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S . . 01:3: , . . , . 1 \u1\\.c~..~... . . .r? _. x. . it 4 : . as This is to certify that the thesis entitled A COMPARISON OF THE PROFESSIONAL ATTITUDES OF ACTIVE INDUSTRIAL EDUCATION TEACHERS TO THOSE WHO LEAVE THE PROFESSION presented by LOWELL DEAN ANDERSON has been accepted towards fulfillment of the requirements for PH.D. degree mm I M __ / . / Major professor (, Date AUGUST . 1 9 69 0-169 ABSTRACT A COMPARISON OF THE PROFESSIONAL ATTITUDES OF ACTIVE INDUSTRIAL EDUCATION TEACHERS TO THOSE WHO LEAVE THE PROFESSION By Lowell Dean Anderson The purpose of this study was to determine (1) the percentage of the sample of secondary industrial education teachers in Michigan who leave the profession in a given year, and (2) the differences in pretested professional attitudes between active teachers and teachers who leave the profession. Procedure A sample of 200 active teachers was drawn by a multistage stratified random method from active secondary industrial education teachers in the State of Michigan. Steps used were these: (1) compilation of a listing of all Michigan school systems, (2) classification of all systems by total student enrollment into four strata, (3) random selection of school systems from each stratum, (A) listing of active teachers formulated from lists returned by superintendents of selected school systems, (5) pro— portional random selection of active teachers, based on the projected total number of teachers in the stratum. Lowell Dean Anderson An attitude test instrument was constructed to measure possible attitude differences between out—mobile and active industrial education teachers. Eight subcategories were included: (1) economic worth and wages paid, (2) work re- quirements, (3) community role, (A) relations with admini- strators, (5) relations with students, (6) opportunity for professional advancement, (7) capabilities as a teacher, and (8) satisfaction with the profession. A Kuder-Richardson reliability coefficient of .93 was computed on the seventy— two statement instrument, using the 135 usable returned data sheets. The test instrument was sent to members of the sample in January, l969. The percentage returned was 82.5. The usable return of test instruments was 135 of 200 (67.5 per cent). A follow—up to determine out—mobiles from the sample was begun May 2, 1969. A check sheet to designate out— mobility or active status for the 1969—1970 academic year was returned by 172 of 197 (87.3 per cent). Eight of ten out—mobile designates were interviewed by telephone. Categories of interview topics were based on the subcategories of the test instrument. Additional topics were (a) Why are you leaving the teaching profession? and (b) What is your intended occupation after teaching? Attitudes of out—mobiles and active teachers, as measured by the test instrument, were compared, using a multivariate technique, Roa Approximate F. A univariate, Lowell Dean Anderson one-way analysis of variance, was computed for each of the subcategories of the test instrument. Variables examined for possible effect were these: (1) size of the school in which the individual teaches, (2) number of years of teaching experience, (3) age of the teacher, (A) those having taught and left the profession and later returned, (5) number of moves in the profession, and (6) attitudes of industrial arts teachers as compared to vocational education teachers. Major Findings A. The percentage of out—mobiles and mobiles in in— dustrial education in Michigan was computed from the in- formation on the follow—up check sheet. 1. Five per cent of the sample of 200 active industrial education teachers during the 1968—1969 academic year designated them— selves as becoming out—mobile for the coming year, l969—l970. 2. Ten and one—half per cent of the sample of 200 active industrial education teachers during the 1968-1969 academic year designated themselves as not teaching industrial education courses the coming year but as remaining in education. 3. Fifteen and one-half per cent of the sample of 200 active industrial education teachers for B. Lowell Dean Anderson the 1968—1969 academic year will be either out—mobile or mobile. Statistical analysis of the data from the test instrument revealed significant conclusions. 1. Significant differences in attitudes of out— mobiles as compared to active teachers were measured by the test instrument. Significant differences in attitudes of out— mobiles as compared to active teachers were identified in the subcategory, opportunity for professional advancement. This subcate— gory had significant interaction with the variable age. No direct inference is made for the subcategory. Significant differences in attitudes of active teachers were measured when teachers were grouped by age. This was the only variable having significance. Significant differences in attitudes of active teachers were measured in the subcategory of student relations when active teachers were grouped by age. No significant interaction was present between the main effect and the variable age. Lowell Dean Anderson C. Out—mobiles expressed their attitudes towards the topics of the questionnaire during the interviews. 1. Out—mobiles generally enjoyed their role as a teacher. They assessed themselves as being better than average teachers. 2. Out-mobiles perceived the opportunity for pro- fessional advancement as non—existent. Ad— vanced degrees did not appeal to out—mobiles as a means of upward mobility. 3. Out—mobiles generally felt they were accepted by other staff members. A. Out—mobiles experienced ambiguous feelings about their administrators. Usually, they were Viewed as not being helpful in the de— velopment of industrial education programs. 5. Out—mobiles felt their relations with students were good. They categorized industrial edu- cation students as having less than average ability. They felt disharmony between their assessment of the value of industrial education courses as compared to student assessment. ( 6. Out-mobiles could not define their role in the community with specificity. 7- Out—mobiles generally agreed that the work re- quired of them was not excessive. lO. Lowell Dean Anderson Out-mobiles thought the salary paid them was less than desirable. Out-mobiles gave these reasons for leaving the profession: (a) salary, (b) inadequate com— mitment, (c) falseness of the school situation, and (d) insecurity of employment. Out-mobiles indicated selection of occupations in sales, real estate, construction, and per- sonal business as their future plans. A COMPARISON OF THE PROFESSIONAL ATTITUDES OF ACTIVE INDUSTRIAL EDUCATION TEACHERS TO THOSE WHO LEAVE THE PROFESSION By Lowell Dean Anderson 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 1969 ACKNOWLEDGMENTS A sincere thanks is extended to Dr. George Ferns s chairman of the committee. His direction and assis- ance in development of the dissertation and program is reatly appreciated. The only assistance I was able to ive him was some insight into the naming of his sailboat. Dr. John Fuzak gave willingly of his time and sup— >rt in the completion of the degree. The opportunity > become acquainted with him has been a rewarding ex— arience. His approach towards me and fellow students ; indeed an attribute worthy of recognition. Words fail to convey the feeling which I wish to :tend to Dr. Louise Sause. Her support and under— anding throughout the total program were greatly ap— 'eciated. Her friendship is one of my prized possessions. Dr. Dale Alam was most liberal. He represents an triguing model. The challenge of a comprehensive exam— ation could not have been the same without his support. s advise at critical moments was indeed helpful and preciated. Credit for much of the preliminary study design is ven to Dr. Jacob Stern. He was most insightful ii :o the problem. I appreciated having had the oppor- 1ity to gain his friendship while at Michigan State _versity. Dr. Orden Smucker was most kind in helping me in :iology, his advice on sampling was most helpful. Dr. Mary Ellen McSweeney gave generously of her 1e in making recommendations for statistical methods. ’ approach in the department is most refreshing. A deep appreciation is extended to my wife. Her lerstanding of my frustration and anxiety is most treciated. My two kids were wonderful. They enjoyed 2 two years in Spartan Village. TABLE OF CONTENTS KNOWLEDGMENTS ST OF TABLES 3T OF FIGURES 1pter I. THE PROBLEM, DEFINITIONS, HYPOTHESES AND IMPORTANCE OF THE STUDY. . . . . The Problem Definition of Terms Used The Research Hypotheses Overview of the Study :I. REVIEW OF SELECTED LITERATURE. Theoretical and Practical Concepts of Mobility Teacher Mobility and Professional Loss. I. RESEARCH FRAMEWORK, SAMPLE SELECTION, HYPOTHESES AND STATISTICAL MODEL USED IN THE STUDY. . . . . . . . . Design of the Study Sample Selection . Teacher Attitude Assessment Follow— up . . Final Report. Hypotheses of the Study Statistical Model I. THE TEST INSTRUMENT. Matrix Analysis of Contributing Factors . . Development of the Test Instrument. iv Page ii Vi viii |_1 lO 15 18 20 NO 82 8A pter V. ANALYSIS OF THE DATA . . . . . . . . . . . Multivariate Analysis . . . . . . . . Univariate Tests . . . . . . . . . . I. CHARACTERISTICS AND INTERVIEWS OF OUT- MOBILES . . . . . . . . . . . . . . Comparative Characteristics . . . . . . Interviews with Out—Mobiles . . . . . . I. SUMMARY, CONCLUSIONS, RECOMMENDATIONS, DISCUSSION AND IMPLICATIONS. . . . . . . . Summation . . . . . . . . . . . . Conclusions . . . . . . . . . . . Recommendations . . . . . . . Discussion. . . . . . . . . . . . Implications. . . . . . . . . . . . JIOG’RAPHY» I o o I c t- o t o u m o u o w a I o )NDICES. . . . . . . . . . . . . Indix Letters Sent to Superintendent of School Systems and Members of the Sample. . Test Instruments and T—Scores for Item Selection. . . . . . . . . . . . . . . Kuder—Richardson Reliability Source Tables for Pre—Tests and Test Instrument. . . Source Tables for Univariate F Tests for Variables, Main Effect and Interaction of Age and Main Effect. . . . . . . . . . . . Page 89 9O 93 97 98 102 119 120 125 129 132 134 137 l48 1A9 LIST OF TABLES Page Strata Categorization of School Systems Based on Enrollment . . . . . . . 59 Superintendents Contacted for Listing of Active Industrial Education Teachers . 6O Projected Number of Teachers Per Stratum 61 Proportional Number of Teachers Drawn from Each Stratum for the Working Sample. . 62 Total Response and Usable ReSponse 6A Itemization of Invalidated Data Sheets. . 65 Follow—up Request to Determine Out- mobiles . . . . . . . 66 Summation of the Total Sample Return on Questionnaire and Follow— —up, Teachers Leaving Industrial Education Teaching, and Out-mobiles . . . . . . . 68 Matrix Used to Develop the Test Instrument 83 Kuder—Richardson Reliability for the Total Ninety—six Item Pre—test, Reconstructed Fifty—seven Item Pre-test and the Seventy—two Item Test Instrument for the Working Sample . . . . . . . 85 Kuder—Richardson Reliability for the Sub- categories on the Ninety—six Item Pre— test, Reconstructed Fifty—seven Item Pre—test and the Seventy—two Item Test Instrument Using the Working Sample. . 86 vi Table 5.1. Rao Approximate F for the Multivariate Analysis of Variables and Main Effect . . . . . . 5.2. Rao Approximate F for Multivariate Analysis of Interaction Between Main Effect, Active and Out—mobiles, and One Variable Age. . . 5.3. Univariate F Ratios for Subcategories for the Variable, Age, and Main Effect After a Significant Multivariate F. Page 91 92 9A Figure 3.1. 6.1. 6.2. LIST OF FIGURES Study Overview Age Distribution of Out—Mobiles and Active Industrial Education Teachers . Experience Distribution of Out—Mobile and Active Industrial Education Teachers Move Distribution of Out—Mobiles and Active Industrial Education Teachers viii Page 58 99 101 104 CHAPTER I THE PROBLEM, DEFINITIONS, HYPOTHESES AND IMPORTANCE OF THE STUDY In many geographic regions of the country, a short- age of qualified teachers is becoming a primary concern of people involved in educational programs. Industrial education teachers are in short supply. Recruitment of additional personnel into preparatory programs is fre- quently proposed as a solution to the problem. Vocational educators are indicating that the short supply of trained personnel for teaching and administra— tion may be their most critical problem. This problem includes two variables: the lack of an adequate number of educated individuals and the increased demand due to expanded programs initiated under the Vocational Education Act of 1963.1 Filling leadership positions in vocational education poses a major challenge for the individuals in that field. l " ' h T : Re ort of W. W. Stevenson VacanCies at t e op p A Study," American Vocational Journal, 42:30-1, May, 1967. A study by the Oklahoma Research Coordinating Unit2 reported for 1966 that the number of graduates above the baccalau— rate would supply only about fifty per cent of the demand for qualified leadership personnel at the state and local level. A similar demand exists for industrial arts teach— ers. A study of teacher demand through l965 ranked, by index number, industrial arts as ninth of twenty-one subject fields in teacher demand.3 An admitted limitation of the study was that local conditions varied considerably from national norms. An example of this limitation was reported by the Industrial Arts Department at Northern Illinois University. They felt, because of the tremen- dous departmental demand, the index for industrial arts should be at or near the top for secondary school subject areas.“ A listing of 200 vacancies was given in Illinois for the fall of 1966.5 ’3 CIbid., pp. 30-1. The Oklahoma Research Coordinating Unit Study in- :luded twenty—nine state departments of Vocational educa— Iion (54 per cent of all state departments) and l79 teacher raining departments (36 per cent of all colleges and uni— ersities training vocational educators). No attempt was ade to infer this to be a national study, although univer— ities, colleges and state vocational departments appear to 9 drawn randomly from total groupings. 3N.H. Bartels, ”Index of Teacher Demand Through 1965,” .ucation Forum, 3l:AAl—5, May, 1967. uIbid., p. #42. 5Ibid. The demand for industrial education personnel has become critical in the State of Michigan. A study report— ing on 397 (75 per cent) Michigan School Districts, grades 7—12, included 76 per cent of the total number of secondary teachers.6 When subject areas were listed by rank order of teacher shortage, ". . . the subject areas of industrial arts, English, and mathematics were those where the need for teachers was the most critical in the State of Michigan."7 The number of teachers leaving the profession per annum may aggravate the supply—demand situation. The contribution of this factor to the teacher shortage pro— blem probably deserves as much attention as recruitment. ‘Dr. Spence, Chairman at Kansas State College, said, "I believe I would not be too far off in saying there are plenty of qualified industrial arts teachers in the country. They simply taught and quit or never taught in the first alace.8 The additional facet of the problem is to retain L greater percentage of those persons prepared for teaching. 6Rex E. Ray, "A Study of the Supply and Demand for econdary Teachers in Michigan Public Schools-—l96A—l965" East Lansing: Michigan State University, 1966), p. 10. limeographed.) 7Ibid., p. 10. 8William Spence, "Recruitment Methods Industrial Is Uses," Industrial Arts and Vocational Education, 49, June, 1967. One of the most critical aspects of this teacher shortage, then, is the qualified teacher who chooses to Leave his teaching career. This decision to leave teach— ng is made by the individual teacher, yet the basis of is decision and the percentage of industrial education eachers leaving per annum appears not to have been re- earched in the State of Michigan. The Problem tatement of the Problem The purpose of this study was to determine (1) the ercentage of the sample of secondary industrial education achers in Michigan who leave the profession in a given car, and (2) to determine differences in pretested pro— essional attitudes between active teachers and teachers 10 leave the profession. The test instrument was given ) measure attitudes of industrial education teachers ior to the time they chose to leave the profession. e hypothesis was that the attitudes of those teachers 3 remain in the profession differ from those who leave. ?as of attitudes examined were about the individual's e as a teacher and his relations with administrators, ociates and the community. Six variables were examined as possibly interacting : the main effect. These were: (1) size of the school hich the individual teaches, (2) number of years of ling experience, (3) age of the teacher, (A) those .aving taught and left the profession but later returned, 5) number,of moves in the profession, and (6) attitudes f industrial arts teachers as compared to vocational edu— ation teachers. These variables were analyzed in the ight subcategories of the test instrument: (l) economic orth and wages paid, (2) work requirements, (3) Community ole, (A) relations with administrators, (5) relations ith students, (6) opportunity for professional advancement, 7) capabilities as a teacher, and (8) personal satisfaction 1 the profession. nportance of the Study A high incidence of departing teachers may be an in— Lcator of the vitality of a profession or professional ‘oup. Confirmation of a high attrition rate would neces— .tate an answer to the question, "Why do teachers leave?" Igically, the search for the answer would begin by asking ose who have left about their decision-making process. sed on accumulated data, present methods of teacher pre— ration could be evaluated or the position of the secondary hool as an influencing factor in teacher mobility may be rutinized. A positive return (few teachers leaving the profession) I be ample evidence that the present practices in education 1 preparation of teachers are quite adequate. However, 1dies done on teacher mobility and loss to the profession [d to indicate that rates of mobility are higher than may desired. Projected estimates of mobility for 1968 by the United States Office of Education (USOE) were that of 1,892,000 full—time public—school teachers, 135,000 (9.8 per cent) will move to different buildings or school systems. An additional 110,000 (5.8 per cent) will quit the profession.9 Ralph C. Bohn, past president of the American Industrial Arts Association, indicated that approximately seventy—five per cent of all industrial arts graduates enter the profession.10 The study, Teacher Supply and Demand in Public Schools, 1967, served as the basis for this statement.ll Sixteen secondary school sub- ject areas were included in this national study. It re— ported the percentage of 1966 graduates of teacher pre— paratory programs who entered the profession. The percentage Of graduates who entered ranged from a high of 78.1 per cent for woman's physical education, to a low of A2.0 per cent for trade, industrial, vocational and technical education. In— dustrial arts ranked second of sixteen subject areas; 72.8 er cent of all graduates entered the profession. Mobility 9National Education Association Research Division, 'Teacher Mobility and Loss: Summary of Teacher Mobility and urnover, 1965-1966 to 1966—1967,” National Education Re— earch Bulletin, 46:118-126, December, 1968. 10Ralph C. Bohn, ”Trends in Industrial Arts Education," presented at Michigan State University Media Institute, East ansing, Michigan, January 13, 1968)- National Education Association, Research Division eacher Supply and Demand in Public Schools, 1967 (Research eport 1967-R18. Washington, D. C.: The National Education ssociation, 1967), pp. 53-55. of secondary and elementary teachers entails a large ex- penditure of time and money in the public schools. Its impact is apparent in recruitment, faculty stability, continuous curriculum upheaval and orientation problems. Teacher competencies as a criteria of determining good teachers from poor teachers has been extensively ne- searched, " . . . but research on competencies has been unable to isolate any common trait or practice of good teachers."12 The perceptualists use this as evidence that, ”a good teacher is first and foremost a person, (italics in the original) and this fact is the most important and de— termining thing about him.”13 This does not negate content in the teacher preparation program but, " . . . programs should be designed to promote personal adequacy as well as content adequacy.”lu Combs portrays the "self" as a part of a truly ade- quate and self—actualizing person. A good understanding of one's self is highly desirable for all men but of an essen— tial nature for a teacher. "The perceptual psychologist views learning as a personal discovery of meaning by the student, a highly personal matter involving the way he sees l2Arthur Combs, The Professional Education of Teachers (Boston: Allyn and Bacon, Inc., 19557, P- 13Ibid., p. 6. Arthur W. Combs, (Chairman), Perceiving, Behaving, Becoming: A New Focus for Education, (Washington: Association for Supervision and Curriculum Development, 1962), p. 1. himself and his experience.”15 The failure to develop atti— tudes conducive to a good self-concept could be a factor in the decision to leave. If research indicates that self— perceptions are influential in the stability in the profes— sion, then the perceptualists' viewpoints may well be con— sidered in preparation of teachers. Delimitations of the Study A randomly drawn sample of industrial education teachers in the state of Michigan was surveyed. Participants in the study were under contract to teach in the secondary school for the 1968—1969 academic year. Individuals in the profession devoting fifty per cent or more of their working time to duties other than teaching industrial education were exluded. This exclusion applied to administrators, supervisors, counselors, coordinators and teachers in other academic areas. Data was obtained during the 1968—1969 academic year. Administration of the test instrument was during January and February of 1969. A follow—up letter to determine those teachers leaving was made during May. The test instrument was designed to examine areas of teacher attitude relative to areas of teacher dissatisfaction 6 identified by Thorndike and Hagen, 1955.1 The intent of the 15Combs, op. cit., p. 27. Robert Thorndike and Elizabeth Hagen, Characteristics Of Men Who Remained In and Left Teaching, Cooperative Research PI‘OJect No. 57A, SAE8189, United States Office of Education, Department of Health, Education, and Welfare (New York: Teach- ers College, Columbia University, 1955), pp. 1 ff. instrument was to measure attitudes of teachers in various professional roles. A previously developed test instrument which would measure specific attitudes was not located. Basic Assumptions In performance of his work role, the teacher's at- titudes are a factor in his obtaining job satisfaction. Differences between attitudes about an ideal work role and the actual work role in which the individual functions may cause incompatibilities and dissatisfaction. Failure to develop a harmonious relationship between these attitudes may be a deciding factor in decisions of occupational mobility. The decision of the teacher to leave a chosen pro— fession, after an extensive preparatory period, appears to be due to two limitations: (1) the lack of evidence during the preparatory period for evaluating the compatability be- tween the ideal work role held by the individual and the actual work role he will experience, and (2) a failure to provide opportunities for the development of necessary attitudes for teacher performance. Measurement of attitudes concerning the degree of harmonious relationship between the ideal and actual work role can be made by a survey test instrument. Areas of disharmony will occur in relation with perceptions held by the individual on himself, administrators, associates and community. 10 Survey data is representative of the actual attitudes held by the teacher. Opinions and feelings are studied. The desire to respond ”openly” and ”honestly" to a test instrument without prior lowering of feelings of insecurity, anxiety and hostility towards a questionnaire is possible. In a given year a percentage of teachers will decide to leave the profession. Data to validate this assumption for industrial education teachers in Michigan was unavail— able. In September, 1968, a preliminary telephone survey of five school systems was conducted by the author. The approximate percentage leaving the profession per annum was 15 per cent. This percentage would be higher than national norms for teacher loss. Reasons for teachers leaving industrial education and validation of this as— sumption are critical to this study. Definition of Terms Used Industrial Education Teacher An industrial education teacher shall be defined as an individual who is employed to teach industrial arts, in— dustrial-vocational education or industrial—technical educ- ation. Preparation for certification to perform in this Capacity usually requires completion of a bacculaurate de- gree. Requirements for a degree in industrial education include competencies in general studies, professional educ— ation and technical education. 11 Industrial Arts Teacher An industrial arts teacher is a person employed to teach courses deriving content from an industrial base and transmitting the skills, knowledge, and attitudes from this base as general education. Industrial arts is that phase of general education dealing with tools, materials and processes of industry derived from the industrial and tech- nological nature of society.17 Industrial—Vocational Teacher An industrial—vocational teacher is a person employed to teach industrial—vocational courses. Industrial—voca- tional course work is that portion of education which as— sists the individual in development of skills necessary for job entry. This portion of education is concerned with the training of tradesmen or craftsmen. Vocational teachers surveyed in this study were em- ployed as teachers in the secondary school. Industrial—Technical Teacher An industrial—technical teacher is a person employed to teach courses designed to prepare an individual with specific skills and knowledge for an occupation in industry. Programs are usually available in community colleges for post—high school personnel. Emphasis of the program is the l7 ' t 'al Arts in General Edu- Gordon 0. Wilber Indus ri Cation (Scranton: International Textbook Company, 19A8), 2 o 12 astery of a body of essential and related technical in— ormation to a manipulative specialization used in the per— ormance of a job. This portion of education is concerned ith the training of technicians. Industrial-technical teachers were surveyed only if hey were teaching in the public school in a program for he secondary school level. Placement of technical teach— rs for analysis was in the vocational education category. obility Mobility is the transition of an individual, created r modified by human activity, from one social position to nother social position. Directions of mobility may be ertical or horizontal relative to social strata.18 ctive Teacher An active teacher is a person employed by a school stem to teach industrial education courses at the se— ndary level. t—Mobiles Out—mobiles are teachers who have been actively in- lved in teaching secondary school industrial education, t have chosen to leave the profession. Individuals em— oyed after leaving the public schools by an industrial mpany as teachers of its employees shall be designated t—mobile. Pitirim Sorokin,u Social Mobility (New York: Harper d Brothers, 1927),p l3 1eachingiPopulation Center Teaching population center shall mean a school system ,n which the teacher is employed to perform his professional .uties. Student enrollment was used as the criterion for tratum placement of the school system. ttitude A feeling of an individual towards or about some as— ect of himself or his environment. The feelings of like r dislike toward one's job is an attitude. Attitudes may 19 e positive, neutral or negative. The Research Hypotheses The intent of this study was to compare the profes- ional attitudes of industrial education teachers who re— .ain active in the prozession to those who become out—mobile. Hypotheses examined in the study were: ultivariate Test for Main Effect Hypothesis for main effect. There is no significant difference in the attitudes of out—mobiles as com— pared to active industrial education teachers as measured by the attitude test instrument. Hivariate Tests of Subcategories Hypothesis I.——There is no significant difference in tfie attitudes of out—mobiles as compared to active industrial education teachers toward economic worth and wages paid. “_— 19Allen L. Edwards, Techniques of Attitude Scale nstruction (New York: Appleton—Century-Crofts, Inc., , p. 2. 1A Hypothesis II.--There is no significant difference in the attitudes of out—mobiles as compared to active industrial education teachers toward the work re— quirements of teaching. Hypothesis III.-—There is no significant difference in the attitudes of out—mobiles as compared to active industrial education teachers toward their community role. Hypothesis IV.-—There is no significant difference in the attitudes of out—mobiles as compared to active industrial education teachers toward relations with administrators. Hypothesis V.—-There is no significant difference in the attitudes of out—mobiles as compared to active industrial education teachers toward their relations with students. Hypothesis VI.——There is no significant difference in the attitudes of out-mobiles as compared to active industrial education teachers toward their opportunity for professional advancement. Hypothesis VII.-—There is no significant difference in the attitudes of out—mobiles as compared to active industrial education teachers toward their capabili- ties as a teacher. Hypothesis VIII.-—There is no significant difference in the attitudes of out-mobiles as compared to active industrial education teachers toward their professional satisfaction. ariables Examined Six variables were examined for possible interaction ith the main effect: (1) size of the school in which the ndividual teaches, (2) number of years of teaching experience, t 3) age of the teacher, (A) those having taught and left the ofession but later returned, (5) number of moves in the pro- ssion, and (6) attitudes of industrial arts teachers as com— red to vocational education teachers. 15 The relationship for every variable in each of these subcategories was examined: (1) economic worth and wages paid, (2) work requirements, (3) community role, (A) re— lations with administrators, (5) relations with students, (6) opportunity for professional advancement, (7) cap— abilities as a teacher, and (8) personal satisfaction in the profession. Overview of the Study This thesis includes the chapters: (a) review of selected literature, (b) research framework, hypotheses and statistical model used in the study, (0) the test in- strument, (d) analysis of the data, (e) characteristics and interview of out—mobiles and (f) summary, conclusions, recommendations and implications of the study. Chapter II is a review of selected literature. The— ories and studies in social stratification, social mobility, mobility concepts for education, and consequences of mob— ility are summarized. The problems of teacher turnover and loss to the profession are discussed. The research design, presented in Chapter III, is graphically displayed through the use of a PERT chart. The ethod of multi—stage stratified sampling is developed. Percentage returns obtained during this study are presented. ypOtheses in null and alternative format are given. Models tilized in analysis of data accumulated by the test in- trument are elaborated. The format used in interviews of u'P-mobile individuals is described. 16 In Chapter IV, the test instrument is presented in four stages of development. A matrix format, four—by- eight model, was developed to examine possible aspects of differences between out-mobile and active teachers which could be used in the instrument. A Kuder—Richardson re— liability index for pretest and posttest were calculated. The t-summated method was used for selection of the state— ments which composed the test instrument. Analysis of the data is in Chapter V. Included are the statements of hypotheses, a probability statement and a statement of acceptance or rejection of the null hypo- theses. Source tables are located in the appendix. Interviews of out-mobiles are presented in Chapter VI. The bases of the interviews were the eight subcate- gories of the test instrument. Additional questions con— sidered reasons for leaving the profession and the out— mobiles' projected employment. Characteristics of age, moves and experience are compared for out—mobiles to active teachers and secondary men teachers in the state of Michigan. Summations, conclusions, recommendations, discussion and implications are in Chapter VII. The review of literature, Chapter II, is intended to define and enlarge upon various aspects of mobility. Spe— Cial emphasis is made on teacher mobility. The base of mobility theory is found in both sociology and psychology. 17 This presentation only considers the sociological aspects of mobility. Mobility in education is presented for both special subject areas and national overview studies. CHAPTER II REVIEW OF SELECTED LITERATURE A review of selected literature including con- cepts of mobility by sociologists and studies of teacher nobility and loss is presented in this chapter. Mobility 3f the individual or groups has been studied by sociolo— gists. Consequences, motivational forces and degree of nobility are questions frequently posed in these studies. Teachers, as a group, appear to be quite mobile. Studies which best define the degree of mobility in the )rofession are presented. Some researchers have examined :he extent and consequences of mobility by subject area. Part one includes a review of the following mobi— .ity concepts: A. Social stratification. B. Social mobility. C. Ranking categories. D. Measurement of social movement. E. Factors affecting mobility. F. Channels of vertical mobility. G. Education as a channel of mobility. 18 19 H. Models and support of individual mobility. I. Academic ability and mobility. J. Education and upward mobility for people of lower classes. K. Consequences of mobility to the structure. L. Consequences of mobility to the individual. M. Mobility and job satisfaction. .iterature from studies in sociology are used to exemplify :he above topics and concepts. In part two, teacher mobility has been examined by 'esearchers. This has been done for some subject areas n some geographic locales. The Research Division of the ational Education Association has examined teacher mo— ility on a national scale. A review of research in eacher mobility with attention to implications of mo— ility rates for the profession is included as a second action of this chapter. It is organized around these apics. A. NEA study of teacher mobility and loss, 1967. B. Comparison study of men who ”left” and ”remained" in teaching. C. Turnover of beginning teachers. D. Turnover of teachers in ghetto schools. E. Vocational agriculture studies of mobility and loss. 20 F. Background characteristics of special education teachers and their decisions to leave. G. Industrial education teacher follow—up studies. A synopsis of these concepts of mobility and teacher mobility studies is presented in the summation. Theoretical and Practical Concepts of Mobility. Social Stratification Inherent to the study of social mobility is the con— cept of social stratification. Social stratification is defined as a "persistent system of ranking of social posi- ' l a c c l A I tions," With indiViduals at various locations in each ranking. This rank, defined as a social space, is the area in which the individual must function in his en— vironment. Identifying these positions means ". . . to define his or its relations to other men or other social phenomena chosen as the 'points of reference.”2 This entails defining, ". . . (1) the indications of a man's relations to specific groups, (2) the relation of these groups to each other within a population, and (3) the re- lation of this population to other populations included ”3 in the human universe. 1James M. Beshers, Urban Social Structure (New York: Free Press of Glencoe, 1952), pp. 127-58. 2Pitirim Sorokin, Social Mobilit (New York: Harpers and Brothers, 1927), p. 3Ibid., p. 5. 21 The concept of social stratification relates first to an absolute ranking of position within society; second, to the capability of defining these positions through re- ferent groups and points. Critical to the study of mo— bility are both "ranking" and ”measuring". Social Mobility "By social mobility is understood any transition of an individual or social object or value from one social . A pOSition to another." The concept connotes "movement" which from a societal viewpoint,” . . . is a process; a 'moving equilibrium' may be maintained by patterned re- shuffling of individuals. From the individuals' point of view, mobility is change; his end state differs from His previous condition.”5 Mobility is identified in directions of either hori— zontal or vertical. ”Vertical social mobility is the re— .ations involved in a transition of an individual (or a Locial object) from one social stratum to another."6 The irection of vertical mobility may be either descending r ascending, viewed as "sinking" or ”climbing". By uIbid., p. 133 5R. F. Curtis, ”Conceptual Problems in Social Mo- Dlity Research," Sociology and Social Research, A5z387, 11y, 1961 6Sorokin, op. cit. p. 312 22 horizontal social mobility or shifting, is meant the transition of an individual or social object from one social group to another situated on the same level."7 A study of mobility usually involves the measurement and direction of movement of the individual within the social strata. Mobility may also be considered from the aspects of "intergenerational mobility" or from "intragenerational mobility." The former refers to ” . . . movement in the occupational and social hierarchies between generations,” Mhile the latter refers to ” . . . movement in the oc— zupational and social hierarchies during a person's adult 8 Life." General principles of social mobility were presented >y Sorokin, 1927, in his theoretical work, Social Mobility. 1hese are: 1. First proposition-—There has scarcely been any society whose strata were absolutely closed, or in which vertical mobility in its three forms— economic, political, and occupationa1——was not present. 2. Second Proposition—-There has never existed a society in which vertical social mobility has been absolutely free and the transition from one social stratum to another has had no re— sistance. 7Ibid., p. 133 8B. Stracy, "Some Psychological Consequences of Inter— Eneration Mobility,” Human Relations, XX (February, 1967), 3. 23 3. Third Proposition--The intensiveness, as well as the generality of the vertical social mo- bility, varies from society to society (fluc- tuation of mobility in space). A. Fourth Proposition——The intensiveness and the generality of the vertical mobility-—the econ— omic, the political and the occupational—- fluctuate in the same society at different times. 5. Fifth Proposition-—As far as the corresponding historical and other materials permit seeing, in the field of vertical mobility, in its three fundamental forms, there seems to be no definite perpetual trend toward either an in— crease or a decrease of the intensiveness and generality of mobility. This is proposed as valid for the history of a country, for that of a large social body, and, finally, for history of mankind.9 The fifth proposition has been of major concern and equal frustration to the sociologist. An intra—occupational study of mobility concluded that " . . . evidence indicates a possible trend toward rigidity in the American opportunity structure ."10 Rigidity would decrease the rate of mobility. This conclusion was reached on the bases that: (l) introductory jobs are a result of satisfying some criterion, e.g., needs of industry, and, (2) the se— lection of promotion as based on upper and upper-middle 9Sorokin, o . cit., p. 133—160. 10R. Perrucci, "Significance of Intra-Occupational lobility: Some Methodological and Theoretical Notes, To- gether with a Case Study of Engineers," American Sociol- >gical Review, 26:87A-883, December, 1961. 2A family backgrounds would result in increased stratification- solidification of social levels.11 The assumption of increased rigidity is more carefully surmised to be " . . . an open question whether these rates have changed significantly in the course of industrializa— tion. Offhand one would think that mobility rates increased with the advance of industrialization, but it is impossi— ble to subject this thesis to an empirical test .”12 A study on trends of mobility in the United States summarized that " . . . the 1962 matrices produced more 'upward9 mobility——particularly into salaried professional and technical positions--and less 'downward' mobility—- into lower blue-collar and farm occupations——than did 1952, 19A2 or 19A3 matrices."l3 A recent study suggests that ". . . the occupation— al trends which have come about with industrialization will accelerate in a period of post—modernity, creating a new wave of opportunities in all western industrial so— cieties, now becoming increasingly integrated."lu llIbid., p. 881. 128. M. Lipset and R. Bendix, Social Mobility in In— dustrial Societ (Los Angeles: University of California Press, 19 , p. 112. 13O. D. Duncan, "The Trend of Occupational Mobility in the United States," American Sociological Review, 30: ”98, August, 1965. 1A J. Porter, "Future of Upward Mobility," American W 33=l9, February, 1968- 25 Empirical evidence to refute the fifth proposition appears to warrant considerable study. Apparently, in the United States, since the end of World War II, a gradually increasing rate of mobility has been experienced. Ranking Categories A critical element in the study of mobility is the capability of the investigator to rank individuals or groups relative to the total social structure. Ranking criteria require that individuals can be placed into groups. Common categories are by occupation, consumption, social class and power.15 Occupations are the most common indicator of social stratification. They are warranted different levels of esteem: rank of esteem appears quite consistent through— out cultures. Occupations of approximately the same rank form the basis of an occupational class. Consumption ranking is based on the logic of rank- ing the producer by production indices and the consumer by consumption. Total earnings are not a valid indicator of consumption, but: "The best operational index to con- sumption class is . . . amount of income spent on presti- "16 Sious or cultural pursuits. 15R. Bendix and S. M. Lipset, Clasp, Status and 32533 (New York: The Free Press, 1966), p. 563 ff. l6Ibid., p. 563. 26 Social class is the development of strata in society based on intimate relations of groups of peoples who accept each other as equal and qualify for intimate association. Studies of this type usually are involved in inter- generational patterns of mobility: father-son, family— total blood relationship. Power rankings are involved in the role of super— ordinate versus subordinates in relation to each other. Studies of this type usually are made on ethnic groups, labor unions or political organizations. The preceding methods of ranking for study (occu- pations, consumption, social class, and power) all lack an constructs of incrementation and terminating point for accurate measurement of mobility.17 explicit starting point, Measurement of Social Movement Identifying problems in conceptualization of "movement” reaffirms the complexity of the two prime elements of mobi— lity studies. These are ranking and measurement of movemenr These two elements are essential 18 of individuals or groups. to accurate descriptive and predictive work in mobility. l7Ibid., pp. 561—56A. 18C. F. Westoff, Bressler, and Sogi, "Concept of Social Mobility: An Empirical Inquiry," American Sociolog— ical Review, XXV (June, 1968), p. 378. 27 Elements in measurement of movement are identifica— tion of social rank, direction of movement, unit of measure— ment, distance and visibility of movement. Ranking cate— gories are dependent upon social class of the individual, the family or the community. The direction of mobility, vertical or horizontal, is measured relative to a "re— ference point."19 Determination of the departure point and the arrival location are essential. The unit of mea— surement in movement requires the distinction between "amount" and "distance”. ”Amount involved the proportion of individuals who are upwardly or downwardly mobile within . . 20 . . some stratification system." Distance ". . . is a mea— sure of the number of 'steps' of upward or downward move— ment traversed by an individual or group." Actual visibility of movement may be evaluated subjectively—- measurement of disposition, attitudes and values—-or, objectively--Visible evidence of change. Factors Affecting Mobility Mobility within a social structure is dependent on the degree of "openness” or ”closeness" of the social 19?. Sorokin, op. cit., p. 133-160. 20C. F. Westoff et al., op. cit., p. 378. 21Perruci, op. cit., p. 875. 28 structure. These refer ”. . . to the variation that can exist within a gross occupational category (such as a profession) and the implications this variation has for estimating variation among occupation cage— gories.”22 Openness of social strata is dependent upon two factors: (1) the supply of vacant status posi— tions, and (2) the interchange of ranks.23 The supply of vacant positions ". . . in a given stratum is not always or even usually constant.”2u If the expansion of one stratum occurs, mobility will then occur be— tween these two strata. If this mobility is from a lower stratum to an upper stratum, it is designated as vertical upward mobility. Interchange is dependent upon size—stabilization of the stratum recipient to mobile actors. If this occurs, no more positions in a stratum exist, but incoming mobile actors force existing actors in that stratum to go to another stratum. The incoming actor replaces the vacated 22S. M. Lipset and L. Zelterberg, "A Theory of Social Mobility," Class Status and Power, R. Bendix 1nd S. M. Lipset, (ed.) (New York: The Free Press, , L966), p. 561 ff. 23Ibid., p. 565. 241618., p. 565. 29 status position while the displaced returns to the other vacated position; thus, the interchange concept. Both concepts (vacant status positions and inter— change) are based on openness of strata to mobile actors; one increases in size to accommodate actors; the other remains constant, forcing incoming actors to displace other actors to other strata. Motivation of the individual to become mobile, change his social status, is implied in a statement by Veblen. He says: Those members of the community who fall short of a somewhat indefinite normal degree of prow— ess or of property suffer in the esteem of their fellowmen; and, consequently, they suffer also in their own esteem since the usual basis for self—respect is the respect accorded by one's neighbors. Only individuals with an aberrant temperament can in the long run retain their self—esteem in the face of the disesteem of their fellows.25 Analysis of this statement presents two hypotheses: (l) "the evaluation (rank, class) a person is given in his society determines in large measure his evaluation of him- self," and (2) "a persons's actions are guided, in part, by an insatiable desire to improve even a favorable self— evaluation."26 This theory suggests that motivation is 25T. Veblem, The Theory of the Leisure Class (New York: The Modern Library, 193“), pp. 30-32. 26S. M. Lipset and R. Bendix, Social Mobility in . Industrial Societ (Los Angeles: University of California ?ress, l9 . p. 30 an effort by the individual to resist and improve himself from the lower strata of society. Seemingly, the stigma of loss of self-esteem by being in a lower strata is a universal and potent force. Channels of Vertical Mobility Vertical mobility, a universal feature in a strati— fied society, elicits means, avenues or channels for act— ors to move from one stratum to another. Social institu— tions which perform this function include the military, church, school, political, economic and professional or— ganizations.27 The complexity of mobility within any one of these social institutions warrants additional investigation. Further discussion will spotlight one of these channels of mobility——education. Education as a Channel for Mobility Opportunities for mobility are dependent upon the behavior and belief systems of the people in society. " . . . an examination of education, which has become the principal channel for upward mobility in most industrial- ized nations,"28 gives insight into the beliefs and values of the social system. In speaking about the significance 27Sorokin, op. cit., pp. 16A ff. 28Lipset and Bendix, op. cit., p. 91. 31 of education, " . . . evidence points both to a constant increase of educational opportunities and the belief of equal opportunity."29 ”The impressive growth of op- portunities for higher education cannot by itself be regarded as an index of upward social mobility."30 Adequate evidence is unavailable to determine whether the number of high school and college graduates has in- creased more rapidly than the positions for which edu— cational requirements are a prerequisite. Upward mobility through educational attainment, strongly reinforced by societal values, tends to shape and mold school systems through direct and indirect methods. Models of modified school systems by potent folk norms are evident in a comparative study of the English and United States systems.31 The English educational system, defined as "spon— sored mobility” system, in which ”. . . mobility elite recruits are chosen by the established elite or their agents, and elite status is given on the basis of some Eriterion of supposed merit and cannot be taken by any amount of effort or strategy."32 The United States system 291b1d., p. 92. 30Ibid., p. 93. 31R. H. Turner, "Sponsored and Contest Mobility and 7he School System," American Sociological Review, XXV (De— :ember, 1969), 855- 32Ibid., p. 856. 32 is defined as "contest mobility" in which " . . . elite status is the prize in an open contest and is taken by the aspirant's own efforts. The contest is governed by some rules of fair play. Contestants have wide latitude in selection of strategies which they may employ. Since the "prize” of successful upward mobility is not in the hands of an established elite to give out, the latter cannot determine who shall attain it and who shall not."33 The objectives of the school systems are different in the two models, ” . . . contest mobility is to give elite status to those who earn it, while the goal of sponsored mobility is to make the best use of the talents in society by sorting persons into their proper niches."3u The opera— tions of the two systems are different as characterized by secondary education in the United States. In this system, an attempt is made to keep all "contestants" in the running at least through secondary education. The introduction of the community college is a further attempt to keep students ”in the game" during the introductory period of college work. In the English system an attempt is made " . . . to indoctrinate elite culture in only those presumably who will enter the elite."35 33Ibid., p. 856 ff. 33 Models and Support for Individual Mobility Individuals embarking into the mobility process need emotional and societal support. The school teacher, often overlooked as a factor in mobility, is the chief source of outside help.36 High school peers play a less direct role in the mobility process. Their prime function is to provide a middle class learning environment in which mobile individuals are exposed to norms and behavior traits es— sential to the actor desiring to be successfully mobiie.37 A social model which the upward mobile may emulate seems quite essential.38 Upward mobiles use these models to formulate values and judgmental standards of the higher strata to which they aspire. "While the upward may depart significantly from modalities of behavior generally ob— served in the lower claSS, their prior learning experiences result in only a segmented assimulation of the varied norms and values that make up the middle class structure."39 The father's position, relative to the eventual pos— ition of the son's occupational role, has been in a state 36lbid., p. 756. 37Ibid., p. 756. 38R. K. Merton, Social Theory and Social Structure (New York: The Free Press, 1957), p. 225 ff. 39R. A. Ellis and W. C. Lane, ”Social Mobility and Career Orientation,” Sociology and Social Research, 50: 29A, April, 1966. 3A of flux. Influencing factors are the rural—urban position of the family and the level of manual—nonmanual work done by the father. Results of one study are that " . . . edu— cation was becoming a more important determinant of oc- cupational status, in terms of both its net influence apart from level of origin and its role as a visible intervening "A0 It concluded that the between origin and destination. occupational status of the son was quite loosely related to that of the father. For white males, education was ap— preciably more important than father's occupation. Academic Ability and Mobility. A basic concept of vertical mobility is that the more capable individual will be allowed to pass upward to fill the more important position. The responsibility for this function is placed on education. "Education should serve as selector and sorter of talent for later assignment to occupational roles.”1 But, as was found relative to oc— cupations, "Location in class structure is an important determinant of achievement in the primary and secondary grades, and a particularly strong determinant of who goes to college."l‘l2 MOO. D. Duncan and R. W. Hodge, "Education and Occu- pational Mobility: A Regression Analysis," American Jour— nal of Sociology, 681629, May, 1963° 41B. K. Eckland, "Academic Ability, Higher Education and Occupational Mobility," American Sociological Review, 30:735, October, 1965. 142 Ibid., p. 7A3. 35 Results of a study to determine correlations between class origin and academic ability, college graduation and occupational achievement were: (1) social class and high school rank, not positively correlated, (2) high school rank predicted college performance, and (3) college grad— uation and occupational achievement were highly correlated. High school rank had a strong influence on college gradua— tion, but its effect on subsequent achievement of the student was less important. General conclusions were that achievements were not altered either by class origin or academic ability ex- cept to the extent of field of selection. Academic success apparently operates wholly within the school system, es— pecially as a determinant of graduation. Its effect on A3 occupational achievement apparently is very limited. Education and Upward Mobility for People of Lower Classes The use of higher education as an upward mobile Channel " . . . has spread much more slowly among young men with poorly educated fathers than among those with well AA educated fathers." Evidence indicates that " . . . the conditional probabilities of attending and completing . u3Ibid., p. 7A3 ff. 44W. G. Spady,"Educational Mobility and Access: Growth and Paradoxes," American Journal of Sociology, 732273, November, 1967. 36 college (given that they completed high school and entered college respectively) have in fact decreased over time for the sons of poorly educated men," and that, " . . . the educational attainments of Negros, however, is consistently lower than those of whites holding father's education con- stant."u5 What is occurring in society is that the son, in order to maintain the same occupational level as the father, must, in fact, attain a higher level of education. The conclusion was that, ”Contrary to the assumption that the observed increases in high school and college graduation rates during this time have particularly benefited boys from lower social strata, we have found that the relative changes of such boys having reached and completed college compared with the sons of college—educated fathers have diminished over time."b'6 The results, in effect, are that members of the lower class having completed high school and entered college have a lower probability of completing their pro— gram than sons of higher social class fathers. Racial differences are involved because, "for nearly every status and age group both the objective and condit— ional probabilities of reaching given educational levels A7 are higher for whites than for non—whites." The uSIbid“ p. 273. “611mm, p. 273. u7J. A. Davis, "Higher Education: Selection and Op— portunity," School Review, 71:2A9, Autumn, 1963. 37 consequences of this situation in a highly industrialized society, such as the United States, presents a more serious dilemma than for lower class individuals in a developing country. We are reminded " . . . that occupational de- stinations and formal education appear to be more closely linked today than forty years ago.”8 Consequences of Mobility to the Structure Changes in the structure, because of mobility of actors, are caused by changes in attitudes, values and interests. Areas of change occur in political thought, family organization, intergroup relations and occupational satisfaction.49 Political liberalism is more pronounced among indivi— duals born into the middle class than those who have moved up into the class. Downward mobiles tend to be more con- servative and appear to have lower self expectations. Children of professionals tend to be more liberal than those of managerial, clerical or sales occupations. Blue— collar born university students are more liberal towards civil liberties than children of managers, professional or clerical workers. u8lhid., pp. 285—286. ”9M. M. Tumin, Social Stratification: The Forms and Functions of Inequality (Englewood Cliffs: Prentice—Hall, Inc., 1967), p. 93 ff. 38 Families of lower classes having limited family con— nections with friends and neighbors tend to be least mobile. Upper class families having extended connections are more mobile than other groupings. Women having experienced re- jection by both parents are overall more mobile than any other group. Intergroup prejudice is more distinct among groups experiencing downward mobility (sinking) than among upward mobiles. Sinkers display a tendency to have intense and outspoken attitudes towards Negroes and other minority groupings. Occupational evaluation and satisfaction by upward mobiles of their new status is usually highly biased to— wards the new grouping. If the individual is not accepted by the new grouping, he tends to be highly prejudiced against the group. Consequences of Mobility to the Individual Individuals who are mobile experience different ef— fects from non—mobile individuals. Influencing factors relative to consequences appear related to the individual being mobile of his own volition, in a positive direction, or forced mobility. Forced mobility tends to elicit nega- 50 tive reactions and effects from the individual. Examples 50B. Stacy, "Some Psychological Consequences of Inter— generational Mobility," Human Relations, 20:8, February, 39 of these negative reactions are neurotic disorders, suicide, broken homes, divorces. The degree of consequences depends on the extent of mobility, amount of behavior change neces— sary, status inconsistencies, attitudes of the original group and the decisiveness of the break with the past.51 One of the positive consequences of mobility is a tendency to be healthier and more stable. Mobility and Job Satisfaction Feelings of satisfaction and dissatisfaction by work— ers towards their occupation are determined largely by the opportunities which they perceive for themselves. A study found " . . . that the relationships between occupational mobility and job satisfaction is mediated by the belief in opportunities or lack of opportunities for workers to rise in the occupational hierarchy."52 The degree of satisfaction which he will feel is dependent on the amount of distance which has separated him from his original social referents. The further he perceives himself from the referents, the greater will be his satisfaction. The converse of this position is that "when mobility is blocked, he will become increasingly dissatisfied with his present position."53 SlIbid., p. 3. 52W. H. Form and J. A. Geschwender, "Social Reference Basis of Job Satisfaction: The Case of the Manual Worker,” American Sociological Review, 27:237, April, 1962. 531bid., p. 237. A0 Teacher Mobility'and'PrOfessional Less NEA Study of Teacher Mobility and Loss, 1967 The National Education Association undertook a study to determine the degree of teacher turnover, separation, mobility and teacher loss in the public schools. 5“ The percentage and characteristics of teachers identified in each of these categories were determined. The sample consisted of 3,938 public—school teachers representing the national teacher situation. A return of 3,291 (86.5 per cent) of questionnaires was less than de— sirable for making estimates of teacher mobility and loss. The probability of teachers in subcategories of "mobility" and "loss” not returning the questionnaire could conceiv- ably be higher than those remaining in teaching. An estimate of teacher separation (teachers moving from an assignment in a specific school regardless of cause for leaving or destination of the teacher) was 18.9 per cent. Geographic mobility, including moves within the sys— tem, was estimated at 9.8 per cent; between systems in the same state, 3.A per cent; and, interstate, l.A per cent. The rate of loss to the profession was 5.8 per cent. 5“National Education Association, Research Division, Teacher Mobility and Loss (Study of teacher mobility and loss. Washington: National Education Research Bulletin, December, 1968), pp. 118—127. Al If these figures are projected to United States Office of Education (USOE) estimates of the total number of full—time teachers (1,892,000) employed in 1968, the implication is that 185,000 (9.8 per cent) teachers will change buildings and 91,000 (A.8 per cent) will change school systems. The teacher loss to the profession will be 110,000 (5.8 per cent). This means that the total number of teachers who will move in the profession or be lost to the profession is 386,000 of the total 1,892,000 (20.A per cent) teachers. The reasons for leaving, as reported by 186 of 192 teachers not employed in the profession one year later, were these: (1) 30.9 per cent, leave of absence; (2) 20.A per cent, retirement; (3) 13.1 per cent, started a family; (A) 10.5 per cent, return to school; (5) 5.8 per cent, to enter another occupation; (6) 5.8 per cent, ill— ness; (7) 5.8 per cent, to improve economic benefits or advancement; (8) 2.6 per cent, death; and, (9) 5.2 per cent, other reasons. I Reduction of high rates of separation could result in reduced costs of recruitment and orientation of new Staff. Increased continuity in the curriculum and improved ' staff stability may be attained. "The assumption that the rates of teacher separation and mobility are indicators of school system quality or teacher morale or satisfaction needs further investigation."55 55 Ibid., p. 126. A2 Comparative Study of Men Who Left and Rempined in Teaching A comparative study of men who "remained" and "left" the profession was completed with men who had been in air 1.56 The sample contained 658 crews during World War I men identified as teachers from a group of 17,000 service- men. All had taken the Air Crew Aptitude Test Battery (ACATB) between 19A2 and 19A6. The number of men from this sample who were employed in some phase of education was 658. Two—hundred and fifty were currently teaching in the elementary and secondary school. An additional 126 had become administrators. Eighty—two were college professors. Teachers who had ”left" totaled 200 of 658 (30.3 per cent). One hundred and seventy—two had left elementary or secondary school teaching. Twenty—eight had left college teaching. In the study, 165 of the teachers who had left per- formed significantly better on the ACAT than did remaining teachers. Areas of measured performance were arithmetic reasoning, mathematics and reading comprehension. Teachers who had left, when compared as a group to active teachers, 56Robert Thorndike and Elizabeth Hagen, Characteris— tics of Men Who Remained In and Left Teaching, Cooperative Research Project No. 57A, (SAE8189), United States Office of Education, Department of Health, Education, and Welfare (New York: Teachers College, Columbia University, 1955), pp. 1 ff. A3 still were more capable on all three areas of the test instrument. The project conclusions were that perhaps the most academically and intellectually capable group, as measured by the ACATB, dropped out of teaching; those who remained were the less intellectually able of the group. This also appeared to be true for the college group. A listing of reasons for leaving the profession, (by rank order), were: salary too low, opportunity for a different job, no chance for promotion, too many duties other than teaching, lack of interest and discipline problems of students, didn't like to teach, wasn't a good teacher and found indoor work too confining. Areas expressed by classroom teachers, ex—classroom teachers, professors and ex-professors as needing change in the school system were these: salary, work conditions, status, teacher education, benefits and better school per— sonnel. Salary was listed by 86.9 per cent of the classroom teachers who remained, while only 57.6 per cent of ex- teachers listed it as needing change. Among college teach— ers, salary was listed by 82.3 per cent of the group, while ‘ 53.6 per cent of ex-college teachers listed salary as needing change. Changes in work conditions were given by 29.2 per Cent of classroom teachers and only 1.7 per cent of AA ex-classroom teachers. This is quite different in contrast to college teachers. Twenty-six point nine per cent of college teachers listed work conditions needing change as compared to 32.1 per cent of ex—college teachers. Work conditions were the second most frequent response to items needing change by all groups. Status, teacher education and benefits were given as needing change by an average of 10 per cent of all groups. School personnel were listed by approximately 3.5 per cent of the members of all groups. Turnover Among Begin— ning Teachers A national study (USOE) of teachers having one to five years experience, 1956-1957, was made to determine per— centages and new positions of teachers leaving the profes— 57 sion. Teachers, while in the profession, were asked about their intended plans for the next year. Based on groupings of 100, eighty-eight indicated an intent to continue teaching while 12 indicated they would leave the profession. A follow-up found that of every one hundred, four- teen actually had left the profession. Reasons for leaving were these: seven, to become homemakers; two, military service; three, other occupations; and, two, other reasons. 57Scott Hunter, "Turnover Among Beginning Teachers: A Follow—Up," School Life, AA:22—2A, April, 1962. A5 The statistic of greatest concern was that ". . . the per— centage of those planning to leave teaching within five years was not substantially reduced in the second year, even after the fourteen per cent who taught only one year had departed ."58 Occupation selection would appear to begin during the time the student is in college and continue into the first year on—the—job. The high turnover among first- year teachers represents a substantial costs to school systems. Turnover of Teachers in Ghetto Schools Studies of general mobility of teachers tend to dis- regard the "why" of the dynamics of turnover. Examination of reasons for teacher turnover included a study of six- teen elementary schools.59 Three hundred and seventy—three teachers from these schools in socially deprived neighbor— hoods of a metropolitan California city were surveyed. Re- sponse to the test instrument was made by 29A of 373 (78.8 per cent) teachers. Subcategories were identified in each of the four categories of the study. Ibid., p. 2A. 59Patrick J. Groff, "Teaching the CD Child: Teacher Turnover," California Journal of Educational Research, 18 91—95, March, 1967. A6 Teacher inadequacy was expressed 9A of the A2A times L2A.A per cent). The most frequent responses were in the :ategory of misguided attitudes and expectations of children. Lack of understanding and acceptance, unsympathetic atti— tudes and value conflicts were given as secondary reasons. Only two respondents indicated emotional over-involvement with culturally deprived children. School structure was mentioned 158 of A2A times (37.2 per cent). The most frequent reason for moving was lack of help or recognition from the administrator. Class size being too large was the second most frequent reason 1 given in this category. Additional responses included these: inflexible standards and norms, poor placement of teachers and status due to placement. The personality of the child was mentioned 172 of A2A times (AO.2 per cent). Fifty per cent of all reasons given in this category were problems of dicipline and teacher dissatisfaction. Teachers gave personal frustra— tion because of limited observable growth by students as a reason for leaving. Socio-economic factors as a causative reason for teachers leaving was hypothesized.60 Teacher background I were matched with the socio-economic background of the 60D. White, "Soci-Economic Factors and the Mobility Of Beginning Elementary Teachers," Teacher College Journal, 37:177, March, 1966. “_— A7 schOol clientele. The sample used 1A3 elementary teachers from thirteen school systems in Indiana. Teachers had either one or two years of experience and had remained in the same school building during those years. A follow-up, after assessment of socio—economic level of teacher and school, was made at the end of the school year. Thirty—eight of the 1A3 (27 per cent) teachers that were surveyed had left. It was concluded that " . teacher leaving is predominately related to socio—economic "61 background of the students in the school. This was thought to be especially true in large metropolitan systems. Vocational Agricultural Studies of Mobility Vocational agriculture graduates of Michigan State \University from the years 1952, 56, 60 and 1961 were surveyed in 1965 to determine those teachers who were not teaching.62 The sample included 206 graduates of which 129 teachers (62 per.cent) began teaching immediately. Forty-seven of the 129 (36 per cent) were still teaching at the time of the study. Eleven (9 per cent) could not be located. 61111111., p° 178. 62J. E. Thompson, "Look at Some Who Quit Teaching." Agriculture Education Magazine, 39:156—8, January, 1967. The article is a synopsis of a dissertation done for the Ph. D. degree at M80, 1966. i A8 A questionaire was sent to the seventy—one teachers who had entered the profession and left to determine bases for their decision. ‘ Conclusions were that former vocational agricul— ture teachers had held three or less positions in the profession. Upon leaving, they were not attracted by a specific occupation. Categories of occupations selected were administration, business, professional agriculture jobs and non—vocational agriculture classroom teaching. The former teacher had held one to two jobs after leaving the classroom. He was born of a blue—collar rural family whose father had a high school or less education. The decision to teach was made after entering college. The value orientation of the former teacher was toward people and toward a high self—expression. He had received satis— factory reinforcement of these values in teaching. A study of Iowa State University vocational agri- culture graduates from January, 19AO, to July, 196A, was made to determine reasons for entering and leaving the profession.63 The sample included 823 agriculture education graduates, 70.8 per cent of all graduates of the department. Of this group, 355 (A3.2 per cent) had never taught and ‘ only 11.A per cent had taught more than five years. 63L. H. Froehlich and C. E. Bundy, "Why Qualified Vocational Agriculture Teachers Don't Teach," Agriculture Education Magazine, 392134—135, December, 1966. A9 Reasons given for entering the profession were these: (1) the individual felt it was the occupation for which he was best trained, (2) he enjoyed working with people, and (3) the salary was desirable. Teachers leaving after one to five years gave the following reasons for their decision: lack of opportunity for advancement, salary, too many evening responsibilities, long hours and too many state reports. The individual leaving after five or more years based his decision on the same criteria as the earlier group. Additional reasons for leaving after five or more years experience were com- munity attitudes towards vocational agriculture education and the lack of opportunities for specialization. Background Characteristics of Special Education Teachers and Their Decisions to Leave A study of special education teachers was done to discover factors influencing them to leave the profession.6u Background characteristics of former teachers were examined as a possible criteria for leaving. Seventy—nine special education teachers from thirteen western states, indicating their intent to leave after the 1962-63 school year, were studied. They were compared to sixty-five teachers who were changing positions in special education the same year. 6uHarold Heller, "The Relationship Between Certain Background Characteristics of Special Education Teachers and Their Decisions to Leave Special Education." Teacher College Journal, 37:187—191, March, 1966. 50 Data was obtained by a questionnaire. Analysis was by Chi—Square values for the two groups. Significance was at the .05 level. Results were that those who leave have had a limited amount of experience with exceptional children. Male teachers leaving had significantly fewer number of special education and education courses. Placement of teachers into positions about which they lack realistic and vital knowledge of the children with whom they would be working appeared to be a causative factor in mobility. Reasons for leaving were listed (by rank order) as: (1) a lack of adequate administration and supervision, (2) undesirable working conditions, (3) lack of adequate college preparation for teaching special classes, and (A) non—acceptance by fellow colleagues in education. Col- lege preparation was criticized for being, " . . . highly theoretical with little practical application of theory "65 in practicum situations. Industrial Education FOllow-Up Studies A follow—up study of seventy—three graduates of the industrial arts teacher preparation program was done to determine their present occupations.66 Forty—five of the Ibid., p. 190. 66Mike McGinley, "A Follow—up Study of Industrial Arts Graduates from Northwestern State College, Alva, Oklahoma" (Unpublished Master's thesis, Kansas State College of Pittsburg, Pittsburg, Kansas, 196A), p. 1 ff. 51 seventy—three responded (68.1 per cent) to the question— naire. Seventy—five per cent of the respondents were em— ployed in some form of work dealing with education. Twenty— five per cent were no longer associated with education. Thirty-eight per cent of the full—time teachers were also employed part—time in another job. Forty per cent of the respondents were teaching in some phase of industrial arts. Reasons given for not entering or remaining in the teaching profession were: (1) their interests did not lie in teaching and (2) there was not enough money in teaching. A follow-up study of graduates of industrial arts programs in applied arts and sciences was done to determine present employment.67 Eighty—nine graduates (19A8—1962), of whom 68 returned a questionnaire (76.A per cent), were surveyed. Graduates were listed as belonging to these catego- ries of occupations: professionals, 27.9 per cent; mana— gerial, 26.5 per cent; executive, 8.8 per cent; skilled labor, 23.5 per cent; clerical, 8.8 per cent and self- employed, A.A per cent. 67Danny L. Crump, "A Follow—Up Study of Graduates Of Northwestern State College With An Industrial Arts Major in Applied Arts and Sciences" (Unpublished Master's thesis, Northwestern State College, Natchitoches, Louisiana, 196A), pp. 1 ff. 52 The studyfailedto differentiate between graduates of industrial arts and technology programs. Results were apparently inconclusive for industrial arts graduates in teacher education programs. The percentage return for either of these two stu— dies tended to weaken arguments for use of the findings. Summation Mobility is the transition of an individual or so— cial object between or within social stratum. The dir— ections of mobility commonly identified are horizontal and vertical. Vertical mobility, especially upward, receives considerable support in our society. Support for the up- wardly mobile individuals and channels for their progres— sion are representative of the value structure of the society. The degree of openness for mobile individuals in society is an area of debate by sociological researchers. The desirability of openness is seemingly unquestioned. A closed society frustrates individuals desiring to achieve a new social stratum. Western industrializing countries would appear to offer greater opportunity for upward mo— bility. Minority groups within this society tend not to have equal opportunity with equal ability for upward mo— bility. Education is one of a number of social institutions Which offers individuals a channel for upward mobility. 53 Evidence to support the degree of success which individuals have in use of this channel tends to be lacking. It would appear that individuals coming from a family having a medium or high level of education benefit more readily from education than do persons from a low family education level. The function of education in society may be to assist and regulate persons into those positions for which they best qualify. If this is the function, then persons of differing economic and ethnic backgrounds must be assured equal opportunity to participate. Aspects of the present school structure do attempt to keep actors in the upward mobile race. Motivation of the individuals to be upwardly mobile, according to Veblem, is an attempt to improve one's self— esteem. The self—esteem which one feels tends to be a function of the feelings one senses from associates. Oc— cupations are a strong indicator of the social status and ‘the level of esteem which one feels. Satisfaction would appear to decrease the propensity for mobility. Both job and individual satisfaction depend on the perceived opportunities for class mobility held by the individual. Those individuals forced to be mobile, . especially Sinkers, tend to suffer greater mental and physical problems. Persons mobile by choice tend to be healthier in both aspects. Increased satisfaction and increased self—esteem would be strong factors in the motiv- ation of individuals to be mobile. 54 Teacher mobility and teacher loss to the profession appears to be higher than some members of the profession would desire. Consequences of high mobility to the system are measured in cost of recruitment, stability of the struc— ture and coherency of the curriculum. Consequences of mobility to the individual, either leaving the profession or moving within the profession, are not well known. Reasons for mobility of teachers have been researched in some sub— ject areas. Agriculture and special education are subject areas in which members of the profession have been concerned and have done some preliminary investigation. In these areas, the teacher loss to the profession would appear to be high— er than nationalnorms.° The reasons for teachers leaving the profession in these areas, aside from salary and general dissatisfaction, has not been well substantiated. Indus- trial educators are only recently beginning to examine the extent and reason for teacher loss and turnover in the subject area. Supply and demand would tend to be the im- petus for these studies. National studies on teacher mobility and loss indicate 9.8 per cent of all teachers will change buildings, H.M per ‘ cent will change school systems and 5.8 per cent will leave the profession. This means that of the total projected number of teachers for 1968 (1,892,000), 386,000 will move or be lost to the profession. This represents 20.4 per 06nt of all teachers in the country. 55 Reasons for mobility tend to fall into categories of salary, administration, prestige, socio—economic back- ground and opportunity for advancement. Ghetto teachers indicated their lack of understanding of the culturally deprived child as a reason for leaving the school or the profession. The desirability of mobility of teachers is difficult to ascertain. Total growth of the individual may not be accomplished within a particular structure. The structure could derive benefit from mobile members. Equating cost, stability of curriculum and school stability as detriments of mobility is open to question. CHAPTER III RESEARCH FRAMEWORK, SAMPLE SELECTION, HYPOTHESES AND STATISTICAL MODEL USED IN THE STUDY The design of the study, the hypotheses and stat— istical model are presented in Chapter III. Discussion of each major unit includes a consideration of the re- lationship of each aspect of the unit to the total study. The design of the study is presented by means of a PERT chart.1 The technique of sample identification in- cludes selection and stratification of the school systems used in the study. A proportionate sample of industrial education teachers was drawn from each of the strata. Re— sults of a follow—up questionnaire to determine out— mobiles and the format for interviewing out—mobiles are presented. lRalph DeSola, Abbreviations Dictionary, New Revised and Enlarged International Edition (New York: Meredith Publishing Company, Inc., 1967), p. 205. The letters PERT were abstracted from the terms program evaluation review technique. Common usage has made it applicable to dia- grams depiciting research programs. 57 Hypotheses to substantiate the theory that attitudes of out-mobiles differ from active teachers are introduced. Each hypothesis for the eight subcategories of the test instrument appears in null and alternative form. A multivariate analysis of variance model was used to analyze the data. Application was made to the main effect, out—mobility and active teachers. The six variables which could interact with main effect were examined with the same statistical model. Design of the Study Overview of the Study A PERT chart (Figure 3.1) of the study includes the four operational—steps. These were: sample selection, assessment of teacher attitude by the use of a test in— strument, a follow—up survey to determine out—mobiles and interviews of out—mobiles, and the final report. Sample Selection The Sample The survey design employed a multistage stratified random method for identification of active industrial education teachers. School systems were assigned to one of four strata, using student enrollment as the criteria. These levels were: Stratum I, 2,000 students and less; Stratum II, 2,001 through 10,000; Stratum III, 10,001 through 25,000; and Stratum IV, 25,001 and more. PERT CHART Attitude Teacher 5 I Sample Selection 58 SNOILVDITdWI GNV NOISSDDSIG 'SNOISDTDNOO 'NOILVWNOS ] SHHHDVHL HAILDV 0L GHHVdWOD SHTIHON-LDO JO SISKTVNV ELVIHVAILTRW SHTIHON‘LUO JO SMEIAHHLNI HNOHdHTHL SHTIBON-LRO KJILNEGI 0L KHAHQS dD-M01703 SHTHVIHVA d0 SISATVNV ELVIHVAILTON l SGHVD HELfldNOD 0L GHHHHJSNVUL VLVG l JTdNVS 0L LNHS HHIVNNOIESHQO [‘VSHSHDYHL TVIHLSOGNI HAIIDV OOZ ' YLVHLS NOHJ SHIHDVEL JO NOIIDHTHS NOGNVH TVNOILHOdOHd | SHEHDVHI JO NOILVDIJIINHGI VLVHLS NOUJ STOOHDS 30 I NOILOHTHS NOGNVH ABOVE 25,001 25,000 10,001 10,000 2,001 2,000 BELOW EZIS NOILVTfidOd K8 SNELSAS TOOHDS JO DNIdDOHD 4—JUNE 1 TO 30—p 1969 4——-MAY 22 TO 3l———9 1969 1969 {———————-———-— AUGUST 19 TO NOVEMBER 2 ——-——————~—Dl§-JANUARY 20 TO FEBRUARY 28-> 1968 3.l.——Study Overview. Figure 59. Categorization of the 554 school systems in the state of Michigan (Table 3.1) placed 334 school systems in TABLE 3.l.—-Strata categorization of school systems based on enrollment. Number and Strata Categorization Percentage Drawn I II III IV Total Number of schools per stratum 334 190 29 1 554 Number of schools randomly drawn 48 24 6 l 79 Percentage drawn ‘ from the total 14.4 12.6 20.7 100.0 14.3 Stratum I; 190, in Stratum II; 29, in Stratum III; and, l, in Stratum IV.2 The number and percentage of school sys- tems drawn from each stratum, listed I through IV, was 48 Of 334 (14.4 per cent), 24 of 190 (12.6 per cent), 6 of 29 (20.7 per cent) and 1 of 1 (100.0 per cent). The cumu— lative number of school systems drawn for all strata was 79 of 554 (14.3 per cent). 2Michigan Education Association, Michigan Education Directory and Buyer's Guide (A Listing of All MI02%%:367 Public School Systems by Alphabetical Order for .9 . SChool Year. Lansing: Michigan Education Association, 1966). This document was used to obtain a listingtge s s“ Michigan school systems and student enrollmen te; y tem. The superintendent is given for the sys . 6O Superintendents of selected schools were sent a let— ter (Appendix A.1) requesting a listing of all active in- dustrial education teachers in the system. Follow-up requests (Appendix A.2) were sent on September 13 and September 20, 1968. The number of superintendents who responded, the number contacted and percentage of return (Table 3.2), listed I through IV, was 41 of 48 (85.4 per cent), 20 of 24 (83.3 per cent), 6 of 6 (100 per cent) and l of l (100 per cent). The total number of returns was 68 of 79 (86.1 per cent). TABLE 3.2.—-Superintendents contacted for listing of active industrial education teachers. Number and Strata Categorization Percentage Contacted I II III IV Total Number of Super— intendents 48 24 6 l 79 Number of Res— pondents 41 2O 6 1 68 Percentage of responses 85.4 83.3 100 100 86.1 A proportional number of teachers, based on the pro- Jected total number of teachers per stratum, was drawn for each stratum. The projected total number of active teachers per stratum was calculated. 61 The method of calculation was: (step 1) Total Number of Teachers Listed by Superintendents For Stratum (step 2) Number of Schools From Which Lists Were Obtained Per Stratum (step X (results) = Projected Number of Teachers Per Stratum 3) Total Number of Schools Per Stratum The average number of teachers per school (Av.N.T./S.), per stratum, calculated by steps 1 and 2, (Table 3.3) lis- ted I through IV, was 2.33, 4.44, 22.83 and 454. The Av. N.T./S. multiplied by the total number of schools per stra— tum, calculated by steps 1 through 3, resulted in the pro— jected number of teachers per stratum. The projected number of teachers per stratum (Table 3.3) listed, I through IV, TABLE 3.3.-—Projected number of teachers per stratum School Systems and Strata Categorization AV.N.T./S. Pro'ect— ed Teachers J I II III IV Total Number of Schools Per Stratum 334 190 29 l 554 AV. N.T./S.* 2,33 4.44 22.83 454 Pro‘ected Number** of Teachers 777 844 662 454 2737 Legend: *Average number of teachers per school (AV.N.T./s.) was calculated by the total number of teachers listed by the Superintendent per stratum divided by the nu from which list were obtained per stratum. mber of schools **The projected number of teachers was calculated by the Av.N.T./S times the total number of schools. 62 were 777, 844, 662 and 454. The total projected number of teachers from all strata was 2737.3 The proportional working sample (Table 3.4), based on TABLE 3.4.--Proportiona1 number of teachers drawn from each stratum for the working sample. P.N.D. based on Strata Categorization Projected Total Active Teachers I II III IV Total Projected Number of Teachers 777 844 622 454 2737 Cumulative List of Active Teachers 93 80 137 454 764 P.N.D.* 57 62 48 33 200** Percentage of Active Teachers Drawn from Superintendents' List 61.2 77.5 39.6 7.3 26.1 Percentage Drawn of Total Projected Number of Teachers 7.3 7.3 7.3 7.3 7.3 Legend: *P.N.D. is the proportional number of active teachers drawn from the list of teachers given by the superintendents. Calculation was done by a ratio of the proportional number drawn over the desired working sample (200 teachers) equals the projected number of teachers per stratum over the total projected number of teachers for all strata. **The working sample of 200 active teachers was com— piled from the four strata. 3 ' an De artment of Education, Professional Per- sonnel gicfiighigainublic Schools, Status ReportTI967—l968 (Book Three, Assignment Patterns. LanSing, Michigan Depart— ment of Education, 1969), p. 54. The total number of indus— trial education teachers in a required superintendent report t0 the Michigan Board of Education was 2,842. 'This figure also includes farm shop teachers not normally identified with industrial education. 63 projected number of teachers per stratum, was drawn from the list of active industrial education teachers obtained from the superintendents. The number of active teachers in this list, per stratum I through IV, is 93, 80, 137 and 454. The total number for all strata is 764. The proportional number drawn (P.N.D.) from each stratum was calculated by: Proportional Number Drawn Projected Number N.D.) per Stratum Working Sample Size Total Projected Number of Teachers The P.N.D. from the total listing of active teachers ob— tained from superintendents, listed Stratum I through IV, was 57 of 93 (61.2 per cent), 62 of 80 (77.5 per cent), 48 of 137 (39.6 per cent) and 33 of 454 (7.3 per cent). The percentage drawn for each stratum from the projected num- ber of teachers per stratum was 7.3 per cent. The working sample was composed of (Table 3.4) 200 active industrial education teachers. This is 200 of 2737 total projected number of teachers (7.3 per cent) or 200 Of 764 listed teachers by superintendents (26.2 per cent). A cautionary note to the reader is that the percent— age drawn for the sample from the list supplied by the superintendents appeared high for stratum I and II and low. for stratum IV. The sample tends to be small as compared to the total projected number of industrial education teachers in the State of Michigan. 64 Teacher Attitude Assessment Assessment of Teacher Attitude Initial mailing of a letter (Appendix A.3) and test instrument (Appendix 8.3) to the sample was January 12, 1969 (refer to Chapter IV, page 76, for description of the test instrument and its development). Follow—up requests (Appendix A.4) were sent on January 22, 28 and February 2 and 17. The total response (Table 3.5) was 164 of 200 (82.5 per cent). One hundred and thirty-five of the 200 (67.5 per cent) returned questionnaires were usable. Thirty-five of the 200 (17.5 per cent) failed to respond. The total number of unusable data sheets plus members not responding was 65 of 200 (32.5 per cent). TABLE 3.5.—-Total response and usable response. (D (D m m m (GU m c (I) O 430.) 4.) q—f m C p c c c c c H n p w L m p Q. 3 H 5 o 3 o 5 E 4» H43 :44: $4434: a w w o o o m o w m m mm mm mzm Total Return 200 165 35 82.5 17 5 Total Usable Return 200 135 65 67.5 32.5 —___________________, 65 The reasons for invalidation of the returned data sheets (Table 3.6) were these: (1) four (2.4 per cent) did not desire to participate in the study, (2) six (3.7 per cent) were no longer actively teaching industrial education, (3) one (.6 per cent) riot problem, desired not to respond, (4) two (1.2 per cent) felt the questionnaire did not relate to them, (5) eight 4.8 per cent) gave in— sufficient data for classification, (6) one (.6 per cent) felt he was too busy to respond, (7) six (3.7 per cent) were employed as administrators or consultants and (8) two (1.2 per cent) had retired from active teaching. The total number of invalidated data sheets was 30 of 165 (18.7 per cent). TABLE 3.6.—-Itemization of invalidated data sheets. Reasons Given Frequency nggggggfgtgf Did not desire to participate 4 2.4 No longer teaching industrial education 6 3 7 *Riot problem, desires not to respond 1 -6 Questionnaire does not relate to position 2 l 9 Insufficient data for classi— fication 8 4-8 Too busy to respond, note attached 1 6 I Employed as administrator of Consultant 5 3-7 Retired from active teaching 2 1.2 Total 30 18-2* Legend: *The percentage of unusable data sheets was 18.7 when Calculated as 30 of 165. The difference between this per- centage and the summed total above is due to rounding errors. **The school from which the respondent replied was eXperiencing student difficulties. 66 Follow—up FOllOWpr to Identify Out—Mobiles Identification of active teachers who became out- mobile was begun on May 2, 1969. A form requesting plans for the 1969-70 school year (Appendix A.5) asked teachers to identify themselves as intending to teach or leave the profession. If they intended to remain in education but change position, this information was requested. Follow- up letters were sent on May 14, May 26 and June 6 (Appendix A.6). Returns were requested to be completed by June 13, 1969. Follow—up requests (Table 3.7) were sent to 197 of 200 (98.5 per cent) of the initial sample. The difference TABLE 3.7.——Follow—up request to determine out—mobiles. Requests Sample N* Percentage Follow—up Requests 200 197 98-5 Requests Returned 197 172 87.3 Legend: *The N represents the number of requests sent and the per cent returned. The difference between the original Sample size and the number of requests sent was due to the retirement of three members. between the original sample and the follow—up sample was that three members indicated retirement on the returned test instrument. One hundred seventy-two of 197 (87.3 per cent) requests were returned. All returned were classifiable. 67 Summation of the Total Sample Return, Teachers Leaving Industrial Education Teaching and Percentage of Out—Mobiles The percentage of the sample that returned the questionnaire, follow—up or both, is presented in Table 3.8. This table includes the number of active teachers who left industrial education teaching and the percentage who became out—mobile. Analysis is made for the four stratum and the total sample. The attitude test instrument and follow—up request was returned by 157 of 200 (78.5 per cent) of the active teachers. Returns by stratum ranged from 84.3 per cent of Stratum I to 71.0 per cent of Stratum III. Fourteen of the 200 (7.0 per cent) did not return the questionnaire or follow—up. Stratum I had the greatest percentage of non— respondents, 12.3 per cent. Stratum II had the lowest percentage of non-respondents, 4.1 per cent. ‘ The follow—up check list to determine out—mobiles was returned by 15 of the 200 (7.5 per cent) who did not return the attitude test instrument sent at an earlier date. The range for returning only the follow-up was 1.8 per cent for Stratum I to 15.0 per cent for Stratum III. The attitude test instrument, but not the follow-up, was returned by 14 of 200 (7.0 per cent). The test in— strument only was returned by 1.8 per cent of Stratum I as compared to 12.1 per cent of Stratum IV. .m_z Hence new HmuouQSm :0 pmpmHSOHmo mam mmHHmoztezo pew 02H20HBO< OZH> mH H.@ m o.mH m m.w 2 m.H H cho QatsoHHom OwCLSOom o.s :H o.m m H.: N o.m m m.mH s dztsoHHoc Lo mLHmCCOHummSU cgzuop uoc OHO m4: smH 53 am 0.: sm mam Hm Tam ms aztonHoc pcm oLHmCCOHpmmzd pocpzpom Qmwm>m3m mqmzH .Bm HHH .Em HH .Bm H.8m ZOHBmmH mammomou «ASISOHHOH pew oLHMQEOHumwSU co caspoh oHdemm HmpOp one wo COHumEEBmtt.m.m mqm<1I m u 9.1 A.9 9.8* 53 -- Active Teachers NI || 50 '~ Out—Mobiles NI “7 _— l Out—Mobiles an -— NI Jl‘ H Al —— 36 -— 30 -- 2” “ Active Teachers 18 -- 12 ‘— 1 l l I 1 1w 1 l I l l I l 5 10 15 2o 25 3O 35 A0 A5 50 Experience in Years Figure 6.2.——Experience Distribution of Out—Mobile and Active Industrial Education Teachers *The mean was calculated with an atypical out—mobile having had forty—four years of experience. 102 sample return of 126,and out—mobiles are represented by nine members. The range of moves for active teachers was from zero to six. Out—mobiles had moved from zero to four times. The mean number of moves for secondary men teach— ers in the state was 2.0 moves. Active teachers have moved on the average of 1.2 times which is the same as the average number of moves by out—mobiles. Interviews with Out—Mobiles Identification of out—mobile industrial education teachers was made by a follow—up survey. Those teachers indicating out—mobility were interviewed by telephone. Responses to open—end statements were recorded for seven of the ten out-mobiles.2 How Out—Mobiles Feel When Teaching Out—mobiles indicated the feelings they experience while teaching. (1) When teaching in the classroom, I feel Teaching lacks a challenge; it is not very stimu— lating to me. 2Three of the out—mobiles were not located for an interview. Reasons for not locating them were:. (1) un— able to obtain a telephone listing, (2) the deSignate had recently changed location and was no longer residing at the given address, and (3) a late return of the check sheet indicating out—mobility. (2) (3) 103 I get along fine with the kids, but once in a while a ”blockhead” comes along. I had been active in the scouts prior to the time I be— gan teaching. It's good if the conditions in which I teach are 0. K. I like teaching; personally, I found it quite satisfying. I would like to teach mathematics. The classroom environment more readily fits schools than do shops. I like teaching. Possibly I would enjoy voca— tional carpentry or conservation. The problem is that students aren't interested. The majority don't care. They have no interest or no motivation. What will we do? Teaching is the type of work which I The work gives me considerable anxiety and frus— tration. Teaching is what I want to do. The difficulty is to get much success. I have found teaching to be enjoyable. I have liked teaching really well. I have enjoyed teaching overall. I would like to teach electronics. It's the best job. The courses are wrong for the degree. My abilities as a teacher are 1 receive feedback from students when we that says I did 0. K. Excellent, especially in general shop and in. electronics. I had no preparation to teach in the metal shop, just two courses. Pretty good. I'm somewhat egotistical and have a quick temper, but this helped me limit the amount of discipline in the classroom. Better than average as a teacher. 59-1 56-- 53-— 47-— 41-- 36" 3o-- 2A-- 21"— 18'" 9__ 10A Michigan Secondary Men Teachers >’_Q_L_/_5 ou£srxomv4 n9: /5 fMponf‘A N7”___ ,’ X55 RESPO/vonvr: HAW: 5A/D_@;\' - /f-/ - ‘507’ you» Op/mo/v [S IMPoRTA/VT. £1__[/’55 55%” /_/. / #5 5! lows-u, a. Avorfiso/v —‘_-’ APPENDIX A-5 LETTER SENT TO IDENTIFY OUT—MOBILES lA28-I Spartan Village East Lansing, Michigan “8823 May 2, 1969 Dear Industrial Education Teacher: Thank you for responding to my questionnaire requesting teacher opinions. Your cooperation was greatly ap— preciated. Now I need your help again, for the second and final phase of the study. Please respond to the questions on the enclosed pink sheet. The questions ask whether you will be teaching industrial education courses next year, 1969-1970, or will be employed in a different capacity. Your response, whether you intend to teach or not, is essential. Indications are that a number of non—tenured staff will be released in some school districts. If you are being released because of school economic problems or similiar reasons, respond to the question according to your de— sired employment. For example, negotiations are pre— sently in progress and some teachers may be released; but, your desire is to maintain your present occupational role as an industrial education teacher. Then, respond, "I will be teaching next year." I need to know if your employment next year requires fifty per cent or more of your time as an administrator, co— ordinator or as a teacher in a different subject area. Please fill in the position you will have next year if it is different from your present employment. Indicate if you will be attending a college or university as a full—time student. Your willingness to respond to these items is gratefully appreciated. An envelope is enclosed for the return. The information is confidential and will not be divulged in any manner making it identifiable with you. Sincerely yours, Lowell D. Anderson Industrial Education Teacher I66 DUDE mm mm pmHOHQEo on HHHS H pooh pxmz .H .Bzmzmefics m CH psoUSpm oEHpIHHSH m on HHHB H An .Lmoh pxmc mEHp WQHXMOS he Ho pcoo hog huHHH Cdflp mpoE MOH mead peonQSm hmgpocm Ho pogomop so LOHomssoo .LOpmcHUhooo «MonmhpchHEow gm mm UmHOHQEm on HHHS H Am .osmHlmme .EAms pxo: QOmewHOhQ mQHSOmop mflp CH on Dog HHHS H .m .hmom pxoc mmmhsoo QOHmeSUo Hmthmsch Scamp op pmHOHQEo on HHHB H .H .DOM mmmHmommD mem ZOHES Bzm2m3<9m mmB Mommo .< mmmzbz mbomw mmmzbz MQOQ Emmmm mmZommmm 167 lA28-I Spartan Village East Lansing, Michigan “8823 May 1A, 1969 Dear Industrial Education Teacher: You may recall having received my letter of May 2 request— ing information about your plans for the next school year, 1969—1970. Your response should be recorded on the pink slip which was included. In some cases, you are unable to respond to these questions at this time. Reasons for not making a decision could be very different for individ— uals in different school systems. If you are unable to Complete the pink slip at this time, please retain it and inform me of your decision at the earliest possible time. Your reply through the first several weeks of June will be valuable to the study. If the problem is a question of school millage, respond in terms of what you desire to do next year. If you have not responded to any requests which have been sent since the beginning of the year, I would still de- sire that you complete the pink slip and return it. If you are not intending to teach next year, your response is still needed. Your help is needed. All information is confidential. Identification of you as an individual will not occur in the final analysis. Sincerely yours Lowell D. Anderson APPENDIX A-6 FOLLOW-UP LETTERS TO IDENTIFY OUT—MOBILES I69 l“28—I Spartan Village East Lansing, Michigan “8823 May 26, 1969 Dear Industrial Education Teacher: This is just a short note to bring to your attention that the pink slip on which you may indicate your next year's plan has not been received. Returning this slip at the earliest possible date will be helpful. I have enclosed a second pink slip and return envelope which you could use to indicate your present state of planning. Retain the first envelope and pink slip to report your final plan. Your response will be very useful to the study until the second week of June. This study has been entirely financed by myself. Pre- sent indications are that the returns are lower than would be desired to make a valid study. You can help by returning your pink slip. I am looking forward to hearing from you in the near future. Sincerely yours, Lowell D. Anderson 170 l“28—I Spartan Village East Lansing, Michigan “8823 June 6, 1969 Dear Industrial Education Teacher: The final week of school is presently in progress for most teachers in the State of Michigan. This is usually an extremely busy period for the industrial education teacher. Hopefully your plans for next year have been finalized. My records indicate that you have not returned the pink slip stating your plans. If you do not intend to teach your return is still essential to the study. Please return this slip to me this week. Your response from a sample of industrial education teachers is necessary to make a valid study on the degree of mobility of industrial education teachers in the state. Any assistance you can give me is appreciated. Your re— sponse is entirely confidential. Sincerely yours, Lowell D. Anderson APPENDIX A-7 INTERVIEW REQUEST WITH OUT— MOBILE DESIGNATES r 172 May 20, 1969 l“28—I Spartan Village East Lansing, Michigan Ph. 355—lO“2 Dear I received your pink slip indicating that you possibly will not be teaching this coming school year. You may have surmised that the purpose of this study in which you are participating is to identify persons who are leaving the teaching profession. Examination of reasons "why" you have made this decision are of considerable interest. I would like to obtain a time when I may either visit you in person or else speak with you on the telephone. I shall be contacting you by phone either Thursday or Friday of this week. An appointment for when we might get together would be desirable. I will not be visiting all persons from the sample who are leaving the profes— sion but will talk with them by phone. Topics which you and I may discuss regarding your decision are possibly best identified by you. Additional topics which we may consider are given as open ended statements on the enclosed sheet. It is hoped that the information which you can give will be of assistance in development of a teacher preparation program which will better assist the individual in his role as a teacher. This is not to assume that fault lies with the teacher, but apparent limitations make it dif— ficult to consider the student or the school system. Your assistance has been greatly appreciated. Information which you can give me is confidential. No means of identi— fication of you with the data shall be made. Looking forward to talking with you. Sincerely yours, Lowell D. Anderson APPENDIX A—8 INTERVIEW TOPICS WITH OUT—MOBILES CD\]O\U‘IJ‘:UU 10. ll. l2. 13. l“. 15. l6. 17. 18. 19. 20. 17“ Possible Discussion Topics When teaching in a classroom I feel I think the faculty thought of me as Teaching is the type of work which I My abilities as a teacher I think are I think of my status as a teacher as I think of myself as being involved in I think my opportunities for advancement are If I were to remain in education I would want to I think administrators in my school are I needed from the administrators I think of the students I taught as The subject I taught to the students was I felt my role in the community was I think the community felt I was I thought the work required from me as a teacher was The wages paid me were I think the relation between the wages paid me and other people in the community were I think the main reasons for my leaving teaching are Other reasons for leaving teaching are I would like to (project yourself into the future) A. In five years B. In ten years APPENDIX B TEST INSTRUMENTS AND T—SCORES FOR ITEM SELECTION APPENDIX B—l PRETEST INSTRUMENT Code number Group number TEACHER QUESTIONNAIRE DIRECTIONS: The following information is necessary for classification of the responses. Please fill out the requested information. My age is . The number of years I have taught is The number of times which I have moved from one teaching position to another teaching position is . The number of times I have moved from teaching to another occupation (other than teaching) and then returned to teaching in a public school system is . I teach industrial arts. Yes No . I teach technical industrial vocational education Yes No . I teach in both capacities (an industrial arts teacher and a tech— nical—vocational teacher). Yes No . The portion of time which I spend teaching industrial arts is GREATER THAN LESS THAN one—half of my total work load. The portion of time which I spend as an administrator or coordinator is GREATER THAN LESS THAN one— half of my total work load. 1. My relations with the administration in class schedu— ling is good. 2. My wages based on my formal education, in preparation for teaching, are adequate. 3. My general leadership ability is poor. “. The faculty thinks the proportion of my work load spent in organization of facilities is average. 5. My present occupation does not give me the opportunity to do the type of work I enjoy most. 6. The administration views me as having average organi— zational abilities. 7. My relations with my neighbors are satisfactory. 8. The proportion of my work load spent in meetings and on organizations is excessive. —¥— 178 SA—STRONGLY AGREE, A—AGREE, U—UNDECIDED, D—DISAGREE, SD- STRONGLY DISAGREE 9. Members of the community think my relations with neigh— bors are satisfactory. 10. My opportunity to obtain an administrative position is excellent. ll. The administration thinks it is being fair in assign— ment of duties. 12. The administration thinks the number of preparations I am required to do is less than the average number required in our school. 13. The administration views my wages as being adequate for the amount of work required. I“. My contribution to the education of youth is essential. 15. The majority of the faculty think most students are understanding of other people's problems. 16. My present occupation does not provide me the opportunity to present the types of materials which are interesting to students. 17. I think of my intelligence as being average. 18. The administration thinks the employment procedures used in my employment were very good. 19. Members of the community think of me as being of average intelligence for teachers. 20. My wage, earned as a teacher, compared with other oc— cupations, is not adequate. 21. The administration thinks of my wages, compared to the wages of other staff members, as adequate. 22- My capabilities as an organizer are poor. 23. The administration thinks that teaching is the work I enjoy most. 2“. My productivity as a teacher is better than average. 25. The administration thinks my work load as determined by the length of the school year is adequate. 26. 27. 28. 29. 30. 31. 32. 33. 3“. 35. 36. 37. 38. 39. “O. “l. “2. “3. 179 My present position, as a teacher, does not give me the status I desire. A majority of the faculty think most of the students are well—adjusted. I obtain a high level of social recognition in my present occupation. The community thinks the wages paid me as compared to other occupations are adequate. I have a good personality for teaching. My association with church organizations is very good. A majority of the teaching faculty think I have a personality which is well—suited for teaching. A majority of the faculty think of me as performing a necessary part in the education of youth. The community thinks the wages paid me for the work required are very good. I think the administration is not helpful in solution of my individual problems. My wages as compared to other staff members are adequate. The administration thinks of me as having excellent teaching abilities. The administration thinks it is helpful in solution of my individual problems. A majority of the faculty think the students in our school are quite intelligent. The behavior of the students I teach is good. The possibility of my obtaining a college position is good. The wages paid me for the amount of work I am required to do are adequate. The community views me as having an excellent opportun— ity for advancement. ““. “5. “6. “7. “8. “9. 50. 51. 52. 53. 5“. 55. 56. 57. 58. 59. 60. 61. 62. 180 The administration thinks the portion of my work load, as determined by the number of classes I teach, is normal. The administration thinks the probability of my ob— taining a college position is very good. The community thinks of me as having prestige in the community. The proportion of my work load spent in organziation of facilities is higher than average. The community thinks my wages based on my formal education to become a teacher are adequate. A majority of the faculty think the behavior of the students is poor. A majority of the faculty think my relations with parents of the students are satisfactory. I do not receive the amount of professional recogni— tion I desire in my present occupational position. The probability of my remaining in my present position is very high. The administration thinks I will probably remain in my present position. My students are industrious. Members of the staff think the students are quite lazy. The administration is helpful in solution of my class- room problems. My teaching techniques are poor. The teaching staff think of me as having prestige in my present position. My students are uncooperative. The students I teach are not very intelligent. The administration thinks they are being fair in alloc— ation of funds to subject areas. My relations with community leaders are satisfactory. 63. 6“. 65. 66. 67. 68. 69. 70. 71. 72. 73. 7“. 75. 76. 77. 78. 79. 181 My participation in clubs and organizations in the community is poor. The administration thinks our relations relative to class scheduling are good. The probability of my achieving a desirable level of economic earning in my present occupation is excellent. Members of the community think my relations with com— munity leaders are satisfactory. The administration thinks our relations relative to class scheduling are good. The opportunity for me to advance in my profession is not increased by moving within the profession. A majority of the faculty think the students are cooperative. The number of classes I teach, as a portion of my total work load, is normal. Members of the community think my relations with bus— iness men of the community are very good. Members of the community think my relations with bus— iness men of the community are very good. My wages are not adequate for the type of student I teach. Members of the community think my relations with church organizations are satisfactory. The administration views me as having a personality well—suited for teaching. The administration thinks I am very satisfied in my present occupation. Most students are understanding of other people's problems. The administration thinks my class size is comparable to other subject areas. of different preparations is normal My required number for our school. 80. 81. 82. 83. 8“. 85. 86. 87. 88. 89. 90. 91. 92. 93. 9“. 95. 96. 182 The wages paid me, based on the number of years I have taught, are adequate. Members of the teaching staff think I am satisfied in my present occupation. Budget allocations determined by the administration for my subject area are not adequate. My present occupation gives me considerable satis- faction. The teaching staff thinks the wages paid me, based on the number of years I have taught, are not ade— quate. The administration thinks my opportunity to obtain an administrative position is poor. My work load as determined by the length of the school year is comparable to other occupations. My relations with businessmen in the community are satisfactory. Most of the students in our school are well—adjusted. My administration is very conscientious in assignment of duties. The employment procedures used by the administration during my employment were good. My present position is challenging. The staff thinks of me as being quite intelligent. My relations with parents of students are excellent. I must change occupations in order to advance to the socio—economic position which I des1re. The number of students in my classes are comparable to other subject areas in our school. The administration thinks the proportion of my work load spent in organization of facilities is above average for our staff. APPENDIX B—2 T—SCORES FOR TEST STATEMENTS 18“ TABLE.B.2——T-scores for test statements. CATEGORY ITEM T—SCORE ITEM T—SCORE ITEM T—SCORE 2 3-88* 13 5:07* 20+ “ 1 21— .60 29- .23 3“ 3216* 36 1.19 “2 3.93* “8 2.76 73— .70 80 1.78* 8“+ .“6 “+ .97 8+ .52 12 2 25 1.89* ““ 1.37 “7— 1:55 70- .00 78 1.97* 79 1.9“* 86 1.56 95 5.12* 96- .88 7— .“0 9 1.21 31 1.“ 3 50+ .00 62— .22 63+ .“5 66 1.27 71 1.“2 72— .70 7“ 1.71 87 2.09* 93 1.62 1- .63 11 2.22* 18 2.17* “ 35 1.29 38 2.82* 56— 00 61 2 00* 6“ 1.15 67 1 “8 82— .65 89 1.16 90 1 73 15+ 31 27 1.56 39+ 00 5 “0- “1 “9 1.“8 5“+ 1 00 55+ 37 59— .20 60+ 1 00 69+ 15 77 1 22 88— 93 10+ 29 28— .59 “1+ 13 6 “3 1 “2 “5— .“6 51 2 30* 52 2 57* 53 1.77* 65 1 59 68 2 13* 85— .38 9“+ l9 3 2.“8* 6 1 98* 17- .56 7 19 1.38 22 1.50 2“ 2 05* 30 3.57* 32— .25 37 “.22* 57- .25 75 1.53 92 1.70 5 1.“9 1“ 2.1“* 16 1.53 8 23 2,37* 26 1.11 33 3.15* “6— .00 58— .80 76— .37 81 1 97* 83 1.1“ 91 1.2“ Legend: *Significant at the .05 level —Items dropped from instrument +Items reconstructed APPENDIX B—3 THE TEST INSTRUMENT Code number Group number TEACHER QUESTIONNAIRE DIRECTIONS: The following information is necessary for classification of the responses. Please fill out the requested informat tion. My age is The number of years I have taught is The number of times which I have moved from one teaching position to another teaching position is (A ovc is from one school district to another distr The number of times I have moved from teaching to anothe1 occupation (other than teaching)a then returned to teaching in a public school systems caving and returning count as one move ) I teach industrial arts. YES S NO I teach technical— industrial vocational education. I teach in both capacities, an industrial arts teacher and a technical- vocational teacher. YES CHECK ONE BOX lhe port1on of my total work load spent in teaching industrial-technical vocational Hdu ati on 15: Greater F uall Less than ‘9 . y than Hlvided one-half [::J [::] onetffjf ‘ The portion of my total work load spent teaching industrial arts 15 Creator . Less Lqually than . . than D1v1dcd one-half one—half The portion of my total work load spent in an administrative or LOOIdIHItOT capac1ty 1s hrcater Less Lquully than . . than . D1v1dcd one-halt [::] one-half DIRECTIONS: Please respond to each question by darkening in the desired response Possible re- sponses are: SA-strongly agree, A—agree, H undecided, U-dlsagree and SD—strongly disaercc MAKE A BEST RESPONSE FOR EACH ITEM. M) NOT SKIP ANY ITEMS. 1- “Y Wages based on my formal education, in preparation for [tithing, are SA A U D SD adequa II II 'I H I. . II II II 3 “y general leadersh1p ability is poor. ll ‘l - .4 A The faCUICY thinks the proportion of my work load spent in organi: ation of II '1 ll H ‘I facilities is average 4 ‘W plesent occupation does not give me the opportunity to do the txpe of II I‘ II H work I enj0\ most. 5 The adm1nistration views me as having average organizational abilities. II I. l' H 6 The proportion of my work load spent in meetings and on oraani:ations is normal. 1 | 187 7. Members of the community think my relations with neighbors are satisfac- cry. 8. My opportunity to obtain an administrative position is excellent. o, The administration thinks it is being fair In assignment of duties. ddulnlsiration thinks the number of preparations I am required to do is :‘lul the average THHMDCT required in our school. administration Views my wages as being adequate for the amount of work 1, 5“ II II II is!“ II II II H " H H n 'I I' [I II II II II n H H |' II n II II II I'i'tIJl red. l3 Hy contribution to the education of youth is essential. I II '1 13. Most students are understandinu of other people‘s problems. 14 My present occupation does not provide me the opportunity to present the II II II H II types of materials which are interesting to students. 15 The administration thinks the employment procedures used in my employment II II II II II were very goo 10. Members of the community think of me as being of average Intelligence for II II II II II teachers 17” I think that my wage, earned as a teacher, compared with other occupu— II II II II II tions, is adequate. 18. My capabilities as an organizer are poor. I, 19. The administration thinks that teaching Is the hmTk I enjoy most. II II II II II 20. AN productivity as a teacher is better than a\crace. II II II II II 31. The administration thinks my work load as dvtvrmIHCd “I the length of the H II II II II school year is adequate. 33. My present position, as a teacher, does not give me Lhe stulus l dc51rc. H I III II II 33. A majority of the faculty think most of the students art tell—adjusted. H II II II II I 31 l hnvc a good personality (or Leachlnu. II II II II II 33. My association hith church oruun1:atlons is \try good. I II II II II lb \ majority \I the TacnlLv think of me as performln; a necessary pdrl 0f II II II II II the education of youui :7 The community Lhinls thw huuus paid me {or the hurk required are very good. H II II II II 38 1 think the administration is not hwlpIul in solution of my indledual II II II II II problems. 20 Hy wanes as compared 10 other staff mimbcrs are adequutr. II II II II I 30. lhe administration Lhinls of mr as having excellent teaching abilities. II II II II II 31 The administration thinks It is helpful in solution of my individual prob- II II II II II lems. _, . . . . . - a- A majority of the laculty think that most ol the students In our school II II II H II are quite intelligent. 3A The possibility of my obtaining a college teaching position is Ve‘) good. H II II II II 34 The wages paid me for the amount of work I am required to do are adequate. H II II H II 35. The community views me as havinu an excellent opportunity for advanccmont- H II II II II x.‘ . . r 7 l 30. The administration thinks the portion of my “OIL load! as thcrminUd by II II II “ II the number of classes 1 teach, is normal. 188 37. The community thinks emy wages, based on my formal education to become a teacher, are adequat u I l 38. A majority of the faculty think the behavior of the students is poor. 39. The faculty and administration think my relations with parents of the students are satisfactory. 40. 1 do not receive the amount of professional recognition I desire in my present occupational position. 41. The probability of my remaining in my present position is very high. I: The administration thinks I will probably remain in my present position. l3. My students are very industrious. ill. A majority of the staff think the students are quite la:y. IS. lhe administration thinks they are being Fair in allocation of funds to subject areas. 46. Hy participation in clubs and organizations in the community is poor. 47 The administration thinks our relations relative to class scheduling are II good. is lhe probability of my achieving a desirable level of economic earning in my present occupation is excellent. 49. Members of the conwunity think my relations blth community leaders are satisfactory. ll |l|| H II II Ii 50 The administration think our relations relative to class schedulina are II II II II II goo . 51. The opportunity For me to advance in my profession is not increased by II II II II II moving within the profession. 52 A majority of the faculty think the students are very cooperative. 53. Members of the community think my relations hith business men of the community are very 54. Members of the community think my relations with church organi:ations are II II II II II satisfactory. SS lhe administration views me as having a personality bell suited for I teaching. II II I, II II , . . , II lilIlIlI so Most students are understanding 01 their Ohm problems. 57 The administration thinks my class si:c is comparable to other subject II II II II II 58 My required number of different preparations is normal {or our school. II II II II II 39. The wages paid me, based on the number of yiars l haic taurht, are II II II II II adequate 00. dembers of the teaching staff think I am satisfied in my present occu- II II II II II pation .. , ||||||II|i “1 \b present occupation gives me conSiderable satislaction. ()2. lhe teaching staff thinks the nages paid me, based on the number of years I ha\e taught, are \ery adequit 63. \W work load, as determined b\ the length 01 the school year, is compar~ able to other occupit ons. 189 thC 1. 04 My relations with businessmen in the community are satisfactory. ff 'fl H H fi“ 65. My administration is very conscientious in assignment of duties. || '| [I I] ll 66. lhe employment procedures used by the administration during my employment ll [I ‘I II II were goo . I I 1' 1| IH ' 67 My present position is challenging. I! ’| || ll I 68 The staff thinks of me as being quite intelligent. ,| 'I II I] II 69 My relations with parents of students are excellent. 70 I desire to change occupations in order to achieve greater self- I' l' I! I] 'I satisfaction. 71 The numher of students in my classes are comparable to other subject || ijvl. || ll areas in our school. 72 The students in my classes are interested in learning the muterials l ‘l II II II II APPENDIX C KUDER—RICHARDSON RELIABILITY SOURCE TABLES FOR PRE—TESTS AND TEST INSTRUMENT APPENDIX C-l PRETEST TOTAL TEST RELIABILITY AND SUBCATEGORY RELIABILITY 192 TABLE C,l-—Source table Kuder—Richardson reliability on ninety-six item pre—test. Source SS df MS F Rel. Ind 1.A5 53 2.7M 2.M9 .96 Items 2.38 95 2.51 2.28 Error 5.53 5035 1.10 Total 7.22 5183 APPENDIX C—2 SOURCE TABLE KUDER—RICHARDSON RELIABILITY ON NINETY—SIX STATEMENT PRE—TEST 194 TABLE C.2.——Souree table Kuder—Richardson reliability on ninety—six statement pre—test. Source SS df MS F Rel. Sub Test #l——Wages Ind l.U0 53 2.6“ 2.U2 .59 Items 1.07 11 9.72 8 89 Error 6.37 583 1.09 Total 8.8“ 647 Sub Test #2——Work Ind 1.22 53 2.31 2.32 .57 Items 1.03 ll 9.35 9.39 Error 5.80 583 9.95 Total 8.05 6“? Sub Test #3——Community Role Ind 9.71 53 1.83 3.07 .67 Items 5.U6 ll “.96 8.32 Error 3.H8 583 5 07 Total 5.00 6A7 Sub Test #U——Administrative Relations Ind 8.22 5 1.55 1.8“ U6 Items 5.76 ll 5.23 6.23 Error “.90 583 8 U0 Total 6.30 647 Sub Test #5——Student Relations Ind l 07 53 2.03 2.03 .51 Items 1.3“ 11 1.22 1.22 Error 5.52 583 9.99 Total 23 537 Sub Test fl6——Professional Advancement 1nd 1 35 53 l 60 2.0, 52 Items 2.714 11 2 L49 1.98 Error 7 3“ 553 1 36 Total 3.99 697 Sub Test #7——leaeher Capabilities Ind 9.90 53 1.57 2.38 .58 Items 5 69 11 L35 14.28 Error H.57 58} 7,8A Total 0 25 6M/ Sub Test #8——Professionai Capabilities 9.51 53 1.79 1.85 .U6 £22m 1.88 11 i-Zl 1.77 Error 5.66 533 9.10 Total 8 A9 6H7 APPENDIX C—3 SOURCE TABLE KUDER—RICHARDSON RELIABILITY FOR FIFTY SEVEN ITEM PRE-TEST 196 TABLE C.3-—Source table Kuder—Richardson reliability for fifty-seven item pre-test. Source SS df MS F Rel. Ind 1.18 53 2.22 1.51 .93 Items 2.31 57 “.12 2.79 Error H.38 2968 1.A7 Total 5.79 3079 APPENDIX C—u SOURCE TABLE KUDER-RICHARDSON RELIABILITY ON FIFTY-SEVEN STATEMENT PRE-TEST 198 TABLE C.“-—Source table Kuder-Riehardson reliability on fifty—seven statement pre—test. Source SS df MS F Rel. Sub Test #l——Wages Ind 2.1“ 53 “.0“ “.78 .79 Items 5.07 6 8.““ 1 00 Error 2.68 318 8.“3 Total 5.33 377 Sub Test #2—-Work Ind 1.07 53 2.02 2.57 _61 Items 7.50 6 1.25 1.59 Error 2.50 318 7.87 Total “_32 377 Sub Test #3——Community Role Ind 8.2“ 53 1.55 3.05 .67 Items 2.60 6 “.33 8.52 Error 1.62 318 5.09 Total 2.70 377 Sub Test #“—-Administrative Relations Ind 8.32 53 1.57 2.52 .60 Items 3.“5 8 “.31 6.91 Error 2.6“ “2“ 6.23 Total 3.82 “85 Sub Test #5——Student Relations Ind 6.“1 53 1.21 9.67 .03 Items 8.6“ 2 “.32 3.“5 Error 1.33 106 1.25 Total 1.97 161 Sub Test #6—-Professional Advancement Ind 1.32 53 2.“8 2.08 .52 Items 1.75 5 3-“9 2.92 Error 3.17 265 1.19 Total “. 6 323 Sub Test #7——Teaeher Capabilities Ind 7.68 53 1.“5 2.01 .50 Items 2.85 R 3.56 “.9“ Error 3.06 “2“ 7.22 Total 6.68 “85 Sub Test #8—-Professiona1 Capabilities Ind 1.“O 13“ 1.05 1.15 .13 Items 6.51 8 8.1“ 8.92 Error 9.78 1072 9.12 Tota1 1.77 121“ APPENDIX C—5 RELIABILITY OF THE TEST INSTRUMENT 200 TABLE C.5——Reliabi1ity of the test instrument. Source SS df MS F Rel. Individuals 3.03 13“ 2.26 l.“9 .93 Items 5.57 71 7.8“ Error 1.“5 951“ 1.52 Total 1.80 9719 APPENDIX C-6 SOURCE TABLE KUDER-RICHARDSON RELIABILITY FOR TEST INSTRU— MENT SUBCATEGORIES 2(12 TABLE C.6-—Souree table Kuder—Riehardson reliability for test instrument subcategories. Source SS df Ms E Rel. Sub Test #1——Wages Individualsb “.“9 13“ 3.36 “.“7 .77 Items “.8 8 6.00 7.99 Error 1.7“ 1072 7.51 Total 1.7“ 121“ Sub Test #2——Work Individuals 1.68 13“ 1.25 1.52 ' .3u Items 1.50 8 1.87 2.26 Error 8.85 1072 8.25 Total 1.20 121“ Sub Test #3——Community Role Individuals 2.32 13“ 1.73 2.5“ .60 Items 9.07 8 1.13 1.67 Error 7.30 1072 6.81 Total 1.05 121“ Sub Test #“—-Administrative Relations Individuals 1.60 13“ .19 1.7“ .“3 Items 1.13 8 l.“2 2.06 Error 7.36 1072 6.87 Total 1.01 121“ Sub Test #5—-Student Relations Individuals 2.6“ 13“ 1.97 1.85 .“5 Items 6.“6 8 8.08 Error 1.1“ 1072 1.07 Total 1.“7 121“ Sub Test #6——Professiona1 Advancement Individuals 2.75 13“ 2.06 1.89 .“7 Items 1.29 8 1.62 1.“9 Error 1.16 1072 1.09 Total 1.57 121“ Sub Test #7-—Teacner Capabilities Individual 1.33 13“ 9.90 1.30 28 Items 6.90 8 9.63 1.72 Error 7.59 1072 7.00 Total 1.58 121“ Sub Test #8—-Professional Satisfaction Individual 1.“O 13“ 1.05 1.15 .12 Items 6.51 8 8.1“ 8.92 Error 9.78 1072 9 12 Total 1'77 121“ APPENDIX D SOURCE TABLES FOR UNIVARIATE F TESTS FOR VARIABLES, MAIN EFFECT AND INTERACTION OF AGE AND MAIN EFFECT APPENDIX D-1 SOURCE TABLE POPULATION CENTER SIZE 2(15 TABLE D.1-—Source table population center size. Source ‘ ss df MS F Sig Sub Test #1——Wages Pop. Cent. ' 62.“7 2.5“ N.s.* Within 131 2“.62 Total 13a Sub Test #2-—Work Pop- Cent- 3 3.u1 3.33 'N.s. Within 131 10.28 Total 13“ Sub Test #3——Community Role Pop. Cent. 3 l“.30 1.12 N.S. Within 131 12.7“ Total 13“ Sub Test #“——Administrative Relations Pop. Cent. 3 6.75 0.78 N.S. Within 131 8.63 Total 13“ Sub Test #5—-Student Relations Pop. Cent. 3 11.10 0.8“ N.S. Within 131 12.52 Total 13“ Sub Test #6——Professiona1 Advancememt Pop. Cent. 3 8.20 0.68 N.S. Within 131 11.98 Total 13“ Sub Test #7——Teacher Capabilities Pop. Cent. 3 .053 0.07 N.S. Within 131 7.19 Total 13“ Sub Test #8——Professional Satisfaction Pop_ Cent. “.01-l 0.50 N S Within 131 7.9“ Total 3“ *N.S.—-not significant APPENDIX D-2 SOURCE TABLE OUT—RETURNED TABLE D.2——Source table out—returned. Source SS df MS F Sub Test #1-—Wages Out—Returnedb l l7.“6 0.68 N. Withine 133 25.33 Total 134 Sub Test #2--WOrk Between 1 3.16 —.31 N. Within 133 10.18 Total 13“ Sub Test #3——Community Role Between 1 3.82 0.03 N. Within 133 12.8“ Total 13“ Sub Test #“--Administrative Relations Between 1 .09 0.01 N. Within 133 8.65 Total 13“ Sub Test #5——Student Relations Between 1 .51 0.0“ N. Within 133 12.58 Total 13“ Sub Test #6——Professiona1 Advancement Between 1 8.“9 0.71 N. Within 133 11.93 Total 13“ Sub Test #7-—Teaeher Capabilities Between 1 8.05 1.1“ N. Within 133 7.03 Total 13“ Sub Test #8—-Professional Satisfaction Between 1 3.08 0.39 N. Within 133 7.89 Total 13“ APPENDIX D—3 SOURCE TABLE FOR INDUSTRIAL ARTS AND VOCATIONAL EDUCATION 2(19 TABLE D.3-—Source table for industrial arts and vocational education. Source SS df Ms E Sig Sub Test #1——Wages Ind. Art-Voc. Ed. 1 l9.“3 0.758 N.S. Within 133 25.51 Total 13“ Sub Test #2——Work Between 1 9“.61 9.97 3* Within 133 9.“9 Total 13“ Sub Test #3-—Community Role Between 1 3.“6 .27 N.S. Within 133 12.8“ . Total 13“ Sub Test #“-—Administrative Relations Between 1 2.86 .33 N.S. Within 133 8.63 Total 13“ Sub Test #5--Student Relations Between 1 9.61 .77 N.S. Within 133 12.5 Total 13“ Sub Test #6——Professional Advancement Between 1 0.15 .01 N.S. Within 133 11.99 Total -. 13“ Sub Test #7-—Teacher Capabilities Between 1 0.05 01 N S Within 133 7.09 Total 13“ Sub Test #8—-Professional Satisfaction Between 1 “.55 .57 N.S. Within 133 7.88 Total 13“ APPENDIX D—u SOURCE TABLE MOVES \ , 2151 TABLE D.“-—Source table moves. Source . SS df MS F Sig Sub Test #l-—Wages Moves “ 19.19 0.75 N.S. Withih 130 25.66 Total 13“ Sub Test #2——WOrk Between . “ 12.79 1.27 N.S. Within 130 10.05 Total 13“ Sub Test #3-—Community Role Between “ 16.28 1.29 N.S. Within 130 12.66 Total 13“ Sub Test #“—-Administrative Relations Between “ “.78 0.55 N.S. Within 130 8.71 Total 13“ Sub Test #5—-Student Relations Between “ 7.36 0.58 N.S. Within 130 13.65 Total 13“ Sub Test #6--Professional Advancement Between u 9,5u 1_37 N.S Within 130 12.15 Total 13“ Sub Test #7--Teacher Capabilities Between “ 9 5“ l 37 1 3 Within 130 '0 Up Total 13“ Sub Test #8—-Professiona1 Satisfactiov Between “ 6.31 0 i0 N o Within 1%0 .._1 Total 13U APPENDIX D-5 SOURCE TABLE EXPERIENCE 213 TABLE D.5--Source table experience. Source SS df MS F Sig Sub Test #1——Wages Experienceb “ 80.00 3.36 8** Within 130 23.79 Total 13“ Sub Test #2--WOrk Between “ 19.92 2.03 N.S Within 130 9.83 Total 13“ Sub Test #3-—Community Role Between “ 19.“7 1.55 N.S Within 130 12.56 Total 13“ Sub Test #“—-Administrative Relations Between “ 7.82 0.91 N.S Within 130 8.61 Total 13“ Sub Test #5——Student Relations Between “ 5.33 0.“2 N.S Within 130 12.71 Total 13“ Sub Test #6——Professiona1 Advancement Between “ 23.0“ 1.99 N.S. Within 130 11.56 Total 13“ Sub Test #7--Teacher Capabilities Between “ “.52 0.63 N.S Within 130 7.12 Total 13“ Sub Test #8-—Professiona1 Satisfaction Between “ 15.13 1.98 N.S Within 130 7.63 Total 13“ APPENDIX D—6 SOURCE TABLE AGE 21.5 TABLE D.6-—Source table age. Source 88 df MS F Sig Sub Test #1——Wages Age 33.31 1.32 N 8 Within 130 25.2 Total 13“ Sub Test #2-—Work Between “ 23.“8 2.“2 N.S. Within 130 9.72 Total 13“ Sub Test #3—-Community Role Between “ 26.77 2.17 N.S. Within 130 12.3“ Total 13“ Sub Test #“——Administrative Relations Between “ 19.5“ 2.37 N.S. Within 130 9.25 Total 13“ Sub Test #5—-Student Relations Between “ “3.12 3.73 S** Within 130 11.55 Total 13“ Sub Test #6-—Professionil Aivaneement Between “ ‘3 3. 1 7“ i S Within 130 11.1.1 Total 13“ Sub Test #7-—Teacher Cipabilities Between “ ;.5“ 3 35 h S Within 139 . 1" Total 1 u Sub Test 59-—Professional Satisfif Between “ 11.:f 1 Cl 1 S Within 130 :- “ Total 13“ APPENDIX D-7 SOURCE TABLE OUT-MOBILE AND ACTIVES 217 TABLE D.7——Souhce table out—mobiles and actives. Source SS df MS F Sig Sub Test #l——Wages Out-Mobile, Activeb 1 72.83 2.90 N.S. Within 133 25.11 Total 13b Sub Test #2-—Work Between 18.11 1.80 N.S Within 133 10.07 Total 13“ Sub Test #3——Community Role Between 1 7.12 0.56 N.S Within 133 12.81 Total 13“ Sub Test #“——Administrativc Relations Between 1 3.39 0.39 N.S Within 133 8.63 Total 13“ Sub Test fi5—-Student Relations Between 1 5.08 0.“0 N.S. Within 133 12.5“ Total 13“ Sub Test #6——Professional Advancement Between 1 67.06 5.83 S** Within 133 11.118 Total 13“ Sub Test #7-—Teacher Capabilities Between 1 9.22 1.31 N.S. Within 133 7.03 Total 13“ Sub Test #8——Professiona1 Satisfaction Between 1 19.50 2.51 N.S. Within 133 7.77 Total 13“ APPENDIX D-8 INTERACTION SOURCE TABLE, BETWEEN AGE AND OUT-MOBILES, ACTIVES IN THE EIGHT SUBCATEGORIES OF THE INSTRUMENT 219 TABLE D.8--Interaction source table, between age and out-mobiles, actives in the eight subcategories of the instrument. Source SS df MS F Sig Sub Test #l--Wages Interactionb 2 1“.98 .60 N.S. Within 127 25.15 Total 129 Sub Test #2——Work Between 2 12.82 27 H S Within 127 9.59 Total 129 Sub Test #3——Community Role Between 2 25.00 2.12 N.S. Within 127 12.15 Total 129 Sub Test #“-—Administrative Relations Between a “.“6 .53 ILS. Within 127 7.39 Total 129 Sub Test #5—-Student Relations Between 2 2.80 .2“ N.S Within 127 11.b1 Total 129 Sub Test #6--Professiona1 Advancement Between 3 37,33 3 39 34* Within 127 11.10 Total 129 Sub Test #7 Teacher 7apabili‘les Between a; :.9: “j o Within 131 . 1/ Total 129 ”ub est #‘-—F“cfeo510nal ‘3--s?a: 13 1 i: r. r; : 1:1 5" 0 Between 32 ‘g a; Within 1:; I..J Total