program Most community members seem to understand and see real value in home economics and strongly support the program Attitude of students. (Circle one number only) 4.750 3.125 2.375 2.000 Home economics is considered largely a field for students of low socio-economic level and/or mental ability Home economics is considered necessary for students of low socio-economic level and/or mental ability but is also considered suitable for all students Home economics is considered a field having much to offer all girls Home economics is considered a field having much to offer all students (boys as well as girls) Attitude of your parental family toward home economics teaching. (Circle one number only) 6.875 Family has little respect for home economics teaching as a profession 217 Q . Continued S. 5.375 3.250 2.625 Family respects home economics teaching but does not think there is any future in it Family has great respect for home economics teaching and think that it is a worthwhile profession for both men and women Family has respect for home economics teaching and feel it is a creditable profession for women Present attitude of husband or boyfriend toward teaching. (Circle one number only) 8.000 3.375 2.250 2.125 Definitely opposed to wife's or girlfriend's teaching Fairly favorable to wife's or girlfriend's teaching Favorable to wife's or girlfriend's teaching Very favorable to wife's or girlfriend's teaching Attitude of friends toward home economics teaching. (Circle one number only) 6.750 2.875 2.625 2.625 Very unfavorable toward home economics teaching Somewhat favorable toward home economics teaching Favorable toward home economics teaching Very favorable toward home economics teaching Relationships with students. (Circle one number only) 8.500 7.500 3.625 3.000 Students are hard to manage and working with them is not enjoyable Students are fairly cooperative but working with them is not enjoyable Students are hard to manage but working with them is enjoyable Students are fairly cooperative and working with them is enjoyable T. W. 218 Continued 1.750 Students are cooperative and working with them is very enjoyable Relationships in the community where you are teaching or did teach. (Circle one number only) 6.875 6.250 5.750 3.625 1.750 Do not participate in community functions and do not feel a part of the community Do not participate in community functions and feel a part . of the community Participate in some community functions but do not feel a part of the community Participate in some community functions and feel a part of the community Participate in many community functions and have a strong sense of belonging in this community Relationships with school personnel. (Circle one number only) 7.750 4.375 3.625 1.875 Do not enjoy many staff members and have little contact with them Enjoy some staff members but have few contacts with them other than professional Enjoy some staff members and have both professional and social contacts with them Enjoy many staff members and have both professional and social contacts with them Restrictions in personal life. (Circle one number only) 6.625 6.375 4.125 Teachers are much more restricted in personal life than other professional workers Teachers are somewhat more restricted in personal life than other professional workers Teachers have about the same restrictions in personal life as other professional workers X. 219 Attitude of community toward teachers. (Circle one number only) 7.0 75 0 6.750 4.000 3.750 2.375 Most community members do not accept teachers and are critical of them Most community members ignore teachers Most community members accept teachers but make no attempt to include them as regular members Teachers are sought after as community members and leaders Teachers are well accepted and included in all community functions Supervision by the college coordinator of student teaching. (Circle. one number only) 7.750 6.250 4.500 4.500 2.250 1.875 Sends out directions and checks to see that the student teacher carries them out Does not visit student teacher's classes Visits classes but does no supervision Checks to see how things are going but gives no suggestions for. improvement Observes, gives good suggestions and/or praise and always supports student teacher Observes, gives good suggestions and/or praise Supervision by college home economics teacher education person. (Circle one number only) 7.625 5.000 5.000 4.500 Sends out directions and checks to see that the teacher carries them out Does not visit this school Visits this school but does no supervision Checks to see how things are going but gives no sugges- tions for improvement BB. CC. 220 Continued 2.500 Observes, gives good suggestions and/or praise 2.000 Observes, gives good suggestions and always supports teacher Supervision by home economics supervising teacher. (Circle one number only) 7. 750 Gives directives and checks to see that student teacher carries them out 6.250 Does not visit student teacher's classes 4.500 Visits classes but does no supervision 4.500 Checks to see how things are going but gives no sugges- tions for improvement 2. 250 Observes, gives good suggestions and/or praise and always supports student teacher 1. 875 Observes, gives good suggestions and/or praise Worth of junior and senior high school home economics. (Circle one number only) 7. 750 Not convinced that home economics education is worthwhile for all students 3.125 Believe that home economics education can make a worth- while contribution to the lives of most individual students, . families and to society 2. 625 Believe that home economics should be an integral part of the school curriculum and of vital importance to individuals, families and society Load. (Circle one number only) 8.250 Have such a heavy schedule of class and extra—class activities that you cannot do many of the things that other teachers do CC. DD. 221 Continued 3.000 2.750 Teaching load is usually light enough to enable you to do most of the things other teachers in the school do Have about the same teaching and extra-class load as other teachers in the school Reasons why you will teach. (Circle one number only) 8.500 8.250 6.250 3.000 1.500 Teach because it is the only work that you can get in the community Teach because teaching is the only work for which you feel qualified Teach for financial reasons Teach because you feel responsibility toward young people and society Teach because you enjoy it APPENDIX G INTERCORREIATIONS BETWEEN RESPONSES TO ATTITUDE TOPICS ON QUESTIONNAIRES 222 10 11 12 13 14 15 16 17 18 19 223 ATTITUDE TOPICS FOR TABLES 49 , 50, 51 , AND 52 Personal goals at present School provision for operating expenses Equipment in home economics department Adequacy of training in subject matter Adequacy of training in planning and using methods to achieve goals Professional adequacy Educational philosophy Chances for marriage Financial opportunities Living arrangements Cultural opportunities Creativity (Perceived) attitude of teachers other than home economics (Perceived) attitude of administrator(s) Prestige in the community (Perceived) attitude of students (Perceived) attitude of parental family toward home economics teaching (Perceived) present attitude of husband or boyfriend toward ' teaching 20 21 22 23 24 25 26 27 28 29 30 31 32 224 (Perceived) attitude of friends toward home economics teaching Relationship with students Relationships in community where you are teaching Relationships with school personnel Restrictions in personal life (Perceived) attitude of community toward teachers Supervision by administrator(s) Supervision by college home economics teacher educator person Supervision by state office home economics person Worth of junior and senior high school home economics Work load Reasons why you will teach Total score 225 50 .0 00 00 00 55 000.. 050.0 505.0 050.0 005.0 .05.0 000.. 000.0 050.0 005.0 005.0 000.. 000.0 000.0 .00.0 000.. 000.0 000.0 000.. 000.0 000.. 05 .50.0 050.0 0.0.0 050.0 005.0 «00.0 000.. 05 005.0 000.0 ..0.0 000.0 500.0 000.0 000.0 000.0 000.. 00 0.0.0 000.0 0.5.0 500.0 000.0 005.0 005.0 0.0.0 505.0 000.. 55 005.0 000.0 500.0 050.0 000.0 005.0 050.0 .50.0 000.0 005.0 000.. 000.0 000.0 505.0 0.0.0 .00.0 000.0 005.0 505.0 005.0 «50.0 000.0 000.. 05 000.0 0.0.0 005.0 050.0 000.0 000.0 000.0 005.0 000.0 555.0 000.0 000.0 000.. 0. 0.0.0 000.0 000.0 500.0 000.0 500.0 000.0 005.0 000.0 .00.0 000.0 .50.0 500.0 000.. 0. 0.0.0 000.0 005.0 .00.0 500.0 000.0 000.0 000.0 000.0 500.0 000.0 000.0 5.0.0 000.0 000.. 5. 000.0 000.0 500.0 005.0 0.5.0 500.0 0.5.0 000.0 000.0 000.0 500.0 050.0 000.0 050.0 000.0 000.. 0. 000.0 005.0 000.0 000.0 050.0 000.0 000.0 500.0 000.0 005.0 ..5.0 000.0 000.0 500.0 000.0 005.0 000.. 0. 000.0 000.0 055.0 005.0 000.0 000.0 0.0.0 500.0 .00.0 050.0 050.0 500.0 005.0 005.0 000.0 000.0 .05.0 000.. 0. .00.0 000.0 050.0 500.0 000.0 0.5.0 .005.0 000.0 000.0 0.0.0 .00.0 005.0 050.0 000.0 .00.0 055.0 055.0 005.0 000.. 0. 000.0 000.0 000.0 005.0 000.0 000.0 005.0 005.0 000.0 055.0 000.0 000.0 555.0 005.0 505.0 505.0 500.0 000.0 005.0 000.. 5. 005.0 000.0 000.0 000.0 000.0 000.0 050.0 0.0.0 005.0 «05.0 005.0 0.0.0 000.0 000.0 .00.0 000.0 000.0 500.0 050.0 505.0 000.0 000.0 500.0 005.0 005.0 000.0 500.0 000.0 000.0 000.0 500.0 005.0 .05.0 055.0 0. 0.0.0 500.0 005.0 ..0.0 000.0 000.0 505.0 000.0 005.0 000.0 000.0 500.0 005.0 0.0.0 .00.0 000.0 505.0 .05.0 005.0 000.0 0.5.0 000.0 000.. 000.0 0.0.0 000.0 000.0 0.0.0 000.0 500.0 000.0 000.0 050.0 000.0 000.0 500.0 000.0 000.0 000.0 000.0 000.0 000.0 .00.0 000.0 000.0 .00.0 000.. 000.0 000.0 000.0 .00.0 055.0 005.0 050.0 050.0 000.0 «00.0 000.0 050.0 000.0 «00.0 005.0 005.0 500.0 000.0 050.0 005.0 000.0 000.0 050.0 000.0 0.0.0 000.0 000.0 .50.0 000.0 500.0 500.0 005.0 500.0 000.0 .00.0 000.0 005.0 000.0 000.0 005.0 000.0 000.0 000.0 000.0 000.0 505.0 000.0 050.0 000.. 000.0 000.. 055.0 0.0.0 000.0 000.0 000.0 000.0 000.0 0.0.0 550.0 000.0 ..0.0 005.0 000.0 000.0 .50.0 .05.0 000.0 050.0 050.0 000.0 ..0.0 0.5.0 000.0 050.0 005.0 .00.0 000.. 000.0 500.0 000.0 005.0 050.0 0.0.0 000.0 500.0 500.0 000.0 000.0 0.0.0 005.0 005.0 000.0 «05.0 500.0 000.0 505.0 005.0 .00.0 555.0 005.0 050.0 000.0 500.0 .05.0 000.. .00.0 000.0 000.0 .00.0 000.0 000.0 005.0 050.0 000.0 500.0 000.0 550.0 000.0 500.0 000.0 005.0 5.5.0 005.0 005.0 055.0 005.0 000.0 0.0.0 .00.0 000.0 5.0.0 000.0 005.0 000.. 5.0.0 000.0 000.0 000.0 000.0 000.0 000.0 000.0 000.0 505.0 000.0 005.0 005.0 055.0 005.0 000.0 005.0 055.0 000.0 000.0 000.0 .55.0 005.0 .00.0 000.0 005.0 000.0 000.0 505.0 000.. 055.0 000.0 000.0 000.0 000.0 000.0 000.0 5.0.0 500.0 050.0 000.0 000.0 000.0 050.0 .00.0 0.5.0 500.0 000.0 000.0 500.0 .00.0 0.5.0 000.0 0.0.0 .00.0 000.0 0.5.0 000.0 000.0 000.0 000.. 00 00 0a 05 00 00 00 05 05 00 0. 0. 5. 0. 0. 0. 0. 0. 0. 0 0 0.005 33:2 000. a. .25. 00:83.5.- .coosoa .0. o. .360 .— 533335 330 c0020.: 68. 033080 c.0003 00.80800 .59. .305 .250: 500. 00 93 33.03:: 330 c0350.... .0 32.000. 23.3... .0... n u. 060... 500. 00 u z 3:5... 0.023 00:10: 02. 00 :0 00.0.0300 00.600 0.0.03 .05—2:03.30 CO .0060. 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