‘FI—l-l-I-I-l-I-I-I-I-l-u'l QCCUI’ATIONAL SELF-IMAGES OF TEACHERS: A STUDY OF THE OCCUPATIONAL INVOLVEMENYS AND WORK-ROLE ORIENIATIONS OF MICHIGAN INDUSTRIAL EDUCATION TEACHERS I-Imsis {or II‘ne Deqma of Ed. D. MICHIGAN STATE UNIVERSITY Hilding E. Nelson 1962 This is to certify that the thesis entitled OCCUPATIONAL SELF-IMAGES OF TEACHERS: A STUDY OF THE OCCUPATIONAL INVOLVEMENTS AND WORKLROLE ORIENTATIONS OF MICHIGAN INDUSTRIAL EDUCATION TEACHERS presented by Hilding E. Nelson has been accepted towards fulfillment of the requirements for Ed.D. degree in Education MJM/ Major pr/f/o essor Date August 14. 1962 0-169 LIBRARY Michigan State University (- ABSTRACT OCCUPATIONAL SELF IMAGES OF TEACHERS: A STUDY OF THE OCCUPATIONAL INVOLVEMENTS AND “ORE-ROLE ORIENTATIONS OF MICHIGAN INDUSTRIAL EDUCATION TEACHERS by Hilding E. Nelson Statement g£.£h=.Problem. The central concern of this study may be seamed-up in its major hypothesis, which states that, the kinds of occupa- tional involvements of Michigan junior high school industrial education teachers. and their major work-role orientations are related to specific factors identifiable in their social, occupational and educational back- grounds. In essence, it seeks to assess the self-images that teachers hold in relation to their work situation. The importance of this study rests upon an assumption that modifi- cation of work behavior attitudes requires an understanding of the indi- vidual's latent behavioral characteristics in relation to modifiable aspects in his experiential environment. From this premise, the study sought to identify latent characteristics through analyses of the self-inages at in- dustrial education teachers toward their occupation. Further, it tested relationships between the selfdimages noted and environmental variables. Methodology. the population included in this study uas taken from the total population of junior high school (grades 7-9) teachers in Michigan Public schools. From a total population of 379 teachers. 230 were directly r‘I’I'esented in this study. The first stage in the study involved identification of the teacher self-images. For this assessment, two inventories were used: (1) Dr. Robert Hilding E. Nelson Dubin's "central life interest" inventory, and (2) a major work-role inven- tory developed by the investigator. ‘ Dubin's inventory consisted of A0 questions. The inventory identified four aspects of behavior and total "central life interest” of individuals within the work setting. In all five areas, the respondent was rated as job or non-job committed. The author's inventory consisted of nine questions aimed at identi- fying work-role orientations. These orientations were defined in the study as teaching, balanced-teaching-specialisn, and specialism. The second stage in the study sought to relate the noted occupational involvements (Dubin inventory) and role orientations to fifteen environmental- factors. The chi square statistic was used throughout the study to test ob- served distributions at the .05 levels! significance. Major Findings. The industrial education teachers studied exhibited the following characteristics. 1. The teachers, typically, did not view their occupation as their major “central life interest." 2. They tended to be committed to the methodology and activities prescribed by the organisation for accomplishing the work tasks. 3.. They tended to be committed to the fulfillment of the minimal rules, regulations, and procedures required by the work organisation. 6. They tended to use their own objectives as guides for actually carrying-out~lhe work tasks whenever possible-othey are non-job committed in the non-fornal work behavior sector. it] They tended to prefer primary, interpersonal contacts with persons outside the occupation. Hilding 8. Nelson Their "central life interest” (total job involvement) did not have notable interdependence with any of the study variables. 7. Their commitment to the work rules, regulations and procedures decreased as the number of industrial education teachers per school district increased. 8. Their commitment to the prescribed work methodology and activ- ities decreased with higher educational degree status. 9. The teachers' commitment to the prescribed nethodology and activ- ities in the work situation increased with membership and active participa- tion in state educational associations. 10. Their tendency to use their own objectives in actually accom- plishing job tasks was even less for Master's degree holders, than for holders of a Bachelor°s degree. 11. The typical industrial education teacher placed value upon the functions of teaching and of specialism with relative equality. 12. Teachers, holding a primary self-image in the specialism role, did not expect reinforcement of this orientation through affiliations with state educational organizations. 13. Teachers with balanced teaching-specialism role orientations appeared to expect (or get) role recognition through active participation in state educational organizations. 14. Teachers with primary self-images in the teaching role expected role-reinforcement through membership and officership in state educational associations. 15. Teachers in small schools preferred the specialism role orienta- tion to a greater extent than those in large schools. 16. Teachers in all sizes of schools tended to have comparable Hilding a. lelson balanced-teaching-specialisn role orientations. 17. Teachers in large schools tended to value the teaching role to a greater extent than those in smaller-sized schools. The following variables did not evidence any apparent relationships with either occupational involvements, or work-role orientations: length of teaching experience, currently taking coursework, purpose for taking coursework, length of manufacturing work experience, type of teaching as- signment, affiliations with labor organizations, and affiliations with trade associations. OCCURATIONAL SELF-IMAGES OF TEACHERS: A STUDY OF THE OCCURATIONAL INVOLVEMENTS AND WORK-ROLE ORIENTATIONS OF MICHIGAN INDUSTRIAL EDUCATION TEACHERS BY. \ t Hilding E. Nelson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Education 1962 AMHUKNHEDGMENHS The author would like to recognize the assistance and encouragement he has received in this research endeavor. To the following people, who have served so well and helped bear the problems of a novice in the field of educational and sociological research, this effort is dedicated. To Dr. John A. Fusak, chief evaluator, and the other members of the doctoral commdtteo: Dr. George L. Brandon, Dr. Hilliam‘A. tonnes, and Dr. Clyde M. Campbell; ‘A special note of thanks is due Dr. Faunce for suggesting the “occu- pational involvement” approach, and for invaluable assistance in selecting and utilizing the analytical devices; To Dr. Robert Dubin (University of Oregon) who has regularly as- sisted in the proper application of his "central life interest" inventory; To Mr. R. M. Richardson (California State Polytechnic College) who carried out the statistical analysis from the study data, at a great saving of time for the author; To the California State Polytechnic College, for the use of their Bendix Computer, and to Dr. Walter Schroeder who made its use possible; To my wife, Doris, who above and beyond the call of duty, has an- couraged, caJeled.when necessary, corrected and typed the initial manu- scripts, and suffered through the three years which have led to this moment; To our children, Christine, Susan and Peter, who have suffered many, it many hours of banishment while their father put the pieces together; and To a great multitude of other people without when the work could not be conpleteduespecially, the junior high school industrial education teachers of Michigan. 111 TABLE OF CONTERTS Page ACKNOHLBMMENTS......................... ii LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . vii LIST OF FIGURES . . . . . . . . . .~. . . . . . . . . . . . . . . ix LISIOFAPPEHDICESOOOOOOOOOOOOOOOOOOOOOOO x Chapter I. THE PROBLEM AND ITS JUSTIFICATION . . . . . . . . . . . . 1 Introduction Statement of the Problem Justification of the Problem Delimitation of the Study Summary II. THEORETICAL FRAMEWORK FOR THE PROBLEM . . . . . . . . . . 7 A. Developmental Patterns for Tendencies toward Behavior Biogenic Determinism Social Determinism Socialization B. The Social Structure and Expectations Status and Role Role and Reference Groups C. work Behavior - The Behavioral Systems ‘\Central Life Interest Summary: Related to Study Proposal III. HYPOTHESES AID OPERATIONAL DEFINITIONS . . . . . . . . . 31 Tostable Hypothesis Stages for Tooting the Hypothesis Operational Definitions The Hypotheses to be Tested A. Occupation Involvement B. Touching‘Specialism C. Occupational Involvement and Teacher-Specialism Relationships iv Page IV. THE INVENTORIES USED IN THE STUDY . . . . . . . . . . . . 35 A. The Dubin Inventory 3. The Teacher-Specialism Inventory Work-role Orientation Toward Teaching Work-role Orientation Toward Specialism Development of the Inventory Scalogram Analysis Reliability Coefficient Analysis of Sample Characteristics Evaluation of Preposed Inventory The Ratings of Orientation Types C. Relationships Between Study Inventories V. THE STUDY POPULATION AND ANALYSIS OF RESPONDENTS . . . . 48 Location of the Population Responses to Study Questionnaire 'Analysis of Respondents Distributions of Responses in Selected Variables A Look at Non-Respondents Normal-Distribution Character of Responses VI. TESTS OF HYPOTHESES FROM STUDY DATA . . . . . . . . . . . 61 The Form for Data Analysis A. Occupational Involvement Hypotheses Hypothesis A1 Hypothesis A2 Hypothesis A3 Hypothesis A4 Hypothesis A5 Comparisons of Teacher Commitments with Previous "Central Life Interest” Applications. B. work Role Orientation Hypotheses Hypothesis 81 C. Study Variable-Occupational Involvement Relationship Hypotheses Hypothesis A7 (Variable 13) Hypothesis A8 (Variable l6) Hypothesis A8 (Variable 22) Hypothesis A9 (Variable 16) D. Study Variable-work Role Orientation Hypothesis Relationships Hypothesis 82 (3-answer, Variable 22) Hypothesis 32 (Z-answer, Variable 11) E. Summary of Significant Hypotheses . . . . , . Page VII. INTERPRETATION OF STUDY FINDINGS . . . . . . . . . . . . . 88 a. C. Occupational Involvement Formal Behavior Characteristics Technological Behavior Characteristics Non-formal Behavior Characteristics Informal Behavior Characteristics Implications of Occupational Involvement Increasing Formal Behavior Involvement Increasing Technological Behavior Job Involvement ~ Increasing Non-formal Behavior Job Involvement Further Considerations for Increasing Occupa- t ional Involvements work Role Orientations Implications of Hark Role Orientations Increasing Balanced Role Orientations Increasing Specialism Orientations Increasing Teaching Orientations Summarization VIII. EVALUATION OF THE STUDY . . . . . . . . . . . . . . . . . 118 A. B. C. D. The First Expectation The Second EXpectation The Third EXpectation Conclusion BIBLImWHYC0.00000000000000000000... 122 APPENDHO......OOOOOOOOOOOOOOOOOOOOO 124 vi Table l. 2. 3. 4. 5. 6. 7. 8. 9a. 9b. 9c. 10. ll. 12. LIST OF TABLES Characteristics of the Selected Sample Groups . . . . "t" Test Applied to Select Sample Groups . . . . . . General Population-Response Information . . . . . . . Response Representations Schools and Teachers . . . Breakdown of Respondents by School Classification and by Number of Industrial Education Teachers per SChOOI e o e e e e e e e e e e e e e e e e e e e e e Teacher per School Representations: Study Classifications e o e a e e a e e e e e e e e e e e 0 Representation in Length of Teaching Variable . . . . Teachers in Schools Not Represented in Responses . . Mean and Standard Deviations of weighted Ratings . . Determination of Expected Normal Ratings . . . . . . Chi Square Test for Normal Distribution . . . . . . . Significant Differences Between Occupational In- volvements of Industrial Education Teachers . . . . . 10.1 Total Occupational Involvement . . . . . . 10.2 Formal Involvement in the Occupation . . . 10.3 Technological Involvement in the Occupation 10.4 General Involvement in the Occupation . . . 10.5 Informal Involvement in the Occupation . . Comparisons of Five Applications of the "Central Life I‘DCIGIC" Inventory e e e e e . o e e e e e e e e e e Significant Differences Between work Role Orienta- tions 0‘ IndUOCTICI Education TC‘ChCTI e e e e e e o 12.1 Dork Role Orientations (3-answer responses) 12.2 Hark Role Orientations (2-answer responses) vii Page 42 43 50 52 53 54 55 56 58 59 60 68 68 68 68 69 70 73 73 73 Table P‘BG 13. Significant Relationships Between Variables and the Occupational Involvements of Industrial Education T‘IChCII e e e e e e e a e e e e e e e e o e e e e e e a e 79 13.1 Relationships Between the Number of Industrial Education Teachers in a District and the Formal Involvements of I..Ch.r. e e e e e e e e e e e e e e e e e e e e 79 13.2 Relationships Between the Level of College Education and the Technological Involve- ments of Industrial Education Teachers . . . . . 79 13.3 Relationships Between Affiliations in State Educational Associations and the Technological Involvements of Industrial Education TCCChOIO e e e e e e e e e e e e e e o 80 13.4 Relationships Between the Level of College Education and General Involvements of Industrial Education Teachers . . . . . . . . . . 80 14. Significant Relationships Between Variables and work Role Orientations of Industrial Education Teachers . . . . 83 14.1 Relationships Between Affiliations in State Educational Associations and the Nork Role Orientations of Industrial Education TCIChGIB o e e e e o e e e e e e e e e e e e e e 83 14.2 Relationships Between School Size and work Role Orientations of Industrial Education TCCChQIS e e e e e e a e e e e e e e e 83 viii LIST OF FIGURES Figure Page 1.1 working Behavior is the Product of Complex Inter- actions Between Society and work Organisation . . . . . . 23 2. Hoyt's Test for Reliability of Total Score . . . . . . . 41 3. Score-Type Assignments from Standard Deviations andNormalCurvea........,............ 46 in Appendix A. C. LIST OF APPENDICES Page In'.nt°ry Information a o o o o o o o e o o o e o o o o 124 Teacher-Specialism Scalogram Analysis (ThrCC .ns'.r) o o o o o o o e o o e e e o o e o o o o 12‘ Hoyt's Test for Reliability (Three answer) . . . . . . 125 Teacher-Specialism Scalogram Analysis (I‘D answer) o a o o o o o o o o o o o o o o o e e o o 126 Hoyt's Test for Reliability (Two answer) . . . . . . . 127 Study Questionnaire . . . . . . . . . . . . . . . . . . 128 Population for Study and Responses . . . . . . . . . . 136 Population Distribution Data Summary . . . . . . . . . 140 A 6: Total Behavior, Distribution by Variables . . . . 140 A 7: Formal Organisation Behavior, Distribution by Variables o o o o o o o o o o o e o o e o o e 141 A 8: Technological Behavior, Distribution by VltilblCI o o o o o e e o o o o o o o o o o o o o 142 A 9: General Behavior, Distribution by Variables . . . 143 A10: Informal Behavior, Distribution by Variables . . 144 32a: Teacher-Specialism Orientations, Distribution by Variables (3-answer responses) . . . . . . . . 145 'BZb: Teacher-Specialism Orientations, Distribution by Variables (2-answer responses) . . . . . . . . 146 C 1: Total Involvement, Teacher-Specialism DSICILBUtLOn o o o e o o o o o o o e o o e e o a 1‘7 C 21 Formal Organization Behavior, Teacher- 147 SPCCLCILUC Distribution o o e o o o o o e o o e Appendix Page C. c 3: Technological Behavior, Teacher-Specialism Distribution o o o o o o o o o o o o o o o o o o 1‘7 c 48 General Behavior, Teacher-Specialism DISCIIUIIIOI o o o o o o e o o o o o o o o o e o 1‘7 C 5: Informal Behavior, Teacher-Specialism Dilttlb‘ti.‘ o o o o o o o o o o o o e o o o o o 1‘7 D. Job Involvement Distributions by voriablos . . . . . . 148 8. Herb Role Orientation Distributions by Variables . . . 153 F. Job Involvement Distributions by Bert Role . . . 158 031.33.31.33 no a o o o o o o o o o o o e o o o o ni CHAPTER I THE PROBLEM‘AND ITS JUSTIFICATION Introduction. At some point in every person's life there comes a time for decision-making which may alter that person's life, forever; that point was reached by the author three years ago. For ten years, he had taught in a public school in the southwestern part of the country; then suddenly, these benefits and securities were thrown over, and his family uprooted as he sought answers to some of the greater issues connected with his career, teaching. Of course, not all the motives for this sudden change were altru- istic; few men are capable of completely unselfish motives. Nor are such transformations as immediate as they seem, for few persons will act with brazen rashness-u-ignoring ultimate consequences. It is only after some goal has become an imperative, and the imperative offers some possibility of realization that rational man will break-off old ties and seek the now. One of these imperatives for the author came as a resultant of years of interaction between other teachers and himself. It came to his con- sciousness gradually, and at least one aspect of it forms the basis for the ensuing study. This main imperative was a felt-need to aid in the improve- ment of teaching; to do this, a better understanding was needed of the ways in which teachers view themselves in their occupational world. It appeared to the author-that teachers look at themselves in rela- tion to their work in~mmmy ways. He noted many degrees of variation in these 2 views, ranging from complete dedication to the occupation to an opposite extrema--the acceptance of work simply as a means of earning a livelihood. Beyond these varying commitments toward the occupation, other orienta- tions seemed to be exhibited. Some teachers seemed to select as their major occupational role the mechanics and techniques related to the processes of teaching, seeking to become expert in the means for transmission and utiliza- tion of knowledge. At the other extreme were those teachers dedicated to the subject-matter, per as, above all other things on the job. The remainder of the teachers seemed to fall somewhere between the two extremes. The concept of occupational involvement, or work commitment, was brought to the author's attention during an industrial sociology course under Dr. william Faunce at Michigan State University. Dr. Faunco's assistance and encouragement have played no small part in the evolution of this research effort. Statement gg'ghg_Prob1em. This study will revolve around the values and attitudes of industrial education teachers which may serve as guides-to- action as they relate themselves to the teaching occupation. (its central concern is the degree to which these teachers are committed to their 3J§:>) Further, this study will seek to distinguish between two possiblo role orientations on the job: the role as a teaching specialist, and the role of subject matter specialist. Finally, an attempt will be made to relate any notable variations in vork commitments and role orientations to a number of variables which are capable of modification within the teacher's experiential environment. Justification gg_the Problem» This study is premised upon several assumptions, the proof of which.will not be undertaken at this time. These 3 assumptions are part of the author's philosophy of teaching which presumes that teachers should have a hl§§e§93?93u2§ commitment,to,the.occupgtion, and a somewhat balanced orientation between teaching and subject matter speciali- sation, if they are to carryoout the functions of teaching in the best possible manner. The first assumption (commitment-§o_teaching2.is supported by edu- cators throughout the country. They spend a considerable amount of time verbalising about the "professional" teacher: a concept which implies a very V definite commitment to the occupational field:>> The second assumption (balanced role orientation) is purely con- jectural. It would seem logical, however, that some sort of balance between the techniques of teaching and the subject matter emphasis is necessary to preclude the possibility of either becoming an end in itself, rather than a means to the goal, education. One approach to the assessment of teacher work commitments and role H_“~ fi ,__ __ ___--.~—-—r. -~o-- "-' --—-’——fi orientations has been made through the medium of external evaluations, or -.. ‘1. ratings, of teacher performance by administrators or fellow-teachers in the school. These evaluations tend to be premised upon certain "agreed- upon” characteristics for a "professional” teachers) While this system is actively in use in most school systems, the definitions of professionalism tend to be highly nebuloug} Certainly, the above approach has some nerit in arriving at deci- sions about what is "good” or ”bad" in teaching and teaching behavior. It suffers, however, from an inherent bias of the evaluators, and cannot tell whether the behavior observed is an external manifestation for the benefit of the evaluator, or the resultant of the perceptions of the teacher in his occupational role. 4 It is this investigator's belief that observable behavior is only one part °f\19§1!1§931_22h3219F“‘ part that is highly concerned with g§:*‘ 91bitiniefiggfigxnltyminwawperticuler situation? at a particulsr_=oment. A person who exhibits desirable behavior at a particular moment of observa- tion proves only that he knows the ”correct” behavior to use in the situ- ation; this is insufficient evidence that the person will perform at a desirable level at other times. (1;: order to have some degree of predict- ability as to the teacher's subssduent behavior, some system is needed to determine the mental characteristics, or the tendencies toward behavior, of the teacher, in particular,ihis(valueshend attitudes in relation to his ;3 .mmw-r---.— -Mn- -- ”the Possession of a tool for assessing the work attitudes and role ‘ orientations of teachers could provide teacher educators and administrators‘ with invaluable assistance as they work with teachers and prospective teachers. The teacher educator needs this knowledge as he seeks to modify the behavioral attitudes and values of persons aspiring to be teachers, or to change work roles in the educational field. At the present time, the educator has no tool which will determine existing behaviors in relation to work, nor those that exist at the culmination of the educational program. The school administrator might use the work-behavioral device as a means for determining the latent attitudes of his staff mentors and, knowing this, be able to adapt his supervision and staff ”upgrading” to the needs and characteristics of the staff. This type of tool, used over a long period of time, might enable the administrator to recognise and remedy attitude-problems before they become overt behavioral problems. It is the author's hope that the subsequent inquiry will promote further investigations into teacher behavior and behavior-causative factors which may result in better means for the evaluation of teacher performance, and the improvement of the quality of teacher education. Delimitation 2; gig £9511. This study will concern itself with one facet of professionalism in teaching; it will be limited to an analysis of the‘occupational commitments#and the teacher-subject specialisation role orientations of junior high school, industrial education teachers in Michigan. This limitation is made necessary for a number of reasons, among which are the factors of economic, physical accessibility, and personal- experiential limitations of the researcher. Significant findings noted in this study may suggest the existence of particular characteristics which relate to all industrial education teachers; however, direct application of results may be made only to the study group. On the other hand, failure of this study to provide significant results should not be taken as proof that the field of inquiry has been exhausted. The small size of the sample, and its houogeneity of residence, educational level, general subject commonality, and inclusion of only the sale species may, individually or collectively, contribute to non-signif- icance of the final results. Summary. This study is being undertaken in an attempt to develop a better understanding of the latent behaviors of teachers. The need for such a study stems from a realisation.ef the manifest variations in comp mitmenta to work and work-role orientations exhibited by teachers‘with whom the author has cone in contact. The need is further justified on the basis of toacher-educators' commitments to the modification of indi- vidual behavior, which promises a necessity for the evaluation of values and attitudes before and after education-~an evaluation which cannot be made on manifested behavior alone. Finally, a need exists for a device which may be used by schoel administrators to verify manifest behaviors of teachers, and to assess any variations in work commitments which may //:;;affect teaching role-performance. Specifically, the study is cencernedw withi<:il) the degree of occu- pational commitment of the teacher (2) the degree of commitment to the role orientation of teacher specialist, or the role orientation of subject specialist, (3) the relation of particular role orientations to occupa- tional commitment, and (4) the relationships between particular environ- uental variables and differences noted in occupational commitment and in role orientations. The population to be used in the study will be the junior high school industrial education teachers in Michigan. CHAPTER II THEORETICAL FRAMEWORK FOR THE PROBLEM The primary concern of this section is the development of a theo- retical framework upon which a research study of industrial education teacher attitudes and central life interests may be based, and against which interpretations of study results may be made. Essentially, the focus will be upon the sociological factors which tend to promote commonalities or patterns of uniformity in attitudes and interests, and these forces which promote variations. when we seek to understand what conditions lead to attitude and attitudinal-behavioral development, we must be concerned with two primary interacting variables: the actor's tendencies toward particular types of behavior, and the expectations of "alters" with which the actor is faced in particular situations. In the first case, tendency-toward-behavior, we must assess the developmental forces which have led the individual to formulate perceptions of himself in his society, and from this basis, . postulate the effects of these social interactions. In the latter case, expectations, we are concerned with the forces, external to the individual, which tend to define individual roles and the rights and obligations asso- ciated with those roles. .A. DEVELOPMENTAL BATTERNS FOR TENDENCIES TORAED BEHAVIOR Biogenic Determinism. The individual is never a unique, self- contaiued entity unto himaelf. Even at birth, he is a product of a genetic 8 inheritance obtained from parental descendence, and his growth directions are resultants of interactions between the organism and the environmental forces of a human and natural society. The biological inheritance provides a basic framework of traits and capacities which tend to promote or limit an individual's behavioral tendencies and ultimate achievements. In general, the two distinguishable biological bases that affect an individual's development may be classed as physical and mental in character. The physical human attributes (q.v. skin pigmentation, other visible peculiarities, sex, growth determinants, etc.) may have important bearings upon an individual's attitudinal and value perceptions and orien- tations. These physical characteristics are not of major concern to this study, but their existence must be kept in mind as possible affective variables as the results of the proposed study are assessed. As a whole, the sample of industrial education teachers used in the study will tend to be male, white, and not widely varied in physiognometric characteristics. It is with the mental realm that this study is most interested. The mental attributes, those affecting abilities to learn.end to adapt to, and within, the social system are of consequential relevance for behavioral direction. Unfortunately, these biological factors have never been posi- tively and precisely delineated; they tend to be ”divided into four ad- suttedly overlapping categories: capacities, reflexes, 'instincts' and urges."1 Further, their relative importance to human behavior seems to change, or become modified, as the human organism matures and learns to adapt or to adjust to social and cultural conditions. lKingsley Davis, human Society, New York: The Macmillan Company, 1948’ p. 201. there seem to be certain uniformities in the organic development of the human species. Prescott identifies a "life dynamic," a sort of organic drive to complex growths . . . a life dynamic to become more complex operates in the human organism. It drives him to the fulfill- ment of his organic growth potentials. . . . Equally, it pushes him to maximize the complexity of his func- tioning at each maturity level and to learn whatever is available through functional interaction with his en« vironment. It makes him eager to learn, to establish and work toward goals, to invent, and to create. And, 'with each new level of complexity of knowledge and skill achieved and integrated into the organic whole, comes a new quantum of capacity to analyse, to reason, to purpose, and to produce something now. He further states that: ". . . every child goes through the same pat- terned sequence of organic differentiation and body growth, and each maturity level reached has its own associated developmental learning tasks."3 While these patterns of developmental uniformity exist in indi- viduals, at the same time there are forces which tend to channel organic energies into patterns of deviation. . . . for accompanying each eXperience is an effective component that causes the individual to take a position toward each person and happening he experiences. And as more and more attitudes build up and the accumulation of experiences is thought about, convictions begin to arise. Some of these convictions relate to right and 'wrong and build an ethical code. . . . Others relate to good taste or sportsmanship. . . . But others are more fundamental and deal with questions of value. So the individual not only identifies objects, people and the activities as valuable, he comes to identify himself in his own mind as a person who is seeking to realize these values. . . . It is also clear that values initiate 20. A. Prescott, Factors That Influencem igg, Pittsburgh: University of Pittsburgh Press, 1958, pp. 9, 10. 31bid., p. 25. 10 behavior and mediate the flow of energy into action in the human being.“ we recognize the existence and potential importance of the biogenic factors in human growth and development, and in consequent attitude‘forma~ tion. However, with the limited scientific data in this area, we can do little but conjecture as to their place in effecting behavioral tendencies. u. must, therefore, turn toward better substantiated sources in the field of sociology if we are to formulate an attitudinal-behavioral theory. §22i31_ggterminism. The human organism is asocial at birth. It does not have social personality, or any of the mental attributes which distinguish between animal and man. The infant is "of” society, but not a functional part in it. How then does the person learn to function? How is he socialized? What guides to action does he develop in this process of becoming a human member of society? Socialization. The amalgamation of the individual into the society begins at birth. The paradox of human societyo-that it has a unity and continuity of its own and yet exists solely in the minds and actions of its members-ocan be resolved only by understanding how the newborn individual is molded into a social being. without this process of molding, which we call ”socialization," the society would not perpet- uate itself beyond a single generation and culture could not exist. Nor could the individual become a person; for without the ever-repeated renewal of culture within him there could be no human mentality, no human personality. The cultural characteristics are transmitted to the individual through the social mechanisms". . . of habituation, learning, and symbolic ¥ ‘Iblde. Po ‘4o 5Davis, op. cit., p. 195. 11 communication; (which relate) to the general level of reality designated as sociowcultural.”6 forces It is important to note that: Most of the human behavior we regard as somehow given in the species does not occur apart from training and example by others. Most of the mental traits we think of as constituting the human mind are not present on- less put there by communicative contact with others. The following quotations from Davis' human Society summarize the at work in the socialization processes. The heart of socialization is the emergence and gradual development of the self or ego. It is in terms of the self that personality takes shape and the mind comes to function. ' . . . an essential characteristic of the self is its reflexive character. By this . . . (it is meant) that the self can be both subject and object to it- V~self . . . by looking at himself (through the eyes of others) . . . He learns to imagine how others judge his appearance, and then to react himself to this judgment as he imagines it. In acquiring the attitudes of others toward himself, the individual is not merely passive. He explores and finds out because the satisfaction of his wants greatly depends on others' attitudes toward him. . . . He has a powerful incentive to understand their attitudes, because otherwise he could not predict or control what happens to him. As the individual incorporates into himself the system of mutually related attitudes in the comp menity with reference to the common activities and goals of the group as a whole, he becomes a complete self. . . . The self, then, is a structure of attitudes, not a group of habits. . . . a dynamic system, the parts of which are functionally related but never completely integrated. ‘Ibid., p. 197. 7Ibidop Po 2°8o 12 As the normal individual becomes mature, s modus vivendi is worked out whereby some satisfaction is given to all ‘parta of the self but no part is allowed to run away with the others and thus divorce the person from his social reality. . . . once he is socialized (the person) can remain solitary for a long time. . . . Eventually, however, he must have an audience. Otherw so he cannot check the accuracy of his own responses. The preceding quotations suggest the necessity for closer scrutiny of the significant others who are the models for additndinal development by the individual. Some of the obvious questions that must be probed in regard to the "socializers" include: "Who are they; are they chance or positive forces; how and when are they significant to the individual?" Again looking to Davis, we note: . . . (that) socialization has not been left to more accident but instead has always taken place within an institutional framework and been controlled through institutional channels. There are two quite distin- guishable categories of persons from'whom the child acquires the sentiments, beliefs, and knowledge of his culture. The first includes those who have authority over him, the second those who have equality with him. . . . both authoritarian and equalitarisn relationships contribute to the socialization of the child, and both tend to be ascribed (at least initially) in terms of sex, age, and kinship. Things that involve discipline and responsibility are usually handed over to authori arian relation, other things to equalitarisn relations. Throughout the preceding discussion of socialization, many guides- to-sction for the individual more notable. These guides include the nature of the emergent ego, communicative contacts, reflenion and selfpperception characteristics, assumption of roles of others, recognition of sanctions related to personal gratifications, social integration, and attitudinal- 81bid., pun... pp. 208-215. 9Ibid., passimb, pp. 215-118. 13 habit formation. Through implication it becomes evident that guides are established to enable the individual to achieve ego-satisfaction and meflership within the social structure. It has been noted that in the processes of socialization and the development of tendencies toward behavior, the evolution has taken place within the interactional framework of society and the culture. In this development, the individual has received impressions of, and reacted to, the expectations of other human beings in particular situations as he has developed the personality characteristics he will use in his dealings with his social world. From its earliest beginnings, the organism has had to react to aspectstions. As it matures, the organism's perceptions of ex- pectations are molded and sharpened; the individual finds that distinctions may be made into alternatives, and consequences of his actions predicted with a reasonable amount of success. The time has come to determine more precisely the expectations found in society. This search will take place in the social structures and their relationships to the established guides for behavior. 3. THE SOCIAL STRUCTURE AND mSCTATIONS The society does not adjust to the individual; it exists before the individual arrives on the scene, and presumably, shall continue long after he has departed. In some way, therefore, the individual ust develop means for functioning within the social structure. These means mat be premised upon certain assumptions as to their values and consequences for the indi- vidual and the society. while every person tends to be fitted within .the societal structure through the circumstances of his birth, the ultimate adaptations and adjustments he makes are subject to web variability. 14 The essence of any social situation lies in the mutual expectations of the participants.' These expectations rest to a great extent on the norms applicable in the situation. Every culture evolves folkways and mores to cover typical situations of the interacting parties. In this sense almost every situation is socially de- fined. Each actor has some conception of the others, and believes he has some notion of what they expect of him and of what they expect that he expects them to .‘PCC‘o The value of expectations lies in their usefulness for determining consequential actions. The nearest approach to total predictability is found in formal occasions when the behavior is minutely regulated according to convention and when deviation from the pre- scribed pattern is carefully avoided. Not all expectations are normative in character, however. There is a certain factual element that helps define what will happen. . . . The normative element is only one such factor. But even this hinges on another-~aamelyl'the status of the persons involved in the situation. 1 Status ggg’aole. Our concern with status and the associated strati- ficationsl aspects of society is to identify the forces which act as delimi- tational elements related to behavior of individuals. Davis indicates that .A person . . . enters a social situation with an identity already established. his identity refers to his sition, or status, within the social structure applicable to the given situation, and establishes his rights and obliga- tions with reference to others holding positions‘within the same structure. The normative system lays down the formal rights and ob- ligations in connection with a position. . . . All norms, no matter how expressed, are relative to the particular situation. which norm applies in a given case depends upon the relations between the statuses of the interacting parties. 101814., p. 83. lfrbid., passim», pp. 84-85. 15 Each person occupies many different statuses. Uh some- times speak of £h=.status of the social position.of a given individual, meaning the sum total of his specific statuses and roles. . . . More often, however. . . . we rate the person's behavior according to the norms applying to a specific status. The term, status, would . . . designate a position in J the general institutional system, recognized and sup- .U.= ported by the entire society, spontaneously evolved rather than deliberately created, rooted in the folk- 59 ways and mores. Office, on the other hand, would a F designate a position in a deliberately created organi- zation, governed by specific and limited rules in a limited group, more generally achieved than ascribed. . . . holding an office may at the same time give one status. The kind of status it gives depends upon the importance, scope, and function of the organization of which the office is'a part, as well as the importance of this particular office within the organization. Occupational position, for instance, is often a status and office both, the first when viewed from the stand- point of the general public, the second when viewed from the standpoint of the particular business or ~-agency. In regard to the status of teachers, Brookover indicates that: ". . . typically teachers are the children of farmers, skilled workmen, or owners of small business. This indicates a lower-class or lower-middle- class background. . . ."13 This general commonality of status levels would seem to indicate that teachers may be expected to exhibit a high degree of similarity in their predispositions and orientations toward the rights and obligations associated with the occupation of teaching-oassuuing relative uniformity in their socialization processes. It is quite frequently stated that teachers look to the uppere lzIbid., passion, pp. 83-93. 13Wilbur B. Brookover, A,Sociologz 2; Education, New York: American Book Company, 1955, p. 276. ‘ 16 middle-class sociooeconomic levels as their normative reference group; they are frequently criticized for teaching the middleoclass morality. If this is true, there is a "common" aspirational level for teachers in their establishment of guidesotooaction. However, this aspirational di- rection may also contain the seeds for conflicts between aspirations and the socially-provided means to ends achievement. Brookover indicates that unique Entry into the occupation (of teaching) does not nec- essarily give a high status. . . . The desire to be identified with a higher status of the social structure causes the teacher to use the techniques of highly com- petitive society and to exploit other teachizs in an effort to establish roles in another group. . . . (Teacher) organizations are based on the recog- nition of the fact that teachers do not have the status nor the financial rewards of the uppig-middle—class, with which they identify themselves. These roots for conflict may be further enhanced as a result of the position teachers hold in the American community. The average citizen may respect the teacher but has little contact with him outside the school. He never sees the teacher in other activities, exhibiting abil- ities other than those associated with teaching. . . . (He is) rarely permitted to assume another role. It follows that there is no basis upon which to establish another status in the community. The teacher's posi- tion is usuallyéunranked in comparison with others in the COflIMnlCYo To when does the teacher look in the establishment of comparative reference groups and for an audience of evaluation of his role performance? Brookover notes: ". . . that the definition of the teacher's role Brows out of the expectations of both the teacher and other actors in the ___. 'v lalbido, p. 253o 151p14.. p. 258. 16Ibid., p. 242. l7 situation."17 If, as previously noted, society does not assign high status-rank to teaching, thereby allowing the teacher to test self-esteem.k é outside of the educational institution, the teacher must look to his col- .1} leagues within the institution for such rewards as he desires. Yet, there H are other pressures upon teachers which may tend to make them orient themselves in terms of external (outside the teaching occupation) ex- pectations. ”. . . the teacher must continually look to the school admin- istration, community groups, and his colleagues for rewards or the avoid- ance of sanctions. The expectations of one group are frequently incom- patible with those of another. . . ."18 Beyond this, an industrial education teacher, by virtue of possible previous and continuing ties with industrial organizations, may seek to identify himself with expectations of these outside groups. Generally speaking, "Teachers who desire a clearly defined and high status in the community may find the position (of teaching) frustrating and leading to personality disorganization.” The importance and consequences of the provision of clear defini- tions of rights and obligations associated with status have been indicated by Merton. The distribution of statuses through competition must be so organized that positive incentives for adherence to status obligations are provided §2£_everz position within the distributive order. Otherwise . . . aberrant behavior ensues. It is indeed, my central hypothesis that aberrant, behavior may be regarded sociologically as a symptom of dissociation between culturally prescribed aspiration and socially structured avenues for realizing these l7Ibid., p. 267. lslblde, Po 284a l9lbid., p. 282. 18 aspirations.zo The culture may be such as to lead individuals to center their emotional convictions upon the complex of cul- turally acclaimed ends. With such differential emphases upon goals and institutional procedures, the latter may be so vitiated by the stress on goals as to have the be- havior of many individuals limited only by considerations of technical expediency. . . . The technically most effective procedure, whether culturally legitimate or not, becomes typically preferred to institutionally pre- scribed conduct. As this process of attenuation con- tinues, the society becomes unstable and there develops what Durkheim called ”anemia" (or normlessness). The individual who is to remain a functional part of society must find some basic hub around which to orient himself. I There seems to be a major role to which one must commit ‘ himself in order to determine his action at choice points, despite contrary expectatiopi attaching to other : roles he,may simultaneously occupy. ‘ A major role is the one to which the actor commits himo 2 self at the point of decision-making in a role conflict. Role and Reference Groups. we may imply from preceding discussions that individual°s attitudinal-personality-behavioral systems are largely the resultants of learning on the part of the actor in specific situations. Each role he assumes requires a new set of definitions, or at least, modi- fication of the previous set. revolves around the occupational roles of teachers. The study for which this theoretical framework is being constructed Linton defines role Illo‘ 20Robert K. Merton, Social Theory agg_8ocial Structure, Glencoe, The Free Press of Glencoe, 1949, p. 136. 211b14., p. 135. 22!. Gross, et al, Explorations 12_Role Analysis, New fork: John Riley 6 Sons, Inc., 1953, 9- ° 23Ihidep Po 282o 19 as: ". . . the sum total of culture patterns associated with a particular 8tItU’ouza In bureaucratic organizational forms, which include educational institutions in modern American society, Newcomb has noted that . .'. each position carries with it definite prescrip- tions toward behaving toward other persons in related positions. . . . Such ways of behaving toward others, ’ge defined for different positions, are called which rules. The bureaucratic organization tends to stratify workers, ranking Yet, the educational in- them on some scale of superiority-inferiority. stitution will tend to have less vertical differentiation than many other social institutions. In this respect it resembles the recognized pro- fessiondz ‘ In establishing guides-to-action, an individual seeks to achieve some sort of a balance between his own personal values and aspirations, and the social values and expectations of the groups he deems important. ". . . men frequently orient themselves to groups other than their own in Yet, if the others are shaping their behavior and evaluations. . . ."2 to be accepted as reference groups, . . . some similarity in status attributes between the individual and the reference group must be perceived or imagined, in order for the comparison to occur at all. Once this minimal similarity obtains, other similarities and differences pertinent to the situation will provide Consequently this the context for shaping evaluations. focuses the attention of the theorist immediately upon the factors which produce a sense of pertinent simi- larity between statuses, since these will help deter- 2‘Iaaa., p. 12. .~ ,c 251bid., p. 34. 26‘ , Hbrton, op. Cite, Po 234o 20 h7groups are called into play as comparative lune whic COl:.XC8o . . . the hypothesis holds that, insofar as subordinate or prospective group members are motivated to affiliate .themselves with a group, they will tend to assimilate the sentiments and conform with the values of the an- The thoritative and prestigeful stratum in that group. function of conformity is acceptance by the group, just as progressive acceptance by the group reinforces the tendency toward conformity. And the values of these "significant others” constitute the mirrors in which individuals see their self image and reach self- appraisals.2 However, because an individual tends to orient himself toward one reference group, or another, does not mean that he will conform precisely Parsons indicates that: ”The in- to the expectations of that group. stitutionalization of a set of role expectations and of the corresponding sanctions is clearly a matter of degree." Variables associated with the establishment of consensual goals may be based . . . on the degree of conformity to "agreed upon" standards of a group, to the expectations of actors in given situations, to the expectations of position in- cumbants for themselves, to legally defined expecta- tions, or to perceived or actual expectations of others. When conformity is defined according to a particular set of expectations, the other sets may become relevant 30 as conditions which can affect the degree of conformity. In the case of industrial education teachers, the selection of reference groups upon which to base their actions (normative), and with whom they might compare their'actions (comparative) may be quite variable. __ T ”Did" p. 242. 281nm, p. 254. 29 N. Gross, at. al., op. cit., p. 40. ‘3beid3, Ila 226m 21 It is quite possible that clearest distinctions may be made between reference orientations related to the teacher's subject specialisation (industrial), and those related to the professional techniques associated with the functions of teaching. Which orientation may be predominant in relation to his major role orientation will depend upon the things the individual deems to be most important to his particular way of life. c. Hoax BEHAVIOR flbrk and an occupation are forces which influence and tend to sod- ify human behavior. The work situation may carry-on tho socialization processes begun in the family, the school, and the more immediate com- sunity associations of the individual's early life. On the other hand, the ”world of work" may provide the individual with new statuses, new levels of power and authority, and new perceptions of self within the social order. work behavior is concerned with the “. . . behavior systema within which each member of a work organization carries out his daily round of tasks."31 Dubin has distinguished four behavioral systems characteristic 32 of every job: technological, formal, non-formal, and informal. The chief value in understanding work behavioral systems is that they ". . . tell us what people actually do when they are at work and working."33 Eggrlohavioral Systems. The following quotations briefly define Dubin's work behavioral classifications. A 3lilobert Dubin. The world. of work, Inglewood Cliffs, New Jersey: Prentice-Hall, Inc., 1933, p. V aalbid" Po 62o 22 (Thchnological) The technological behavior system They are always comprises the job or task activities. specific to the job, and include what must be per- formed to get the job done. The actions are technological in choracter because they are technical'acts related to equipment and its use, or to production processes and operations. (Normal) The formal behavior system relates each in- The formal dividual to the total work organisation. system specifies the minimum conditions of acceptable membership in the work organization. . . . the formal behavior system is a set of rules, regulations, and procedures governing conduct and be- havior while at work. (Non-formal) Hon-formal behavior systems orient the individual with respect to his specific working ob- jectives. . . . (It) provides a means for modifying the technical behavior system‘wlthin the allowable limits of the formal behavior system. \. . . the non-formal behavior system represents the actual way in which a job gets done. (Informal) Informal behavior systems cover the area of direct interpersonal relations of a voluntary Informal relations occur, therefore, in character. addition to the relationships required of people to we can look at informal rela- get their work done. tions as filling up the time during which people at work have some freedom to interact with each other pad beyond the requirements of their work assign- above ments. Speaking in general terms, we might classify Dubin's behavioral ngs, and idesgmuhich interact to stim- Ths rela- systema as the people, place, thi ar-v‘" \ slate and control human behavior within the work environment. tionship of the person to his work environment is pictured in Figure l. Summarizing the implications of this chart, we note that Task activities are developed through the technological The relations of a person to his job behavior system. or organization goals and their effective achievement‘ are developed through the non-formal behavior system. This behavior system is important also in developing 3‘slbidn passim., pp. 62-70. 23 1411 , 1 1 J . .r . . . . . .1. ed .5 . u . n m. m o . .. ..v.o.. .... w .. . a n . n H o . s a i I... 0. . idiot. _ 3.30m. _ .836 w 4 «II '1', I I, L L‘: ‘3 :1 I : ' .‘ o 1'.“ . -' it}: 3‘. .1 £§ . 1 i1. . d. ,i ... .. mm...» «a... : 1....n1 . .e .h. )1 . o1.. . . .:\ r'l.|..~_ . H 1 .l . .. . l... .. A. nl 1e .. b.. my" gt... 1»th .ufla Ifirfil #1... 4.1,! P1 ... . . .r..!.... .lv .1 .. 3.9.. 1P. I... a. ....i a 19:1... .1. . :1... .h. . .vs ... .. of... . .. .1.1».._ - ... .. . .u. .b «I. V . . boa-1.1K...” thin . do. 1 ..47A \s PHI 1...»; .. . 2er... . i u - ”A... L I..- . no any? 1.91). v.) .... no.1... . 7 .1 (.1 o 1 f. ..h 1:! 9.. v. .. usai c. .1. . 1.- .. ... 0 ..sl.l..ii.. holy-WAN .o ..l.».\ w. Iv \ 1‘ .J i ll}. r .0: \. 4, \w .9 . , in. ., . \ asc\b I. 1.1. f, .. .L . . o. ..4 .. . . .. . u . , . . . Lees. [awn w 300402203 ‘0 22....4‘51130 amp. __ 3..“ on . . all. ..I 53335.8 anon on. e :8 no a :78: mo an... . uouuom soosuom 3.5.08.3...H Noam-6 on. n38 uoomom e35 U 00 HO 2‘ personal skill in unofficial but effective ways of performing his technical tasks. The formal behavior system relates the person to the organisation in which he operates. Re learns here the broad rules of standard behavior as well as the general objectives of his participation as a worker. In the informal behavior system we have the means by which the person relates himself to other persons in his working environment.3 Central Life Interest. 0n the whole, the concept of "central life interest" dominates the directions of the proposed study of teacher's self-images at work. This concern derives its direction by paralleling the following principles of Dubini The theory underlying this study involves five basic points: (a) the axiom that social experience is in- evitably segmented; (b) the assumption that an indi.§>d vidual's social participation may be necessary in one or more sectors of his social experience but may not be important to him; (c) the logical conclusion that adequate social behavior will occur in sectors of social experience which are mandatory for social par- ticipation by the individual but not important to him; (d) the second conclusion that in situations of nec- essary but unimportant social participation the most direct and obvious features of the situation become the bases for individual's attachment to that situation; and (e) the third conclusion that primary social rela- tions take place only in situations whesz the social experience is valued by the individual. The categories of social experience which Dubin conceives to make up the individual's "central life interest" includes, “. . . informal group participation, general activities which furnish personal satia- factions, involvement in formal organisations, and technological u 351b1do, po 74o 36Robert Dubin, ”Industrial workers' Horlds: A Study of the 'Central Life Interests' of Industrial workers," Social Problems, Vol. 3, "Co 3, J.lo 195‘. pa 132o I 25 behavior."37 The fact that there exists a considerable amount of variation be- tween the commitments toward work at various status levels, or occupational levels, is evidenced by results noted in the studies of Robin for in- dustrial uorkers, and Orsack for professional nurses. In the first case, Dubin states: ”Our research indicates that only about 10 percent of the industrial workers perceive their important primary social relationships as taking place at work. The other 90 per- cent preferred primary interactions with fellow man, elsewhere than on th. j.bo"38 In the second case, Orzack's results generally follow the pattern of orientations noted by Dubin, but with a much greater majority of nurses exhibiting high degrees of primary relationships at work. Orsack states, It can hardly be assumed that professionals do not value their work. They may in fact consider it an end- in-itself. For the professional, work is a focal center of self-identification and is both important and valued. Training as a professional may stress technological details as well as the learning of behaviors appropriate to future roles in work settings. Such training also encourages aspirants to professional status to prefer a work setting to other settings for the location of in- formal social relatiggships and as oources of personal I‘tllfCCt‘CIflo o o o In the occupation, industrial education teaching, we might expect that the long formal education period for entry into the occupation would tend to increase the teacher's degree of identification with the occupa- 37Louis B. Orsack, ”work as a 'Central Life Interest' of Profes- ‘10I‘llg. 30¢1‘1 Pr.!l.‘.g Vol. 7. ..o 2’ ’911 195,, ’o lZ‘o 38nubin, op. cit., p. 132. 39Orsack, op. cit., p. 126. 26 tion. From this standpoint, it should be as high, or higher, than that shown by the nurses in Orsack's study. The teacher's tendency toward occupational involvement would tend to be further increased by the iso- lation of the educational institution from.ststusoranking by members of the community, as indicated by brookover. This condition would increase the necessity for teachers to look to their own colleagues for normative standards of conduct, and for audiences of evaluation to test their self- .Itfllflo The structure of educational institutions, tending to be bureau- cratic in nature, makes possible certain inductive assumptions about teacher orientations from the following observations by Max Heber. . . . in formal organisations based upon rational authority with staff units organised in bureaucracies, the staff members are loyal to the legally established impersonal order of the organization. By implicit ex- tension of this idea we can see immediately the possi- bilities of other sources of organizational attachment for members. In particular, we can examine the possi- bility that organizational attachment can be a product of the formal organization and its operations, and of the technology which surrounds work. 0 Based upon the preceding quotation, we may make an assumption that teachers having substantial amounts of industrial experience before on- tering industrial education teaching will tend to maintain these commit- ments; but their degree of ”outside” commitment will dininish with the length of time they remain in teaching. .If outside associations are not keptdup, the rate of change in orientation will be more rapid than if connections are maintained. In the secondary levels of public schools, we find a high dogree of '“bject matter specialisation by teachers. We can expect that this spe- _-__ ‘ODIbln, op. Cite, p. 137o 27 cialisation may tend to become the central interest, or major role orien- tation, for these teachers who have frequent opportunities to interact with other teachers having the some specialisation; it is obvious that orientation toward specialization is more likely to occur in the larger schools and the larger school districts. Summary: Related to Study Proposal The social structure provides the framework within which an indi- vidual functions. within this structure, the individual must locate the means and ends, and the rights and obligations, concomitant with the statuses, offices, positions and roles he is to fulfill. An individual is constantly faced with the necessity of reacting on the basis of his own expectations and on the expectations of others. In order to determine the ”correct" action in a particular situation, he re- lies upon the values and attitudes of normative and comparative reference groups. when he desires to test his role performance, or self-esteem, he looks for an audience of evaluation. A primary requisite for the social being is status recognition in his society. Status may be ascribed or achieved. In many cases, perform- ance in an office or position may give status, although initially it is a product of status ascription. Teachers are relegated to lower- and lower-middle-class status levels. The office or position of teaching offers little opportunity for a change in status level, or for general social recognition and achieve- ), sent within the occupation of teachingggfa teacher, seeking higher status, r‘A 1.3 /‘?‘ ii, 1 _,~ may search for this goal outside his occupational organisati€23>6\ nQ \M A teacher may identify himself with reference groups, and their a 28 expectations, in the occupation of teaching only to a degree which will avoid strict sanctions on the job. Further, he frequently finds it nec- essary to accept the expectations for teacher-role performance of groups outside the eccupation--again, primarily to preclude sanctions. For actual rewards and recognition, however, the teacher may find it nec- essary to affiliate himself with groups outside the occupation of teaching, seeking recognition in roles other than that of teacher. This state of affairs would encourage a teacher to locate reference groups outside his occupational group for the more-important guides-to- action. Similarly, the teacher may seek an audience of evaluation having higher status for his mastoimportant tests of self-esteem. It is to be expected, then, that all teachers will not have a high degree of self-identification within the teaching occupation; i.e., some have a low degree of occupational involvement. Nor is it likely that all teachers will select reference groups, or an audience of evaluation from within the teacheraoccupation group. Their role orientations, therefore, will be as variable as the number of groups they identify themselves with. We may expect that industrial education teachers will prefer to have their role performances evaluated by members of occupations related to their teaching specializations. If this evaluation is preferred, one may also presume that similar groups have been chosen as the teacher's reference groups. A desire for recognition as a subject-specialist (in the role of specialisation) will tend to be greatest for these teachers with extensive trade or industrial experience and/or where teachers main- tain class affiliations with trade and industrial associations. It is possible that a subject specialization role orientation may be promoted in cases where industrial education teachers have very frequent 29 opportunities for direct contacts with other industrial education teachers; i.e., in the larger schools and larger school districts. However, it is unlikely that these associations within the teaching occupation will produce as marked an orientation toward a specialization orientation as actual industrial associations and experiences. Finally, we cannot completely rule-out the possibility that teachers, especially in the larger school systems, may find within the educational institution the requisites for status, reference group identification, and an audience of evaluation. If this condition should exist, it should be recognizable as teachers seek status definition through role performances related to the processes of teaching. For these people, subject speciali- sation should be secondary to the actual mechanisms used for transmitting knowledge. However, since the education of teachers requires a high de-~ gree of subject specialization, an orientation toward the functions of teaching can be expected less frequently than an orientation toward sub- ject specialisation. In summation, the expectations for this study proposal of industrial education teachers are as follows. 1. Industrial education teachers will show distinct differences in occupational involvement, but the primary characteristic will be one of non-involvement in the occupation, teaching. 2. Industrial education teachers will have varying orientations toward their occupational role; one extreme may be identified as an orien- tation toward the functions of teaching, and at another extreme an orien- tation toward the functions of specialisation-ctogether encompassing one continuum of role perceptions for teachers. 3. Variations in the identification of self, on the part of in- 30 dustrial education teachers, with the occupation or in occupational roles may be affected by such factors as opportunities for identification with other teachers and other groups, length of time within the occupation, duration of industrial experiences, formal education, and occupation goals. CHAPTER III HYPOTHESES AHD OPERATIONAL DEFINITIONS This study is primarily concerned with the values and attitudes of industrial education teachers in relation to their occupational world. Analysis of these behavior-affecting attributes will be approached through assessments of teachers' images-of-self in the areas, (1) felt-importance of the job, and (2) preferred work-role identifications. Once image patterns have been defined, the next step will involve a search for possible causative factors which may have helped shape the values and attitudes implicit in the images. Since this study seeks to uncover relationships capable of modification in life-situations, the search will be limited to experiential environmental factors. Testable Hypothesis. The aim of this study may be summaddup in the following hypothesis. The kinds of occupational involvements of Michigan junior high school industrial education teachers, and their major work-role orientations are related to specific factors identifiable in their social, occupational, and educational backgrounds. Stgges for Testing 553.8223thosia. 'Tbsting the above hypothesis will be undertaken through three stagesz~ l. assessments of occupational involvements and major work-role orientations, 2. testing inter-relationships between the assessments and envi- 31 32 ronmental variables, and 3. analysing relationships between involvements, orientations, and the variables. gpgrational.Definitions. The following definitions are presented for clarification of the conditions, methodology, and goals of the study: A. Occupational involvement: the tendency for an individual to evaluate himaelf and his relationships in terms of his vocation, as indi- cated through administration of the Dubin "central life interest" inventory; 3. Michigan junior high schools: any separate school facility housing only grades seven through nine, which is part of the uichigan public school system; - C. Industrial education teacher: any person currently teaching shop-industrial type subjects in the public schools (use of the generic term, industrial education, in this study is based upon this author's as-' sumption that two extremes of shopwork emphasis are found in the study ‘ population--extreme emphasis upon general education aspects, contrasted with an extreme emphasis upon manipulative skills, or trade objectives); 0. Major work-role orientation: the area or aspect of the job in which an individual prefers to have his performance evaluated by others as analysed through an author-developed teaching-specialism inventory; E. Specific factors in the social, occupational and educational backgrounds of teachers: these include 15 factors which the investigator feels may have an effective relationship with the values and attitudes of teachers-oincluding, size of schools, number of industrial education teachers in the school, number of industrial education teachers in the district, the number of years the individual has taught, length of manu- facturing-industry work experience, formal educational status and purposes for further course work, types of teaching assignments, and participation in the educational, labor and service organizations and trade associations. (See Appendix A, Part III of the study questionnaire for categorisations of each factor); E. Central life interest inventory: a bO-item device developed by Dr. Robert Dubin for assessing the work-behavior attitudes of industrial workers. It breaks-down work behaviors into four categories: individual relationships with the formal aspects (rules and regulations) required of the person on the job; relationships with the technological aspects (tech- niques and mechanics) of the work; valued personal objectives for accom- Plishing work tasks; and informal aspects of social relationships. Each ‘SPGCt is ultimately rated as ”occupationally involved“ or "non-occupa- tionally involved." (See Appendix A for the inventory and scoring methods. This inventory is Part I of the questionnaire used in this study.); 33 G. Teaching-Specialism inventory: a device developed by the in- vestigator to differentiate between two possible major work role orienta- tions of industrial education teachers: a view of the occupational role as concerned primarily with the functions and mechanics of transmitting know- ledge (teaching) contrasted with a view that the teacher's chief function is to be a subject matter specialist (specialism). Two scoring systema have been used on this nine-item inventory, both of which arrive at teaching, specialism, or balanced ratings. (See Chapter IV for further explanation, or Appendix A, Part II of the study questionnaire for the inventory items.) £25.flypetheses £g_b= Tested. All the hypotheses to be examined in this study are stated below in null-hypothesis form. A. Occupation Involvement 1. There is no significant difference between the total occupational involvements of the industrial education teachers in Michigan junior high schools. 2. No significant differences exist between the formal organization involvements of the members of the study population. 3. No significant differences exist between the technological in- volvements of the population. 6. No significant differences exist between the general relationship involvements of the population. 5. No significant differences exist between the informal involve- ments of the population. 6. Each variable used in the study is independent of total occupa- tional involvement score results (15 variables). 7. Each variable in the study is independent of the formal organiza- tion involvement scores. 8. Each variable in the study is independent of technological in- volvement scores. 9. Each variable in the study is independent of general social 3h involvement scores. 10. Each variable in the study is independent of informal involve- ment SCOICIo B. Teachigg-gpecielism 1. There are no significant differences between the work-role orientations of the study population. 2. Each variable in the study is independent of teacher-specialism ICOIOIo C. Occupgtional Involvement ggngeacher-Specialism Relationships 1. Total occupational involvement scores are independent of teacher-specialism scores. 2. Formal organizational involvement scores are independent of teacher-specialism scores. 3. Technological involvement scores are independent of teacher- specialism scores. 4. General (non-formal) involvement scores are independent of teacher-specialism scores. 5. Informal involvement scores are independent of teacher-specialism scores. CHAPTER IV THE INVENTORIES USED IR THE STUDY Two inventories have beenuused in this study: the Dubin ”central life interest” inventory and a teaching-specialism role-orientation inven- tory developed by the investigator. Most of this chapter shall be devoted to the letter. A. THE 0031" INVENTORY Dubin's inventory of workers' "central life interests" was developed and validated in his study of 591 industrial workers. It has also been used by three other researchers: Dr. lauis a. Orsack in a study of 150 professional nurses, Dr. Ray Rants in a study of 232 Michigan Cooperative Extension Agents, and Kenji Ina in a study of 400 lumber workers. Some slight modification of the wording of the original inventory has been made by this-investigator to fit the population being studied; besides this, it was necessary to eliminate two items from the test (as a result ofya printing error. Scoring on this test was made on the basis of 38, rather than the Ito-Itfith, questions; however, the original scoring system was still used-- modified by a .05 correction factor in actual scoring. A score of fioceupationally-involved' or\rnon-involved“}may be ob. tained for each of the four behavioral sectors .2 the nubin inventory (formal, technological, general, and informal). A total score may also be obtained from the summation of the four categories. 35 36 The rating system.for the ”central life interest” inventory, as interpreted for this investigator in a letter from Dr. Dubin (July 11, 1961), is indicated below. 1. You start with the clear-cut criterion that a job- oriented response score satisfies the criterion that at least half of all the responses in a category be jobo‘ oriented ones. This is clear enough and is a rather stringent criterion since a chance distribution of re- sponses (assuming equal likelihood of each type of re- sponse) would give a 33-1/3 percent expectation of a job- oriented response. 2. A secondary criterion for all cases failing to meet the first is: A job-oriented response will include cases where between 40 and 50 percent of the responses on in- dividual itema are job-oriented, and where an additional percentage of responses are "indifferent" so that the sum of the job-oriented and indifferent responses totals at least 70 percent. The logic of this is simple. It is clear that the non-job reopense category cannot exceed 30 percent and that therefore the job-oriented response ‘ category of at least 40 percent of the responses exceeds that. Thus, there ieka clear plurality for job-oriented responses by this second criterion. 3. THE TEACHER-SPECIALISM INVENTORY This inventory was not conceived by the author as a measure of the characteristics which constitute "professionalism“ as suggested by Myron Lieberman in Education £3.3_Profession, or in the criteria for a profession which have attained some degree of acceptance by sociologists. what the inventory did attempt to do was to identify some of the areas in which teachers-preferred to have their work-performances evaluated. Through recognition of these preferences it should be possible to obtain indices of the groups that teachers look to as reference groups and audi- ences of evaluation-cthose groups which play an enormous part in shaping the actions of an actor. Through ten years of associations with industrial education teachers, 37 the truth of the sociological concept (that people assume multiple roles as they function in society) seemed apparent. This apparent truth led the author to the question, ”flhat kinds of roles do teachers assume in relation to their work?” Contemplation of the education and work requirements for teachers, suggested the two roles contracted in this study: (1) the functional role, teacher-ewhere the individual's najor concern will be with concepts and systems related to the transmission of knowledge, and ”total growth" of the student; and (2) the functional role, specialism-«where the major con- cern will be with the development of expertness by both teacher and the student within the confines of a particular subject-matter area. while nany other role orientations are possible, these two seemed to be most im- portant in view of this study's slant toward teacher-education. It is in teacher-education where we see attempts being made to develop a somewhat balanced system of orientations between "teaching” and the development of ”subject specialization.” The two functional role orientations, as used in this study, were defined as follows. ‘flggkggglg.Orientatigg_Iggg£g_roachi!g. An industrial education teacher who prefers work-role identifications with the functions of teaching will possess all, or most, of the following characteristics. 1. his course objectives are based, primarily, on student needs, capabilities, and interests in his industrial technological society. 2. His evaluations of students are based upon individual growth in the understandings, knowiedges and capabilities evidenced in the student's increased ability to recognise important problems, and to solve-nor bring new solutions to--the probleme of his culture, utilising projects as a 38 vehicle for growth. 3. he encourages all students to become a part of industrial edu- cation classes--both girls and boys. 4. Me utilises all possible resourcesaoother teachers, students, lay-experts,~and all possible media-~in the development and execution of the classes he teaches. 5. In his personal growth, the teacher has a primary concern with development of skills and knowledges related to the techniques requisite for the most efficient communication of skills and knewledges to students. 6. He looks upon the career of teaching as his life's work, and is dedicated to the improvement of any nmtbodology and the membership in the entire occupation. 2255:5215 Orientation Igg=ESD§pecialism. An industrial education teacher seeking an identification with the functions of specialism will possess all,or most, of the following characteristics. 1. Me bases course objectives exclusively on job analysis with emphasis upon manipulative skill development and specific occupational knowledges--attempting to train toward specific occupational positions; 2. Me evaluates student achievement on the basis of occupational standards of excellence-cthe project is conceived as an end-product of course work and is the primary evaluation criterion. 3. The teacher desires, or will accept, only these students in class who may succeed in attaining the occupationally-related goals of the course, 4. he considers himself as the prime resource agent in the indus- trial education process--idontifies, specifies, organises and presents the 39 knowledges to students. He has as little contact with other ”educators" as possible, and is little concerned with integration of various subjects into a whole pattern of experiences for the student. 5. In his personal growth, his primary concern is maintaining and improving his knowledge and skills in the subject matter taught-~keeping up with industrial methodology. 6. He looks upon teaching as a job to be fulfilled within routine hours, and shows definite preoccupation with salary and other benefits: has little regard for the status and improvement of the occupation, as a “101's Development 2£_£Eg_lnventorz. A set of fifteen questions was de- veloped by the investigator based upon the preceding definitions. These questions were answered by 20 industrial education teachers whose teaching experiences had included all levels of public-school, industrial education teaching. In addition to answering the questions, the individuals were in- formally interviewed as to their reactions to the individual questions. Specifically, the questions were checked for clarity and value. The latter concern (value) served to indicate to the interviewer what functions of teaching each person felt to be most important. In general, the results of the questionnaire seemed valid in rela- tion to the interviewer's rating of the individual as teaching oriented, specialism oriented, or as neither (or about equally-valued). A Guttman scaling of 15 complete questionnaires indicated that nine questions were workable--the rating of these nine indicated a .91 scalability. A slight modification of the questionnaire statements was made on 40 the basis of the interviews and results of the initial test. The new test was administered to 20 sets of persons from select junior high school populations. The purpose of the second test was to discern if the in— ventory would discriminate between two populations of differences within a total population. ' Choice of the "select" sample was made and reviewed by three teacher- educators, whose experiences and associations in the industrial education field would qualify them as experts. Their nomination for each population was made in relation to the role-definitions mentioned previously in this chapter. 3 The second set of tests was returned by all 40 members of the popuu lations selected. Each question of the teacher-specialism inventory was answerable by two kinds of answers. In the first set of answers a choice could be made between "teacher," "specialism," or a neutral response which combined both extremes. The second set of answers was a forced-choice between the teaching-specialism alternatives. This system was used to determine the strongest possible answering system, and to check upon the consistency with which answers were made. Scalogram Analysis.[.1 The scalability of the inventory was tested by combining the two assumed populations. Using the technique suggested by F. B. Haisanen, the following ecu efficients of reproducibility were found: (1) for the three-answer re- OPOnses, .86; (2) for the two-answer responses, .76. Since neither of 415. B. Waisanen, "Research Note: A Notation Technique for Scalogram Analysis," Sociological ggarterlz, Vol. 1, Mo. 4, Oct. 1960, pp. 265-252. 41 these reached the theoretical .90 requisite for acceptable scalability, further tests were made to determine the feasibility of retaining the existing inventory. Reliability Coeffisient. The second test applied to the inventory was Hoyt's estimate of test reliability from raw score date (rtt). Figure 2}.2 The form for this statistical process is illustrated in Figure 2. Fig. 2 Hoyt's Test for Reliability of Total Score L DSOL/I‘CB d.f. 3.39. M.5g. 2: 2' (2: r)2 / 71““ * 7.772— A 2 z Beau/{ems k"/ 227?— _ (in?) B/ To -5-5 .- ldi. fies/due! (71-!)(k-I) ‘ / 1,035. 3g .7 r + C / 76m ..w ZELzz-an—z Befw. /ha’/‘v. 71‘ I Reliability: AH=A:;-j—C-V “measurement = '/,(C" Applying the Royt system to the three-answer study inventory re- sulted in the attainment of an-r score of .691, with on SE f tt measurement ° 1.81. .Application of the test to the two-answer results showed the 426.4. Royt and c. L. Stankard, "Estimation of Test Reliability for Unrestricted Item Scoring Methods," Educational 35g.Pszchological Measurement, Vol. 12, No. A, Winter, 1952, pp. 736-5. 42 slightly higher scores: rt: - .702; 58-3‘.ur¢m.‘t - 1.27. Analysis 2£.§§=plg’Characteristics. Ultimately, the usefulness of the proposed inventory was contingent upon its capability for making dis- tinctions between two role-orientation populations. In an effort to assess the possibility that these differences could be distinguished through use of the proposed inventory, the characteristics of the select- populations were analysed and compared. The first stage in the result evaluation process involved deter- mination and comparisons of the means, standard deviations, and variations of the two populations. These data are summarised in Table 1. Table 1. Characteristics of the Selected Sample Groups Mo.In Std. Group and Answering System Q5222_ ‘!§§3_ Dev. 225:. Teaching: 3-answer responses 20 11.95 1.32 1.747 Specialism: 3-answer responses 20 7.A5 1.98 3.967 Teaching: 2-answer responses 20 6.7 1.79 3.21 Specialism: 2-answer responses 20 4.0 1.52 2.30 The next stage involved application of a "t” test to the data in Table l. The hypothesis being tested was: #1 ==uz ; the alternative hypothesis being that u, ;é [’42 . The level of significance chosen was .05, and the hypothesis of equality would be rejected if"3 ‘3". J. Dixon and F. J. Massey, Introduction to Statistical Anal sis, New York: McGrsw-Rill Book Co., Inc., {957: pp. lit-2. 63 t < tq/A/W- Z)dna’ t > t,.z.q(M+/vz_ -2) usmnge {-sz‘afisflc : X’ X" SP’ [/04 +I/Nl The results of application of the "t" test are indicated in Table 2. In both cases, there was a significant rejection of the hypothesis of equality; therefore, it is possible to assume that the two select samples are from populations having different means. Table 2. "t” Test Applied to Select Sanple Groups , . Comparisons d.f. 52 cucum- 5.975 5.025 312mm“ 2-answer results 38 1.655 5.163 2.025 ~2.025 Reject 3-answer results 38 1.65 8.637 2.025 -2.025 Reject Evaluation g£.P£gpgsed Inventory. 0n the bases of the analyses made by the investigator, he decided to use the proposed inventory as part of the study. This decision has-been made in-spite-of the facts that the device does not scale, and that it does not neet the .90 reliability score suggested by Hoyt. The author feels that acceptance of the inventory for use in the proposed study may be justified on the following bases: 1. Since the major purpose of the teacher-specialise device is to identify population types, scaling is not of prime ioportanco. It is not likely that a greater fund of information could he obtained fro-hthe limited population in the proposed study even if a scale were applied. The .86 co- 44 efficient of reproducibility does approach the .90 minino for acceptable scaling, and thereby, we have an indication that the device makes some range of distinctions. 2. Hhile there is a definite difference between Hoyt's recon-ended .90 reliability and the .702 rating of this device, this may not be a ‘serious defect. Guilford indicates that . . . When we seek to make a single test both highly reliable (internally) and also highly valid, we are often working at cross purposes. The two goals are highly in- compatible in many respects. . . . Maxinal reliability requires high intercorrela- tions among its-s: maximal validity requires lav inter. correlations. Maximal reliability requires items of equal difficulty; naximai‘validity requires itaus differing in difficulty. Following this viewpoint, the author submits that the differences between the theoretical and observed reliability ratings are not great enough to discard the device solely upon this basis. 3. Finally, it is this writer's contention that the inventory can do the job it sets out to do: the identification of differences between values and attitudes relative to the defined work orientations, teaching and specialise. This ideal is well substantiated through the rejection at a high level of significance of the hypothesis of sameness as compar- isons of the mean scores indicated. The strength of this test of dif- ferences is further enhanced and the internal consistency attested to as the results of the three-and toe-answer responses are compared: the pooled variations (Sp) are alnost identical and the extents of rejection are at high levels of significance. “ A J. P. Guilford, Fundamental Statistics igbtsighelolg and BdllCCtiOl, ICU YOtkl ”at“- 1 Wk Co, Co. 1 9 Po lo 45 in; Ratings o_f_ Origntation 322. having arrived a: the decision to utilise the teaching-specialism inventory, the next problem is to assign score-categorization types of orientations. This is accomplished by selecting the 15 east extreme ratings for each orientation; deter- mining the meens and standard deviations for each group; and then con- structing curves for visually identifying the populations free their score ranges. Figure 3 shows the relationships of the normal curves for the 3- and 2-answer responses.- Cemparisons of the curves for the 3-answer responses indicated a break between the second standard deviation above the mean of the spe- cialism curve and the second standard deviation below the teaching curve mean. This area suggested the need for having three classifications of score types: (1) specialism-oriented, scores 0 through 9, (2) teaching- oriented, scores 12 through 18, and (3) a mid-range or neutral grouping, 10 and 11, for those persons having a more-balanced orientation between the teaching-specialise orientations. (The mid-range classification may also serve as a refuge for these teachers whose real work-orientations have not been assessed through this particular inventory.) Similarly, Figure 3 illustrates the 2-answer response curves and relationships. In this case there is a very slight overlapping of the specialise upper second standard deviation, and the lower second standard deviation: a numerical overlapping of 0.018 points. Hhila, it is quite possible that this rating systen might have more power if only two score types were used, the author decided to retain the 3-score-type system-- the mid-range limits being set at points 15 standard deviations above the specialism mean, and the sane distance below the teaching mean. The 46 Figure 3. Score-Type Assignments from.Std. Dev. 8 Normal Curves 39ANSHER RESPONSES Score-Types 0 - Specialism 10 - 11 Midrange 12 - 18 Teaching Specialism Teaching ”3“ 3 6o6 Mean 3 12o53 Std.Dcv.: 1.50 StdomVo3 0o805 VIro 3 ZoZ‘ v.ro 3 0o“9 ifiufZB 20. fgi53 I ‘\ \ l /’ l \ 13.333 0» I M I \ " I 70- l I V k n: // I II I \\ 14.143 . . . " 1L I I \‘- 3.5 5/ 6.6 a./ 9.6 ' I ZnANSVER RESPONSES Score-Expos 0 - A Specie ism 5 - 6 Hidrange 7 - 9 Teaching Sggcielism Teachi *‘n 3 3o33 ”a 3 7o‘ St‘omVoS lol‘ StdomVol °o95‘ Var. 8 1.29 VCI'o 3 Gog! 5.592 20., 7.4 '\ || m//T\\a|.354 ,0. 1 / m I f\ ' \ 20' I ’I I I Slacui “ / l \\L I | l 7 l I *' [.05 Z./9 3.33 4.47 5.5] 67 score-types for this set of responses were then: (1) specialism, 0 through 6; (2) mid-range, 5 and 6; and (3) teaching, 7 through 9. The investigator feels that the use of two sets of answers for each question of the inventory will serve sons of the functions of a study replication. Throughout. the development of the inventory, the responses received in each set of answers have paralleled each other very closely; this would soon to indicate a consistency in the ways the questions have been answered, and in the score-results as a whole. It is not presumed that this answer-system can be substituted for true replication. Since replication is not possible at this time, the system is used to help re- duce bias in the study. C. RELATIONSHIPS BETHEEN STUDT INVENTORIBS In hypotheses Cl - C5, a series of tests are made to determine possible relationships which may exist between the five classifications obtainable from the Dubin inventory and the three categories of the teaching-specialism inventory. The major purpose of this investigation is to determine the extent of interaction, if any, between the character- istics assessed by the two study devices. All tests of the relationships between the two inventories accept the hypothesis of independence at the .05 level of significance. (One test, between total occupational involvement and teacheroepecislism ori- entstions, could be rejected at the .10 level of significance.) See Appendix F. From the results noted, there is very little probability that the two inventories tend to assess the sane behavioral traits, attitudes and values. Occupational involvement does not appear to be directly related to the work role preferences of the study population. CHAPTER V THE STUDY POPULATION AflD ANALYSIS OF RESPONDENTS The population for this study has been defined to include teachers of shop-industrial subjects in Michigan public schools having separate facilities for grades seven through nine. Location 2£_£hg Population. The major source for locating the study population for this investigation was the Michigan Education Die rectory for 1960-61. From this directory, a list of the schools fitting the population definition was made. The junior high school list was crossochecked with the 1959-60 di- rectory and discrepancies were clearedeup with the assistance of members from the Department of School Buildings, Michigan State Department of Public Instruction. At this point, 166 schools were located as probably fitting the desired population. A letter was sent to each school principal requesting the names of current industrial education teachers, and the school student enrollment in his school. Eventually, replies were received from 165 (99.4 percent) of the schools, and the names listed for 401 teachers. Other sources for population information were contacted, but did not add to the population listing. These sources included: The Michigan Education Association, the 1960-61 Michigan Industrial Education Society Directory, and various offices of the Michigan Department of Public In- struction. 48 49 It is the author's belief that the population located for this study can be considered as the total population of Michigan industrial education teachers, junior high school leve1,at the time of this study (April-June, 1961). Responses £2_§£ggx_guestionnaire. Questionnaires were mailed to the 401 teachers-othe total populations-of the study. Ultimately, 254 (632) were returned. 0n the questionnaire, a space was provided to recheck the popula- tion for accuracy of population assignments. A perusal of this item in- dicated the inclusion of persons who did not fit the population designao tion. Subsequently, they were eliminated from the study. A Review of the respondents also indicated the inclusion of four woman teachers in the population. This group was also eliminated from the study population for the following reasons: (1) their group was too small for consideration separately, (2) some of the variables to be tested in the study were not likely to have pertinence for female teachers, and (3) there was the possibility that a sex—variable may exist which might tend to add bias to final evaluations and conclusions of the study. Altogether, 22 inappropriate persons were excluded, leaving a study population of 379. Eight questionnaires were eliminated from the study because they were not complete. In all, 230 usable replies--60 percent of the study population were utilized. Table 3 summarizes the contacts and responses relative to the pop- ulation. 50 Table 3. General Population - Response Information W No. No. Per- Contacts Replies £323 Requests for information to principals 166 165 99 Schools fitting study population 150 122 81 Questionnaires to teachers 401 256 63 Study population and usable returns 379 230 60 More detailed information as to the schools contacted in the study, their student enrollments, the number of industrial education teachers in each school, and the number of responses from each school are listed in Append i X B o Analysis 2; Respondents. Undoubtedly,_the best way to assess the representativeness of the sample would be through random sampling of non- respondents. This system could not be used in this study since the data were collected at the end of the 1960-61 school year. Justification of the population must, therefore, be based largely upon characteristics evidenced by the respondents. Analysis of the respondents was made on the bases of their distri- butions in three of the study variables, and on the weighted ratings ob- tained from the "central life interest" inventory. Distributions 2£,Resp=nsesgig'5elected Variables. Three variables have been selected as possible indicators of adequate population repre- sentation in the study. These variables include: the size of schools, the number of industrial education teachers per school, and the length of teaching experience of the teachers. 51 The question to be answered at this point is, QAre the distribu- tions of respondents in the categories of each selected variable at levels which would tend to indicate that the responses are an adequate sampling of the total population?" The answer to the preceding question will be partially answered if the distributions of responses within each variable are generally sim- ilar to the 60 percent level of total questionnaire responses. If any particular aspect of a variable cannot approach this level, there will be reason to question the representative character of the respondents. The first analysis will treat school size and teacher per school representation simultaneously. Comparisons will be made between the total number of scheols~contacted and the number of responding schools; sisilar comparisons will he node between the industrial education teachers re- sponding and the total possible respondents. These comparisons will be followed by a complete breakdown of teachers into a school-size and dis- tribution per school evaluation. Five classifications of school sizes were established. The elas- sifications were set-up in such a way as to have approximately equal nunbers of teachers from the total population in each class. On this basis, the following classes were established: Class I, 200-739 ADA*; Class 11, 740-879 ADA; Class 111, 880-1069 ans; Class IV, 1050-1519 son; and Class V, 1520-2230 ADA. The number of schools and teachers in each of the above classifi- cations, and the responding schools and teachers are shown in Table A. Eighty-one percent of the schools are represented in the responses obtained by the investigator. Each class contains a two-thirds or greater representation. * Average daily attendance 52 Table 4. Response Representation: Schools and Teachers M Schools .l __ Teachers Tot. Class : Contacted l_i_e_s_p_,_ Percent 22p;- MP}. Percent I 52 36 69 76 47 62 ll 34 28 82, 76 44 58 III 26 24 92 74 50 68 IV 23 19 83 77 45 58 v .12 .12. .129. .19. .9: 22 Total 150 122 81 379 230 60 Sixty percent of the total population of industrial education teachers is represented in the responses. The representation of teachers in each school-size classification ranges from 58 percent to 68 percent: generally approximating the 60 percent total response level. Table 5 indicates the distributions of teachers by school-size classifications and the numbers of teachers per school categories. The total teacher representation for the numbers of teachers per school ranges from 43 percent (7-teacher school) to 67 percent (6-teacher school). Representation in individual cells of the table varies from 43 percent (Class V, 7-teacher cell) to 100 percent (Class III, l-teacher cell). while there seems to be a wide range of differences in cell percentages, there does not seem to be a systematic variation which would indicate definite bias in types of respondents. The variable, teachers per school, will be used in this study in the following categorisations: (A) l-teacher schools; (8) 2- and 3- teacher schools; (C) 4- and S-teacher schools; and (D) 6- and 7-teacher o nongz cm mu 35.3 5 wouaomonmon muonumou m . cowumgmom ~33 cm muonumou mo honed—Z Z _ no m u no o~ ,om om mm me. we be whl no an em do no «.3 pm ZN hm Hogan. 3 m s 2 2 «N cm 2 on me o 2 S N m > mm m o no on ma em 2 mm we w ma m5. 0 m om H m >5 mu 3 «N 2. ow mm ow p 3 GS H H at 8 e m S E 1,. mm 3 3 S N m a «A. v e MN. om om mm 5 an H .w a Z “mu m Z “Nu .m Z “we m Z 05 m Z mm m Z mm m Z mogul a. . o m e m N H 39.3w son muonuoofi soflousvm #23365 mo nongZ E [I ll‘ I] Hoosum Hum whozumofi nowadadvm dmfiuumdvGH mo HmnESZ >3 wcmdofiduflflmmmau Hoonaum >3 munowcommmm mo flowusnfihumwfl .m. ozmh 54 schools. This classification system tends to reduce the extremes of vari- ations noted in Table 5. This change may be noted in.Table 6, where representation ranges from 57 to 62 percent. Table 6. Teacher Per School Representations: Study Classifications Class Tot.Pop. Repres. Percent a (1-Teacher Schools) 37 21 57 R (2- and 3-Teacher Schools) 188 115 61 C (4- and S-Teacher Schools) 117 71 61 D (6- and 7-Teacher Schools) _21 _21’ 22' Totals 379 230 60 The final variable checked for distribution in this section is vari- ations in length of teaching experience of the respondents. This variable has been separated into four categories for the study: (A) less than 3 years teaching, (8) 3-5 years, (C) 6-10 years, and (D) over 10 years. Since it was impossible to estimate the distributions of this variable in the total population, the only assessment possible is whether each group seems adequately represented. Table 7 shows that the ranges of percentages of representation is from 18 percent to 29 percent. There exists a possibility that the newer teachers (Class A) are not represented in their true proportion, but the author does not feel that there is any serious bias indicated by the tabulated results. 55 Table 7. Representation in Length of Teaching Variable Years of Teaching 112; Percent A (less than 3) 42 18 B (3-5 years) 63 28 C (6-10 years) 58 25 D (over 10 years) 67 29 Total 230 100 From the preceding analyses, it appears that the distributions of respondents to the study questionnaire are not systematically biased. There does not seem to be any consistent pattern of exclusions from any categorization as related to school size, industrial-education teachers per school, or length of teaching experience. é'kgg§_gg'ggngespondents. Interpolating from Table 4, we note that 28 (19 percent) of the total number of schools are not represented in obtained responses, and that 149 (40 percent) of the total teacher population did not return usable questionnaires. The question arises, however, as to how many teachers have possibly no representation in this study. This suggests the necessity for determining the distribution of teachers in non-respondent schools. Table 8 gives a better picture of "non-represented" teachers by school site classifications. Altogether, there are 43 teachers (11 per- cent) in schools not represented through questionnaire responses. The poorest representation is for small (Class I) schools in which 25 percent are not directly represented. The best representation is noted in the largest (Class V) schools where all schools are represented. The three 56 intervening classes show'non-representations ranging from five to fourteen PCrCCnto Table 8. Teachers in Schools Not Represented in Responses Elfilfi. Tea. in Tap. No. in Non-Rep. Sch. Percent I 76 19 25 II 76 11 14 III 74 4 5 IV 77 9 12 v .12 __ .2 Total 379 43 ll ggggglfbistribution Character g£_Resggnses. In the preceding sec- tion there was one class of schools in which 25 percent of the teachers had no direct representation in this study. This situation suggests the necessity for checking the normal-distribution characteristics of the respondents. The analyses made earlier, of selected variable distributions, gave reasonably good indications that the responses showed no systematic bias. It did not, however, either prove or disprove that the responses are normally distributed throughout the study population. Such a test will be made using the "chi-square test of the hypothesis of normal distribu- tion.”‘5 Numerical scores for this test of normal distribution were obtained from weighted ratings of the total occupational involvements of the re- spondents. It is the author's opinion that the pubis "central life .‘ “11.14., p. 240. 57 interest” inventory has sufficient integrity to permit its use in testing the population characteristic of distribution normality. Guilford's testing system for normal distribution involves three stages of calculation: (1) determination of the mean and standard devia- tion of the observed scores, (2) determination of the theoretical scores, and (3) application of the chi square test."6 These steps are summarized in Tables 9a, b and c. The hypothesis to be tested is that the frequency distribution of the responses probably has come from a normally distributed population. The alternative hypothesis, that the distribution of responses is not normally distributed, will hold force if the x; statistic (calculated x2) is greater than xz.95/d.f. The range of scores for the weighted occupational ratings of re- sponses is from 24 through 67. The mean of the scores is 41.473; the standard deviation is 6.21 (Table 9a). The theoretical or expected frequencies obtained in Table 9b are 0.39 less than the observed frequencies. This number is of such small consequence in the total number of cases (230) that no correction factor has been utilized in computations of x2. In Table 9c, the x2 statistic is found to be 4.5648, while x2 .95 tribution of the observed responses may-be accepted at the .05 level. /7d.f. equals 14.07. On this basis, the hypothesis of normal dis- There is very little reason to believe that the responses are not nor- mally-distributed in relation to the dependent variable, occupational involvement. 46Ibide, PPO 91. 121‘3’ 240-20 58 Table 9a. Mean and Standard Deviations of Weighted Ratings £9.15: .E. 25.. if: 2 “2 66-68 1 9 9 81 63-65 0 8 0 0 60-62 0 7 o 0 57-59 1 6 6 36 54-56 4 5 20 100 51-53 11 6 44 176 48-50 16 3 48 166 45-47 37 2 74 148 42-44 65 1‘ 65 65 39-41 60 o -- 0 36-38 40 -1 -6o 40 33-35 13 -2 -36 72 30-32 13 -3 -39 117 27-29 2 -6 - 8 32 24-36 .3 -5 22 _§_<_1_ 230 113 1041 2 . fx _. fx (pi/T N (Guilford, p. 91) (7' - 6.21 M . 41.473 Table 9b. ================================================================== W 70 67 64 61 58 55 52 49 46 43 40 37 34 31 28 25 22 59 Determination of Expected Normal Ratings X 28.527 25.527 22.527 19.527 16.527 13.527 10.527 7.527 4.527 1.527 - 1.473 - 4.473 - 7.473 -10.473 -13.473 -16.473 -l9.473 4.59 4.11 3.63 3.14 2.66 2.18 1.70 1.21 0.73 0.25 -0.24 -0.72 -1.20 -1.69 -2.17 -2.65 -3.14 .__Z__. '.000009 .000085 .000562 .002940 .011600 .037160 .094000 .191880 .305580 .386700 .387560 .307820 .194200 .095660 .037960 .011900 .002940 f + .00 .01 .06 .33 1.29 4.12 10.43 21.30 33.92 42.92 43.02 34.17 21.56 10.62 4.21 1.32 .33 229.61 x - x-n - x - 41.473 3 . X/Itdo D‘Vo - X/6o21 y - Table 8, Guilford, pp. 533-4 y - conversion factor - iN/std. dev. - 3.230/6.21 - 111 f. - llly (Form for table from Guilford, Table 7.1, page 121) . - I II I“. - _ T‘hl. 9Co Us 60 Chi Square Test for Normal Distribution (Form from Guilford, p. 241) Original Regrouped Cell Cell D. Discr.2 Groupigg Frequencies Discr. 83. ‘5' f. 2 2 Score __o__ fe f_o_ fe fo'fe (fo'fe) (fo'fe) “a 69.71 0 .00 66-68 1 .01 “3'65 ° ‘0‘ 6 5.81 0.19 0.036 0.0062 60-63 0 .33 57-59 1 1.29 54-56 4 4.12 51-53 11 10.43 11 10.43 0.57 0.325 0.0312 48-50 16 21.30 16 21.30 -5.30 28.090 1.3188 45-47 37 33.92 37 33.92 3.08 9.486 0.2797 42-44 45 42.92 45 42.92 2.08 4.326 0.1008 39-41 40 43.02 40 43.02 -3.02 9.120 0.2120 36-38 40 34.17 40 34.17 5.83 33.990 0.9947 33-35 18 21.56 18 21.56 -3.56 12.670 0.5877 30-32 13 10.62 13 10.62 2.38 5.664 0.5333 27-29 2 4.21 24-26 2 1.32 4 5.86 -1.86 3.460 0.5904 21-23 0 .33 230 229.61 230 229.61 0.39 x2 - 4.5648 V fl x2.95/ 7 d.f. - 16.067 (Guilford, 1.61. a. p. 540) CHAPTER VI TESTS OF WSIS FROM STUDY MIA The hypotheses to be examined in this study have been stated in Chapter III. Briefly, the hypotheses fall within three broad categories: (1) examination of. the occupational involvements of Michigan junior high school°industrial education teachers as determined by the Dubin "central life interest” inventory: (2) analysis of teaching-specialism work-role orientations of these teachers; and (3) assessment of possible relation- ships between occupational involvements and work-role orientations. Occupational involvements will be examined on the bases of! the frequencies with which the study population fits within the inventory classifications, occupationally involved and non-occupationally involved. This characteristic will be investigated for each of the four parts of the Dubin inventory and on the basis of a total involvement rating. Occu- pational involvement ratings will then be examined for relationships with the fifteen variables used in this study. work-role orientations will be analysed, initially, for the sig- nificance of the frequencies with which "they were noted in the study pop- ulation. The classifications of different orientations used, herein, are: (l) orientations primarily concerned'with the functions of teaching, (2) primary orientations toward functions of specialisation (specialism), and (3) a balanced worh-role orientation which is a composite of teaching- specialism orientations or, possibly, a refuge from these orientations. 61 62 these three areas of orientations will then be analysed for possible rs- lationships with the study variables. The fifteen variables used in this study have been selected on the basis of two major criteria: (1) the variable must be modifiable within a person's environment, and (2) the variable must involve the individual with groups of differing sizes or interests which provide opportunities for variations in the selection of reference groups and audiences of eval- flCtiOIo l. 2. 3. 4. 5. 6. 7. 8. 9. 10. ll. 12. 13. 15. 15. Specifically, the variables in this study include: the sire of school (student enrollment), the number of teachers of industrial education subjects within the school, the number of industrial education teachers in the district, the length of teaching experience of the respondent in public education, the amount of work experience in manufacturing industries, the level of formal education (college status), current involvement in formal educational course- work, . purposes for which current educational coursework is being undertaken, the regularity with which teachers are gainfully em- ployed on outside jobs while carrying-out full-time teaching duties, the types of teaching assignments of the teachers, teacher affiliations with national professional edu- cation associations, affiliations with state professional education associations, affiliations with labor organizations, relationships with trade associations, and service-organisation affiliations. 63 £53 £253 £35 99;; Analysis. The chi square enumeration statistic has been selected by the author as the means for assessing the signifi- cance of the data gathered in this study. I. B. M. card-sorting techniques will be used for tabulating the data of this study. A Bendix programmed-computer will be utilized for chi square analyses. Hypothesis testing will be based upon the following objectives: (1) to test for the homogeneity of observed differences in the case of single-classification problems, or (2) to test for independence of ob- served differences where inter-relationships are being analysed. All hypothesis evalustions will be made at the .05 level of significance. Tests for homogeneity will be nude for the following hypotheses: (1) Al - A5, occupational involvements, and (2) Bl, work role orienta- tions. Since hypotheses Al - A5 are rated on two responses (job or non- job involved), a 50 percent theoretical frequency will be used in calcu- lations of chi squares--numerically, this amounts to 115. For hypothesis Bl, there are three types of responses possible (specialism, balanced, or teaching orientation). The theoretical frequency in this case will be 33-1/3 percent of 230 cases (76.67). Tests for independence will be made for the following hypotheses: (1) A6 - A10, occupational involvements versus the study variables, (2) 32, work role orientations versus the study variables, and (3) Cl . C5, occu- pational involvement versus work role orientations. In these cases, the theoretical frequencies used in chi square calculations will be based upon proportions determined for individual cells in the particular problem. Study results will be reported in the following manner: 6a A. significant differences between occupational involvea manta, 3. significant differences between work role orientations, C. significant relationships between the study variables and occupational involvements, D. significant relationships between the study variables and work role orientations. A. OCCURATIONAL INVOLVEMENT HYPOTHESES The purpose of the pccupational involvement hypotheses is to deter- mine how industrial education teachers perceive themselves in terms of work behavior expectations. More precisely, we are concerned with the aspects of work behavior which are the least, or the most, valued in rela- tion to the occupation of teaching. The occupational involvement hypotheses, as subsequently discussed, will be organized in the following way: (1) hypothesis Al, total occu- pational involvement, (2) hypothesis; A2, formal behavior involvement, (3) hypothesis A3, technological behavior involvement, (k) hypothesis A4, non-formal (or general) behavior involvement,-and (5) hypothesis A5, in- formal behavior involvement. A Only significant findings will be noted in this section. Findings for these hypotheses will be termed significant at the .05 level if the calculated chi square values for observed differences exceeds the rejec- tion value for l d.f. of 3.86. Hypothesis Al. There is no difference between the total occupa- tional involvements of Michigan junior high school industrial education teachers. 65 Observation of the total occupational involvement characteristics of the study group shows that 56 teachers (26 percent) may be classed as job involved, while 174 (76 percent) exhibit non-job involvements (see Table 10.1). The calculated chi square for the observed differences is 60.52. This indicates that the differences are significant at the .05 level, and calls for rejection of the hypothesis of homogeneity. Based upon the observed distributions and the statistical analysis, it would seem that the teachers studied, typically, do not commit them- selves to the totality of work behaviors associated with the occupation of teaching. Only about one-fourth of the teachers view their job as their "central life interest." Hypgthesis AZ, No significant differences exist between the formal organisation involvements of the study population. Their commitments to the rules and procedures of their work organization tend to be homogeneous. In Table 10.2 it may be noted that 153 teachers (67 percent) are classed as job involved, and 77 (33 percent) as non-job involved in their commitments toward the formal organization behavior system. A calculation of chi square for the observed differences amounts to 25.10, therefore, we must reject the hypothesis of homogeneity at the .05 level of significance. Since the observed differences are obviously not due to chance, we may conclude that the teachers studied, tend to be committed to the rules and procedures of their formal work organization. Approximately two- thirds of the teachers value the formal behavior system of their occupa- tion. 66 Hypothesis £2! No significant differences exist between the tech- nological involvements of the study population. Their valuations of work procedures and standards are generally homogeneous. Observations from the study responses indicate that 159 teachers (69 percent) are job involved, while 71 (31 percent) may be classed as non-job involved in their commitments toward the technological behavior system (see Table 10.3). The calculated chi square for the differences between technological involvements is 33.66, clearly mandating rejection of the hypothesis of homogeneity at the .05 level of significance. Data analysis for this hypothesis suggests that the teachers in the study tend to value the work procedures and standards of their occu- pation'a technological behavior system. ‘Almost seven out of ten teachers exhibit this valuation characteristic. gypothesis 52? No significant differences are notable between the general involvements of the study population. They exhibit general homo- geneity in utilization of their own objectives-~modifying the techno- logical system--to achieve the goals of the formal behavior system. (General involvements is another designation used by Dubin to identify ”non-formal” behavior.) In Table 10.4 we may note from observed responses that 56 teachers (23 percent) exhibit job involvement, while l76 (77 percent) are classed as non-job involved in the general behavioral sector. The calculated chi square for the differences in commitments in the general sector amounts to 64.72. The hypothesis of homogeneity is, therefore, rejected at the .05 level of significance. 67 Based upon the preceding analysis, it would appear that industrial education teachers tend to value their own objectives as a means for modifying the technological sector of work while carrying out the broader goals of the formal sector. less than one-fourth of the teachers prefer to follow the job-prescribed methodology in carrying out their job tasks. Hypothesis 5;, No significant differences exist between the in- formal involvements of the study population, so many industrial education teachers will seek interpersonal relationships with people associated with their occupation as with persons outside the job. Observation of the study group reveals that 28 teachers (12 per- cent) are rated as job involved, while 202 (88 percent) are classed as non-job involved in the informal sector of work. The calculation of chi square for the observed differences in commitments indicates a value of 131.66. We, therefore, reject the hy- pothesis of homogeneity at the .05 level of significance. Fromlthe above observations, it would seem that the teachers studied show a very marked tendency to value interpersonal relationships outside their occupational area. Almost nine out of ten teachers, prefer that their valued social relationships take place in other-thanduork situations. 68 Table 10. Significant Differences Between Occupational Involvements of Industrial Education Teachers Table 10.1 Total Occupational Involvement Involvement Number Percent Job involved 56 26 Nonyjob involved 176 76 (Totals) 230 100. x2 - 60.52 - 1 d.f. p > .0005 ‘ Table 10.2 Formal Involvement in the Occupation __;nvolvement ‘ Number Percent Job involved 153 67 Nonpjob involved : _11’ #2; (Totals) 230 100 xz- - 25.10 1 «1.15. r > .0005 Table 10.3 Technological Involvement in the Occupation Involvement ’ 6 'Number Percent Job involved 159 69 Non-job involved 71 31 (Totals) 230 100 x2 - 33.66 ld.f. r >.0005 69 Table 10.4 General Involvement in the Occupation , A I Involvement Number Percent Job involved 54 23 Non-job involved 176 77 (Totals) 230 100 x2 - 66.72 1 d.f. :1 >.0005 Table 10.5 Informal Involvement in the Occupation '__£nvolvement Number Percent Job involved 28 12 Non-job involved 202 88 (Totals) 230 100 1x2 - 131.64 A ld.f. r >.0005 Cogarisons 2?. Teacher Conitments ELSE Previous "Central ‘Eigg Interest".Applications. Previous investigators have used the Dubin inventory in assessing work behavior commitments of industrial workers, professional nurses, cooperative extension agents, and lumber workers. In Table 11, the results from these four applications are noted along with the results of the current study. In looking at the results of the various studies, we may note that the job commitments of industrial education teachers tend to be very similar to those of industrial workers. Though teachers range fremkthree to eight percent higher in each behavioral sector, their total CLI commitment 70 Table 11. Comparisons of Five Applications of the "Central Life Interest" Inventory ======================================================================== Ind. PTOfe COCPeEXte Lunber Ilde Ede Workers Nurses ents workers Teachers 3"“ “31“ 011117": W Ah"??? W We: on n-491 N-ISO u-232 u-aoo NI230 Total SE; Job 262 792 851 1&1 241 Non-job 76 21 15 86 76 Technological Secter Job 632 872 872 541 69% Non-job 37 l3 13 46 31 Formal Sector Job 61% 912 90% 62% 671 Non-job 39 9 6 38 33 General Sector Job 152 677. 772 ' 111. 232 Non-job 85 33 23 89 77 Informal sector Job 92 65% 521 51 121 Non-job 91 SS 48 95 88 *Raymond B. Rants, "The Professional Status of the Michigan Co- operative Extension Service," Unpublished Ph.D. dissertation, University Of filaconsin, 1960, table of comparisons, p. 8b. **Informntion provided for this colunn through correspondence with Dr. Robert Dubin, Septenher 28, 1961. 71 is precisely the same as the commitment observed by Dubin for seal-skilled industrial workers. Comparing the industrial education teachers to nurses and extension agents, we note that industrial education teachers have proportionately less job commitment in all areas of commitment-than the other two groups. These differences range from 19 percent in the technological sector to 61 percent in total CLI. In the general sector and in total 011. a complete reversal of the type of commitment towerd work behavior systems is evi- denced; the nurses and extension agents appear, typically, to be job committed, while the teachers, typically, are non-job committed. Industrial education teachers'coumitments to the work behavior systems tend to range from five to fifteen percent higher than these ex- hibited by lumber workers in all the areas investigated. The highest degree of job involvement for the teachers and indus- trial workers, appears in the technological behavior system. The highest degree of job involvement for the nurses, extension agents and lunber workers appears in the formal behavior system. In all cases, the lowest degree of job involvement is located in the informal behavior sector. 3. float ROLE ORIENTATION HYPOTHESES Testing of the work role orientations of industrial education teachers is being undertaken to determine which functions of the teaching occupation are most valued by the teachers as they perform their jobs. Two extremes in role orientations are to be assessed: (1) eps- cialism, an orientation toward the functions of subject matter specialisa- tion, and (2) teaching, an orientation toward the techniques and method- 72 ology involved in the transmdssion of knowledge. while these two types are not conpletely separable in the work situation, this investigation presumes that one role, or the other, may be preferred by industrial education teachers. Since specialism and teaching roles are treated as extreme orien- tations in this study, a third area for role identification is provided for those teachers who any not be categorized within the extremes. This Idddle group is termed, herein, as having balanced teaching-specialism . orientations; however, this group may also contain teachers whose major work role orientation relates to functional performances not included in this study. The teacher-specialism inventory used in this study provides for two answering systems for the sale set of questions. The first, termed 3-answer responses,-specifically provides for each of the three categories of orientations: specialism, balanced, and teaching. The second, tereed 2-answer responses, forces a choice between teaching and specialism-oan area of ”balanced” orientations is provided through scoring techniques. A11 hypotheses related to work role orientations are tested in relation to the results noted for both scoring systems. hypothesis 81, There are no significant differences between the work role orientations of the study population. Table 12.1, for 3-answer responses, shows that 74 teachers (32 per- cent) are classed as specialism oriented, 104 (45 percent) as balanced oriented, and 52 (23 percent) as teaching oriented. The calculated chi square for the differences in orientations is 17.773. This velue is greater than the hypothesis rejection value of x2, 73 2 d.f., at the .05 level of significance, which amounts to 5.99. The hy- pothesis of homogeneity is, therefore, rejected at the .05 level. Table 12. Significant Differences Between Work hole Orientations of Industrial Education Teachers Table 12.1 work Role Orientations (3-answer responses) Orientation Number Percent Specialism 74 32 Balanced 104 55 Teaching 52 23 (Totals) 230 100 x2 - 17.773 2d.f. r >.ooos Table 12.2 work Role Orientations (z-answer responses) Orientation Nunber Percent Specialism 80 35 Balanced 9O 39 Teaching 32 .32. (Totals) 230 100 x2 - 6.086 2d.f. p >.os In Table 12.2 (2-answer responses) the following distributions of role orientations are noted: specialism, 80 teachers (35 percent); balanced, 90 teachers (39 percent): and teaching, 60 teachers (26 percent). 74 The calculated chi square for the differences is found to be.6.086-- somewhat greater than the 5.99 value required for rejection of the hypoth- esis at the .05 level of significance. On this basis, we reject the hy- pothesis of homogeneity at the .05 level.o Both of the preceding tests, and the distributions of responses provide evidence that the most typical work orientation of the industrial education teachers studied is a balanced orientation between the specialism and teaching roles. The least valued orientation seems to be the role of teaching. There is a notable difference between the chi square values for the two rating systems (17.773 for 3-answer responses, and 6.086 for 2-answer responses). However, a comparison of the distributions of responses for the two answering systems shows that the numerical and percentage varia- tions are not of great magnitude. The balanced-orientation on the 2-answer test contains 14 less cases (6 percent less) than the 3-answer responses. At the same time, the specialism orientation exhibits an increase of 6 cases (2.6 percent) and teaching increases by 8 cases (3.6 percent). Summarizing the findings in this section, we note the following characteristics for the study population. The largest segment of the population assessed in this study tends to have relatively balanced teacher-specialism role orientations to their work role. It would appear that the largest number of teachers tend to value the expectations attached to the role alternatives with relative equality. They do not show particular preferences for having their work Pfirformance evaluated in either the teaching, or the specialism role. ‘ The distribution of individuals observed in the specialism role orientation very closely approximates the 33-1/3 percent chance assumption 75 of the number of persons who, theoretically should be found in this cate- gory. Approximately one out of three teachers prefers that evaluations of his work performance he made in terma of his particular specialised skills and knowledges in subject matter. The respondents classified under the work role orientation, teaching, occurred less frequently than could be expected by chanceo-under both answering systems, the frequency amounted to approximately 25 percent of the total responses. Only one in four of the teachers tends to concern himself, primarily in the teaching work role. C. (STUDY VARIABLE-OCCUPATIONAL INVOLVEMENT RELATIONSHIP HYPOTIESES The major objective for testing the hypotheses of relationships be- tween the study variables and occupational involvements is to discover which, if any of the experiential stimuli appear to be related to particular types of job commitment in the various work behavior systems. Fifteen experiential stimuli, or environmental relationships are to be tested for each of the hypotheses, A6qA10. The results for all ob- servations under these hypotheses, and the calculated chi square values for each, are recorded in Appendix 0. Only these hypotheses exhibiting significant relationships are included in this section. All discussions of significant findings in this section will be re- ported in respect to the dependent variable, job involved; the inverse r:lationship to these statements will prevail for the non-job variable. Hypgthesishéz|(Variable 12). No significant differences exist in the relationships between the number of industrial education teachers in a Michigan school district and the formal organizational involvements of Michigan junior high school, industrial education teachers. 76 Observed distributions of responses indicate that 81 percent of the teachers from districts having less than-five industrial education teachers exhibit job commitment to the foreal sector of work behavior. Prom dis- tricts having five to twenty industrial education teachers, 72 percent of‘ the group studied are classed as job committed. The teachers from dis- tricts having more than twenty industrial education teachers exhibit a 59 percent job co—itmsnt (see Table 13.1)- The calculated chi square for the differences observed is 6.3960. Rejection of the hypothesis of independence at the .05 level of signifi- cance, 2 d.f., requires that the calculated value exceed 5.99. Under these conditions, the hypothesis of no-difference is rejected at the .03 level. From the data analysis, we may presume that a dependency probably exists between the number of industrial education teachers within a school district and the characteristic of the study group to be job committed to the rules and goals of the work organisation. The nature of this relation- ship is observed to exist, as follows: (1) approximately 8 out of 10 teachers in districts having less than five industrial education teachers show job involvement in the formal sector, (2) over 7 out of 10 from dis- tricts having between five and twenty industrial education teachers rate as job involved, and (3) almost 6 out of 10 from districts having more than twenty industrial education teachers exhibit job involvement. In general, it appears that the comnitment of these teachers to the formal organisation system of work is reduced as the member of industrial education teachers in the district increases. nngthesis A§.(Variable 12). No significant differences exist in the relationships between the amount of formal education (degree status) and the technological involvements of the study population. 77 The observed differences in the teacher's job involvement in the technological sector, as noted in Table 13.2, indicate that 76 percent of those having bachelor's degrees exhibit job commitment, while 60 percent of those with Master's degrees shov job coumitnent. The chi square for the observed differences, as calculated for this hypothesis of independence is 6.6180. The value required for rejection of the hypothesis at the .05 level of significance, 1 d.f., is 3.86. The hypothesis is, therefore, rejected at the .05 level. The data analysis suggests that a dependency exists-between the degree statuses of the study group and their extent of commitment to the work procedures and standards prescribed by the work organisation. The apparent relationships noted are (1) that over three-fourths of the Bachelor's degree holders tend to be job committed, and (2) three-fifths of those with Master's degrees are job committed in the technological sector of work. The extent of job commitment to the technological sector of work appears to decrease as the degree status increases. hypothesis §§,(Variable 3%). No significant differences exist in the relationships between the type of affiliations with state educational associations and the technological involvements of the study population. The observed distributions of the study group (Table 13.3) provide the following information: (i) 57 percent of the group who do not belong to state organisations are job involved in the technological sector of work, (2) 67 percent of those classed as members, only, are job involved, (3) 89 percent of the teachers functioning at the committee level show job involvement, and (4) 81 percent of those who have held offices in state organizations during the past three years appear job committed. 78 The calculated chi square for the observed differences in distri- butions for this hypothesis is 8.9222. The hypothesis rejection value for the .05 level of significance, 3 d.f., is 7.81. Since the calculated chi square exceeds the rejection value, the hypothesis of independence is rejected at the .05 level. Based upon the data analysis, it may be stated that a dependency probably exists between the type of affiliation which the study group has with state educational associations, and their commitment to the procedures and standards of the work organization. The apparent relationships are, as follows: (1) almost 6 out of 10 of the teachers not affiliated with state associations exhibit job involvement in the technological sector of work, (2) approximately 7 out of 10 who are affiliated as members, only, are classed as job involved, (3) almost 9 out of 10 committee workers are rated as job committed, and (4) over 8 out of 10 recent officers in state associations exhibit job commitment. The operation of the inter-rela- tionships seems to be that job commitment to the technological sector in- creases with membership and committee-level participation in state educational associations--remaining high, but decreasing by eight percent, with recent officership status. Hypothesis 52 (Variable 12)’ No significant differences exist in the relationships between the amount of formal education (degree status) and the general involvements of the study population. Observed characteristics of the study group indicate that 29 per- cent of the holders of Bachelor's degrees, and 16 percent of the teachers with Master's degrees exhibit job commitment in the general sector of the work behavior system (see Table 13.6). 79 Table 13. Significant Relationships Between Variables and the Occupational Involvements of Industrial Education Teachers. Table 13.1. Relationships Between the Number of Industrial Education Teachers in a District and the Formal Involvements of Teachers. £_o_ to TCCo ’01.: o JCb 13's '03- Oh 1.0:.1‘ .5. ..L'. Less than 5 811 191 100 26 5 - 20 72 28 100 92 Over 20 59 61 .100 112 2 (255) x . 6.3940 2 dofo P > .05 Table 13.2. Relationships Between the level of College Education and the Technological Involvements of Industrial Education Teachers. aggree Status Job.§gv. Non- ob Totals .3. ..L Bachelor's 761 261 100 133 Master's 60 60 100 95 7 (228)* x2 - 6.6180 1 a.£. p > .025 * Two non-degree holders eliminated 80 Teble 13.3. Relationships Between Affiliations in State Educational Associations and the Technological Involvements of Industrial Education Teachers. -1— J. Non~member 571 631 100 37 Member, only 67 33 100 150 Committee Member 89 11 100 27 Recent Officer 81 19 100 16 (230) 7 x2 - 3.9222 3 a.£. r) .05 Table 13.4. Relationships Between the Level of College Education and General Involvements of Industrial Education Teachers. Degree Status Job Inv. Non- ob Totals .3. .L Bachelor's 291 711 100 133 Master's 16 86 100 95 (228)* 7 x2 - 5.6158 1 d.f. p > .025 * Two non-degree holders eliminated 81 The calculated chi square for the observed differences is distri- butions is 3.6158. Rejection of the hypothesis requires a value, 3.86, for 1 d.f. at the .05 level of significance. The hypothesis of inde- pendence is rejected at the .05 level. The data analysis provides evidence that a dependency probably exists between the degree statuses of the aubject group and the extent to which they-value their own objectives ea 2F“' for carrying-out their job tasks. The types-of dependencies noted:are characterised as followa: (1) almost 3 out of 10 teachers with Bachelor's degrees, and (2) less than 2 out of 10 with Master's degrees exhibit job commitment in the general (nonoformal) sector of work. The general relationship noted appears to indicate that job commitment to the general sector of the work situation decreases as the degree status increases. D. STUDY VARIABLE‘HORK ROLE ORIENTATION arromsszs nunousnxrs The major aim for the tests of the hypotheses of relationships be- tween the study variables and work role orientations is to determine whether inter-relationships exist between the independent study variables. and the areas in which role perfonmance evaluations seem preferred by the study group. The fifteen independent variables are to be tested in relationship to Hypothesis 82. The distributions of responses and chi square calcula- tions for each variable are recorded in Appendix E; only significant findings are noted in this section. Hypothesis §£_(3-ang:3r, variable 5}). No significant differences exist in the relationships between the type of affiliations with state 82 educational associations and the work role orientations of Michigan junior high school, industrial education teachers. From the distributions noted in Table 16.1, a chi square for the observed differences is found to be 16.6160. The hypothesis rejection value for x?, 6 d.f., at the .05 level of significance is 12.39. The hy- pothesis of independence is rejected at the .05 lsvel--a dependency appears to exist between the dependent and independent variables studied. The following characteristics of the study group are evidenced in relation to the independent variable classifications: (1) the greatest proportion of non-members (over 2/5) exhibit balanced orientations, while the specialism.orientation frequency (less than 2/5) approaches the balanced, and occurs twice as often as the teaching orientation; (2) the largest proportion of members, only, (almost 2/3) show balanced orienta- tions, while the specialism orientation is noted for one-third of the group, and exceeds the teaching orientation by one and one-third times; (3) the largest proportion of co-ittee members (almost 3/6) show balanced orientations, while specialism is observed for 3/20 of the groupe-the specialism orientation frequency is about one and one-third times that of teaching; and (6) the highest proportion of recent officers (over 3/5) exhibit a balanced orientation, while specialism and teaching evidence equal frequencies (about 1/5 each). The balanced orientation is noted with the greatest frequency in the total study group. Members, only, (39 percent) and nonsmmebors (63 percent) are almost equally represented. This orientation is noted most frequently for the participating members of state education associations-- committee members (76 percent) and recent officers (62 percent)--but is noticeably lower (12 percent) for the officers. 83 Table 16. Significant Relationships Between Variables and dork Role Orientations of Industrial Education Teachers. Table 16.1. Relationships Between Affiliations in State Educational .Associations and the work Role Orientations of Industrial Education Teachers. Affiliation Orientation Totals Spec. Bal. Tea. A _N__ Non-member 381 631 191 100 37 Member, only 35 39 26 100 150 Committee Member 15 76 11 100 27 Recent Officer 19 62 19 100 16 V _ (230) x2 - 14.4140 6 d.f. r > .05 Table 16.2. Relationships Between School Size and work Role Orientations of Industrial Education Teachers. W 52. Students Orientation' Totals ' £222; 221-. 122:. .2. .N. 200 - 739 671 321 211 100 67 760 - 879 25 55 20 100 66 880 - 1069 60 36 26 100 50 1050 - 1519 38 60 22 100 65 1520 - 2230 23 36, 63 100 66 (230) 2 X . 15.6500 8 dofo P . .05 86 In relation to the specialism orientation, members (38 percent) and non-members (35 percent) have approximately equal representations, and exhibit the highest proportions of specialism orientations. The com- mittee members (15 percent) and recent officers (19 percent) evidence almost one-half the frequencies in specialism noted for members and non- members--officers are four percent higher than committee members. In relation to teaching orientations, members (26 percent) show a, slightly greater (7 percent) frequency in this area than non-members (19 percent). Committee members (11 percent) are represented to a much smaller degree (15 percent less) than members, only. Recent officers (19 percent) exhibit a greater proportional representation than committee members, but have the same representation as non-members. The patterns of apparent orientations indicate that (1) the spe- cialism work role seems to be valued least by participating members in state educational associations, (2) the balanced work role is valued most by the participating members, though somewhat less by recent officers, and (3) the teaching role is valued least by committee members, most by members, and equally by recent officers and non-members. hypothesis £2 (2-answer, Variablo'll). No significant differences exist in the relationships between the work role orientations of the study population, and the size of school in which they teach. The site of school is categorized on the basis of average daily attendance (A06). Table 16.2 summarizes the distributions of responses for this hy- pothesis. From the distributions, a calculated chi square of 15.6500 is obtained. The value of x?, 8 d.f., necessary for rejection of the hypoth- esis of independence is 15.51. Since the calculated chi square is within 85 .06 points, or .38 of one percent of the rejection value, the investigator will reject the hypothesis--on the assumption that the results are too close to the rejection value to justify acceptance of the null hypothesis. The size classifications for the schools in this study are as follows: (1) Class I, 200-239 Ass, (2) Class II, 740-879, (3) Class 111, 880-1049, (4) Class IV, 1050-1519. and (5) Class V, 1520-2230. The following orientation characteristics are noted for the study group: (1) of the teachers in Class I schools, almost one-half are rated as specialism oriented, about one-third as balanced, and over one-fifth as teaching oriented; (2) of those in Class II, one-fourth are specialism, ever one-half balanced, and one-fifth teaching oriented; (3) of these in Class 11 schools, two-fifths are specialism more than one-third balanced, and almost one-fourth teaching oriented; (6) of those in Class IV schools, almost two-fifths are specialism, two-fifths balanced, and over one-fifth teaching oriented; and (5) in Class V schools, about one-fourth are spe- cialism, over one-third balanced, and over two-fifths teaching oriented. In the case of specialism, the frequencies decrease from 67 percent in Class I schools to 23 percent for Class V--this progression tends to be consistent except in the case of Class 11 schools which exhibit nearly as low a percentage (25) as teachers in Class V. In the balanced orientation area, Class I, III. and V schools ex- hibit almost equal frequencies-~32, 36 and as percent, respectively. Class II has the highest frequency, 55 percent, Class IV (40 percent) shows a somewhat higher proportion of teaching orientations than 1, III, and V, but much less than Class II (15 percent less). The patterns noted in the frequency distributions of the study group tend to be as follows; (1) the frequency of specialism orientations 86 tends to decrease as the size of the school in which the industrial edu- cation teacher works increases, (2) frequencies of balanced orientations tend to be somewhat higher in the muddle-sized schools, and (3) frequencies of teaching orientations tend to remain the same except for teachers in the largest schools, where the frequency tends to be approximately twice OI high. E. SUMMARY OF SIGNIFICANT HYPOTHESHS The following null hypotheses have been rejected at the .05 level of significance using the chi square statistic for distribution; of the data observed in this study: Hypothesis Al: Hypothesis A2: Hypothesis A3: Hypothesis A4: Hypothesis A5: Hypothesis A7: (V‘re 13) Hypothesis A8: (V‘ro 16) Hypothesis A8: (V‘ro 22) Hypothesis A9: (V‘ro 16) Hypothesis Bl: Hypothesis B2: homogeneity of total involvements, homogeneity of formal organization in- volvementa, homogeneity of technological involvements, homogeneity of general (non-formal) in- volvements, homogeneity of informal involvements, independence of formal organisation in- volvements and the numbers of industrial education teachers per district, independence of technological involve- ‘ments and the formal education statuses of industrial education teachers, independence of technological involve- ments and teachers' affiliations with state educational associations, independence of general involvements and the formal education statuses of indus- trial education teachers, homogeneity of the teacher-specialism work role orientations, (3-answer, Var. 22): independence of the teacher-specialism orientations and teachers' affiliations with state edu- cational associations, and 87 Hypothesis 32: (2-anawer, Var. ll): independence of teacher-specialism orientations and the sire of school in which they teach. CHAPTER VII INTERPRETATION OF STUDY FINDINGS This chapter is devoted to interpreting the significant findings of this study in terms of the implications they may have for educators. It will attempt to resolve the question, "What importance does a knowledge of teachers' job commitments and work role orientations have for the persons involved in the education of teachers, or for those who function with them in educational institutions?” The terms, teacher, wherever used in this section,*wi11 refer directly to the Michigan junior high school, industrial education teachers investigated in this study. A. OCCUPATIONAL INVOLVEMENT One prime requisite for the professional is dedication to the occu- pational setting. Dedication presumes that the work situation provides the focal-point around which an individual'a important life-directions are made. If this is true, most of the industrial education teachers in this study are not professionals. Less than one-fourth of these teachers consider their occupation as their "central life interest." The preceding revelation becomes even more startling for the edu- cator when.we compare teacher commitments to those of nurses and coOpera- tive extension agents. Over nine-tenths of the nurses and extension agents, studied by Orzack and Rants, selected their work situations as their "central life interest." Here we have three groups with quite 89 similar socio-economic origins and degrees of formal education, but only the teachers fail to place a high value on the occupational setting. This lack of occupational dedication comes to full realization when we note that the work commitments of industrial education teachers are no greater than those exhibited by the semi-skilled industrial workers studied by Dubin. This state of affairs demands that educators at all levels examine the processes used in the education of teachers, and the characteristics of the school systems in which the teachers function. The reasons for this low'work commitment must be found. Hays for increasing occupational involvement must be inaugurated. The remainder of this chapter is devoted to implications of the study findings in relation to the four behavioral sectors of work. The implications are followed by suggestions for increasing the work commit- ments of teachers. £25531_Behavior Characteristics. Two-thirds of the teachers in this study are classed as committed to the broad goals and regulations of their work organization. They exhibit slightly greater commitments than industrial workers, but almost one-fourth less commitment than nurses and extension agents. There appears to be an important variation, however, in the extent to which teachers value the formal systemo-the proportion of teachers classed as job-involved seems to decrease as the number of industrial edu- cation teachers in the district increases. This condition suggests that, given increased opportunity to do so, the teacher will use his own col- leagues as a normative reference group. From this premise, we may deduce 90 that some degree of conflict may exist between the normative systems of the educational institution and industrial education teachers which en- courages the acceptance of an alternative normative system. These premises would seem to impel further inquiry into the nature of teachers, and the character of large school systems. In the first place, it is necessary to remember that at least two conditions must be fulfilled if alternative normative systems are to be _‘ _ pH. found in an institutional system: (1) the alternative system must be known F by the individuals in a particular situation-othis implies that it must have been learned, and (2) the alternative system must either be sanc- tioned, or free enough from strict sanctions to be tolerated within the institution. Beginning with the latter condition, a look at larger school dis- tricts suggests that the acceptance of an industrial education normative system within the educational institution may be both tolerated and sanc- tioned. As the school district becomes larger, relationships between the authority figures and the teachers will tend to become less personal and less frequent. This reduces the probability that direct sanctions will be applied to nen-conformists. As long as non-conformity does not threaten to disrupt the functioning of the institution, a school adminis- trator may be more than happy to concentrate on the problems related to operating a school or a school system, and leave the functioning of the educational processes to the teachers. In this sense, the alternative system may become tolerated. Sanctioning of an alternative system may receive a direct impetus through the institution of departments, department heads, and special sub- Ject supervisors-~all characteristic of larger educational districts. 91 These constitute a recognition that differences are important, and are expected to exist in the educational institution. The concept, alternative, suggests that a difference exists. Some- where and sonehow, industrial education teachers seem to have normative expectations which vary to some degree from those of their school insti- tutions. If this were not so, they would have less inducement to value the expectations of their subject matter colleagues-oin preference to those of the institution-~even though increased opportunity to do so presents itself. It is quite possible that work experiences and formal educational processes have helped provide the industrial education teachers with edu- cational goals which are at some degree of variance with broad educational institution goals. These goals, and the modes of operating in relation to them, would seem important enough for the teacher to want them reinforced, in preference to those of the institutions, by orienting himself to the other industrial education teachers. Through this orientation of himself to other industrial education teachers, the teacher may achieve status recognition which he might otherwise not achieve in the larger educa- tional district. Technological Behavior Characteristics. Almost seven-tenths of the teachers in this study are committed to the prescribed tasks and pro- cedures of their work organization. Teachers show a slightly higher com- mitment than industrial workers, but are about one-fifth lower than nurses and extension agents. Taken together, the work behavior systems, formal and technological, constitute the most prescribed areas of work. Further, they establish the minimum requisites for fulfillment of the ultimate purposes of the in- stitution. 92 In this study, two important relationships are noticeable between the degree to which teachers-are occupationally-involved in the techno- logical sector, and experiences in their environment. These relationships suggest that (1) job involvement decreases with higher degree status, and (2) it increases with membership, increasing further with committee work, but decreases with office-holding.in state educational associations. In the first case, degree status, it has been noted that teachers with Master's degrees are less job-oriented to the prescribed methodology for carrying out work tasks than holders of Bachelor's degrees. In- creased formal education appears to increase an individual's awareness of alternative ways of attaining work goals. Add to this, the factor that higher education is frequently a means for moving out of the current job situation, and we may postulate that prescribed means may well become less valued by the more highly educated teacher. A third factor may also be in operation here-othrough higher education, the teacher's present spe- cialization may be reduced, or changed. This change in status may result in the development of a new set of expectations in relation to the job processes. If these new expectations conflict with the prescribed work behaviors, a lessened commitment to the technological sector may be expected. In the case of affiliations with state educational associations, the general tendency for job involvonent to increase with membership and active participation suggests that affiliations tend to increase awareness of the value of prescribed means for accomplishing the goals of educational in- stitutions. State educational associations have at least three isportant functions: (1) to help resolve problems of teachers in relation to their work organization, (2) to increase teacher's recognition and knowledge of the purposes and problems of the work organization, and (3) to provide 93 some degree of status recognition for teachers. The first two functions tend to resolve conflicts which may exist between the teacher and his work organisation, subsequently encouraging him to value the work situation more highly. The latter tends to make it possible forthe teacher to re- ceive recognition as a member of his own work organisation, and therefore, he may become more inclined to subscribe to the prescribed systems of his work. It appears quite likely that the prestige, or status, afforded recent officers in state associations may encourage some teachers to value the means-systems of the association above those of the work organisation. This characteristic is suggested as we note that job co-itment, while remaining predominantly job oriented, is less for recent officers than for committee members in state associations. Non-formal Behavior Characteristi_c_g. The non-formal, or general, sector of work affords an individual more freedom of action than the formal and technological sectors. In the process of actually carrying out work activities, it is possible for the individual to use bio on objectives to modify prescribed means and still fulfill the broad goals and expecta- tions of the work organisation. This freedom to act may be beneficial, or detrimental, for the work organization. It will be beneficial if it expedites the goals of the work organ- isation, making it possible for greater accomplishment with less expendi- ture of energy. It may be detrimental if it induces conflicts within the orgnisa- tion by forcing modification of the existing expectations associated with prescribed means and standards in the organisation. 94 The extent to which job involvement in the non-formal sector of work is desirable is not currently known. It is reasonable to assume, however, that a valuation somewhat in favor of job systems is more likely to be beneficial to the work organisation than a strong personal-objective orientation. In teaching, some degree of innovation and non-conformity may be both desirable and necessary in carrying out the work tasks. There is, however, a strong indication that industrial education teachers prefer their own means for accomplishing the work tasks ovor those of the work organisation. Less than one-fourth of the teachers exhibit job commitment to the nonfformel sector of work. (Over two-thirds of the nurses and ex- tension agents exhibit job commitment to the non-formal sector.) A factor which seems to influence the extent of job involvement to the non-formal sector is the degree status of an individual. As the in- dividual attains a higher level of formal education, he would seem to value his own objectives as means for carrying out work tasks. This con- dition seems to support a similar situation noted in relation to the technological sector, where job involvement also seemed to decrease with higher degree status. It would appear, therefore, that the substitution of an individual's own means of accomplishing work tasks for the pre- scribed means of the work organisation may be a consequence of formal education. I In the case of the technological sector, it has been suggested that a new awareness of alternatives to prescribed systems, encouraged through a formal educational process, may be a contributing factor toward reduced commitment in this sector. This may, very likely, be the case in relation to the non-formal sector; however, not only may formal education foster recognition of alternative systems, but it may also tend to promote 95 recognition of conflicts and inconsistencies in prescribed means which encourage the teacher to use his own methods for achieving the educational goals of the institution. Finally, the non-formal sector provides an area of freedom in which it is possible for the teacher to put his alternative systems into practice. Informal Behavior Characteristics. Acts performed in the informal sector of work are not required for, nor necessarily aimed at, accom- plishing the tasks and goals of the work organization; rather, they are concerned with the achievement of personal recognition in the social LHL‘JBI'PJJ'I .' ' "- - . aspects of the work situation. In all probability, the minimal require- ments of the work situation could be accomplished whether or not a teacher values the work situation for his informal, interpersonal social rela- tionships. From the preceding comments it may appear that the informal sector of work is not of particular consequence in the work situation. Yet, nothing could be farther from the truth. It has consistently been proven (by Elton Mayo and others) that informal social relationships at work greatly affect the accomplishments of organisational goals. Job involve- ment in the informal sector may well be a factor in determining whether the achievement of organisational goals is on a minimal, or a maximal basis. Further, since this sector is relatively free from*work prescription and sanctions, it may serve as an important indicator of the extent to which the work situation is valued by an individual; for it is in the informal sector where the most valued tests of self-esteem.are made by an individual. If he values the informal social relationships on the job most highly, the individual has an inducement to value the work situation itself. If he 96 values primary social relationships outside the work situation most highly, the individual is not likely to be very highly dedicated to his work sit- nation-cusing it as a basis for making his really important personal decisions in life. In the informal behavior sector of work, almost 90 percent of the industrial education teachers chose situations outside the work situation as the places most valued for their primary social interactions. From ‘91' "1999999 " “l7 hYPOthfisilc the possible existence of the following ; conditions: (I) the occupation may not offer opportunities conducive to E the establishment of informal social relationships on the job, (2) member- p. ship in the occupation of teaching may not provide recognized status for the teacher in his society, (3) the primary social relationship expecta- tions of teachers may conflict with those of other teachers, or (4) competition for status recognition in the educational institution may exist among teachers. In the first case, the occupation may not have provision for suit- able rewards for the development and maintenance of close personal rela- tionships on the job. It also may not provide the time, and encourage the situations which help to promote primary relationships. In the second case, the public may tend (as Brookover has sug- gested) to leave the educational institution unranked in the social structure-oin which case, the position of teacher must also tend to be unranked in the public image. If the individual cannot be assigned status in his position of teaching, he cannot be expected to seek other teachers as evaluators of his personal worth in society. His audience of evalua- tion must be ranked in the social structure, if he is to achieve social recognition as a member in that society. 97 In the third case, through socialization processes, work ex- periences, and formal education, the value systems of individual teachers may vary to a degree which could produce conflicting value systems between teachers. Close relationships require a high degree of similarity between the interests of the participants; the members must ”talk the same lan- guage” and be competent to evaluate the personal worth of each other. It is not difficult to envision that subject specialist teachers might have difficulty in communicating with, and evaluating the personal character- istics of, one another--this will tend to be especially true between the so-called academic and practical fields of education. In the final case, there may be competition-between teachers for status recognition, or rewards, within the institutional setting which will discourage primary relationships on the job. Two people in competition for the job, head of the department, are not likely to become so "close" with each other that knowledge of the other°s personal qualities could be used as a weapon for gaining advantage in the job appointment. A teacher, recognized in his institution as an outstanding teacher or a specialist in some educational facet, may do everything in his power to maintain this position-~1ncluding foregoing any close relationships which may reveal his secrets. Whether rewards are tangible or intangible, competition for them will not encourage close personal relationships between individuals in the work situation. Implications 25,0ccupational Involvement. Occupational involvement should be of particular concern to school administrators and teacher-edu- cators if they are interested in providing real leadership in the educa- tional situation. Knowledge of the kinds and extent of occupational in- 98 volvement which staff members hold may provide keys to procedures for ' dealing with individuals in authority relationships. Knowledge of factors which relate to the extent of occupational involvement may provide clues for bringing-about changes in the degrees and kinds of involvements of teachers in relation to their work situation. There tend to be three relatively distinct types of work orienta- tions which individuals exhibit: (1) job oriented, (2) indifferent, and (3) community oriented.47 These may be evidenced to some degree in al- p most all work situations. Knowing the type of individual that he is dealing with, the administrator has some index as to the type of direction needed to promote the type of organization he desires. No one type of personnel administration can be expected to work for all staff members. Each type of work orientation has its peculiar characteristics. Those teachers who tend to be job oriented will not need the extent of direction and supervision required for indifferent and community ori- ented persons. They will tend to use organizational means for achieving organizational goals since they will tend to be aware of, and value, accom- plishment of these goals. Incentives and rewards for these people will tend to be most effective when presented in terms of the work situation. itself. Necessary changes in work procedures and goals will tend to be encouraged by job oriented persons; however, they will probably expect to be involved in the decision-making processes which initiate the changes. Teachers with indifferent orientations will tend to follow-along with the directions of the work authority figures. They will have to be 47Discussion of the characteristics of job orientation types has been summarized from Robert Dubin, Th: world g£.flork, New Jersey: Prentice- .Hallg Inc., 1958, ppm 255'58o 99 told what is expected in the situation, but probably, the why of the action is inconsequential for them. Direct supervision will be required, for the most part, to insure continuity of direction for achievement of the work goals. Incentives and rewards in relation to the work situation.will not have particular consequence for achieving higher quality, more effective work. The indifferent person has not found any real life interest which may act as a focal point for his life. Those teachers with community orientations will tend to be in- different to forceful supervision and direction. work provides these people with a type of social recognitiono-fulfilling the expectation asso- ciated with the "protestant ethic" that work is good, or expected, of any able-bodied man. The main purpose of work, however, is to provide him a financial basis which will enable him to pursue his real life interest; work incentive devices will be most successful if they center around fi- nancial rewards. The industrial education teachers in this study tend to fall within the last two orientations: indifferent or community oriented. If the orientation is one of indifference, it should be possible for educators to encourage the teacher to become interested in the work situation. Since these people have no major life commitment, competent educators may be able to provide the opportunities and enlightenment necessary for these people to learn to value work as a major life interest. (It should be noted here that, while no direct effort has been made in this study to distinguish between the three types of job orientations, the author has noted a distinct tendency for non-job oriented teachers to exhibit indif- ferent involvement.) Those teachers who exhibit community orientations already have a iii ‘Mfa' .45 ..t ‘ 100 eajor life interest. It may be more difficult for educators to convert outside interests to work-centered interests, but it is not necessarily impossible to do so. Since a person°s interests are a product of learning in the first place, it is possible for them to learn new interests. Before this may be accomplished, however, the individual will have to become aware of new interests which are superior to those he now holds. It will also have to provide him with a better opportunity for personal recognition in his society. This implies that educators may be called upon to clarify the goals and procedures of the work institution, to make provisions for individuals to learn and internalize the work systems, to ran- — 1 initiate procedures which will provide staff members with opportunities and incentives to participate in the decision-making processes of the work organization, to establish means by which staff members may receive recognition for his personal qualities and achievements, and to make a conscious effort toward achieving public recognition of teaching and edu- cation as office and status, ranked within the social structure. The school administrator cannot be expected to achieve the pre- ceding aims solely through his own works, but as the educational leader in the community, he must assume the responsibility for giving direction and continuity to the programs aimed at encouraging teachers to place a higher value on their work situation. Higher education and graduate schools, also, must assist in "raising" job involvements of teachers in relation to their work. In the first place, during undergraduate education a conscious effort should he made to reduce conflicts in values between the various subject specializations-oompha- sising the integrative characteristics of the various subject areas within the total educational program, and at the same time, creating in the indi- 101 viduals an awareness that certain types of differences must exist, and co-exist, within any educational-institution seeking to accomplish the ”Democratic Ideal" in education. Looking a little more closely at the results of this study, the following possibilities for modifying the job involvements of industrial 9 education teachers are presented. Increasing Formal gehavior Involvement. The following suggestions, based on the study implications, are postulated as possible ways of in- creasing teacherso job involvements to the broad goals and operational procedures of the work institution. . :V l. Administrators in larger, or growing school districts should make a particular effort to provide clear definitions of the purposes and procedural systems of the school organization. 2. The orientation systems used within the public school must provide means for the teachers to learn, and to utilize, the work pro- cedural systems to achieve school goals; those in charge of orientation will need to remain alert to the need for re-orientation when procedural systems or goals are changing, or changed. 3. Administrators must provide systems which will enable teachers to receive recognition in relation to their work-cto encourage them to look to the work situation for rewards and status recognition. 4. Every attempt should be made to de-emphasize departmentaliza- tion, and special caution exercised in dealings with the various subject area specialisations in order to reduce the possibility of encouraging interaspecialisation rivalries, and retard the development of a hierarchy of subject matter specializations which will promote conflicts between the 102 value systems of the various specializations. 5. The aim of industrial education teacher-educators should be to provide students with a concept of industrial education as one facet of a total educational program which has certain commonalities with, and certain differences from, other specializations. 6. Industrial education teacher-educators must assume a responsi- bility for making other educators (subject specialists, administrators, a. and the public)-conscious of the place of industrial education in total- community education. Increasing Technological Behavior ggg_lnvolvement. For educators concerned with modification of teacher's job involvement toward the pre- scribed means and standards of the work institution, the following sug- gestions are presented. 1. Graduate education should consciously provide means for in- dustrial education teachers to maintain their identity with teaching. Current programs tend to encourage an individual to leave the teaching field and/or the teaching specialization, both of which encourage the de- velopment of alternate sets of expectations which may induce a teacher to value procedures and standards outside the work situation. 2. Graduate school educators should be aware of the conflicts which their programs may develop between the value systems of the school institution and those promoted by the higher-education institution. An attempt should be made to resolve these conflicts in ways which will an- able the teacher to maintain his identity with the teaching position. 3. Administrators should provide all means possible for encouraging active participation of teachers in state educational associations, since 103 active participation seems highly related to recognition of the importance of institutional means and standards by thachers. 4. Administrators should provide teachers with recognition for job performance which supports existing work procedures and standards, and involve them in the decision-making processes aimed at improving pre- scribed work systems. Lflisn ‘ Increasing Non-formal Behavior £22 Involvement. If it is de- sirable for teachers to value the prescribed systems of the work insti- tution over personal objectives for achieving work goals, the following suggestions may encourage increased job commitment to the non-formal I.” »,. ._ sector of work. 1. In general, the suggestions presented in relation to increasing technological commitments should also function to increase non-formal in- volvement. 2. Teacher educators should make every effort to assist school administrators in resolving the conflicts and inconsistencies in the pre- scribed means and standards of the work organization-cmaking certain that prescribed means and operational procedures are clearly defined, pur- poseful, achievable, and desirable. Further Considerations £25.1ncreasi3g Qccupational Involvements. The industrial education teachers in this study seem to regard themselves as second-class citizens in the educational community. These individuals are frequently heard to complain that their classes are the "dumping- ground" of the school. They tend to believe that industrial education has an inferior status in the educational setting. This feeling is en- couraged by educational critics who press for the "pursuit of excellence," 104 and extol the virtues of academic subject matter over all ”practical" fields. with all these forces against them, it is not too difficult to see why industrial education teachers are not highly dedicated to their work. why should they seek status recognition from other staff members, or people in the community, for fulfilling a role which they are quite certain cannot provide satisfying role evaluations? The teacher's negative attitude toward work should be a critical consideration for all persons in the democratic community, from the parent to the President. Our teachers must be dedicated to their work if each individual in our society is to have the best education possible. The barriers, discouraging the teacher from work involvement, must be eliminated. The following considerations are promised, in addition to those previously stated, as possible means for increasing the work commitments of industrial education teachers. 1. Teacher-educators, at all levels, should consciously seek to involve their students in professional education associations of both types-~industrial education centered and non-specialty associations. Participation in the first type will tend to strengthen the individual's confidence as a specialist in the educational community. Participation in the second type will provide the individual with an opportunity to evaluate his capabilities in relation to those of other subject teachers, and conversely, provide the other teachers with a knowledge of the cape- bilities and purposes fulfilled by the industrial education teacher. 2. Professional education associations should encourage, and provide for, the active participation of "student" members.= Orientation. should be provided to explain what the association can do for its mem- E 1 ‘ vammhimwnifivr 105 bers, and what the members may do for the association. 3. Professional education associations of the non-specialty type should make certain that all subject specialisations are adequately repre- sented and recognized in the activities and publications of the associa- tion. 6. Professional education associations should seek to create a public imege of education as a professional occupation. The public must be informed, constantly, of the special abilities and capabilities re- quired for successful teaching. (Such statements as, ”professional salaries for professional preparation," do little to create a profes- sional image in the public mind.) ‘ 5. Graduate school teacher-educators of industrial education stu- dents must understand the kinds of occupational involvements their students bring to the colleges and universities with them. It is a false premise to assume that teachers are dedicated to their work simply be- cause they enroll in graduate school. A negative approach by teacher- educators, following this premise, may actually tend to decrease a student's work commitment to the point where he is left with no alter- native but to leave the teaching field. oThe conflicts forced upon the teacher through formal education may appear insurmountable. The teacher- educator's first responsibility is to help the student build an imuge of himself in relation to his occupational setting. 6. Teacher educators must help their students to develop an image of themselves as important participants in their society. .The students should know'the significant part that teachers play in our modern tech- nological social order. Through case studies, the students may learn of the great contributions which teachers have made in the evolution.of 106 modern civilization. 7. Educators, professional education associations, and the public must be conscious of the necessity for a regular and continual ”boosting" of teacher morale. The teachers need to know that their work is viewed as important, and respected in the educational and public communities. 8. School administrators must recognize the "inferior" position E" that industrial education tends to be given in the educational program of the school. whether this is a case of conscious delegation as inferior, or just a perception on the part of industrial education teachers, the inferior status of any subject specialization in the school should be of great concern to the administrator. He should use every means possible to create an image in the minds of staff members and the community of in- dustrial education as.an educative system which is no less essential than any other specialization in the school educational scheme. 9. School administrators should clearly acknowledge the fact that industrial education has particular value in the education of students of low academic ability. On the other hand, he must make every effort to see that the "superior“ student is well represented in industrial education classes, for industrial education has much to offer all students in this technological society. B. WORK ROLE ORIENTATIONS During the course of his formal educational training, the industrial education teacher is confronted with two major directional forces. One force is applied in the direction of producing a person.who is a specialist in the techniques and methodology of transmitting knowledge to other indi- viduals. The other force seeks to produce a person who possesses the 107 knowledge and skills of a specialized subject-matter area.upon whom a "learner" may draw--and become educated. These two directions have been conceived, in this study, as-being two possible extremes of major work role orientations within the educational setting. As roles, they consist of expectations through which role performance may be evaluated by the individual, or by role evaluators. An individual, preferring performance evaluations as a specialist in knowledge transmission, has a self-image in the teaching role. The person desiring work evaluations in terms of his special subject knowledge and skills has an orientation, or perception of self, in the role of specialism. ‘As with most human traits, the perceptions of individuals within a role are variable. Since both teaching and specialism orientations are conscious elements in the education of teachers, some degree of both ori- entations must exist within teachers' perceptions. One or the other'be- comes a major role, however, when it attains preferential domination within the selfoimage of the teacher as he goes about his work. Speaking in general terms, the work role orientations of the indus- trial education teachers are relatively balanced between the teaching and specialism orientations. The teachers seem to feel that they may expect satisfactory recognition for performances exhibited in either or both roles. In comparing the more extreme role orientations, the role of apo- cialism seems to be more valued than the teaching role. This would tend to indicate that the values associated with being a specialist in subject matter are accepted more readily than those for being a teacher-specialist. This position is reinforced by understanding that subject-matter speciali- zation tends to receive greater emphasis in the education of teachers than “mm “‘IMWA .‘SIF‘ j. 108 teaching methodology. uA further reinforcement of this concept is the realization that possession of special subject-matter knowledge and skills is more easily evaluated than are teaching knowledge and skills. From evidence gathered in this study, the following conclusions are postulated regarding significant relationships observed between work role orientations and the variable-characteristics of the study population. rm First, the self images of teachers in their work roles exhibit certain characteristic relationships with membership and active partici- pation in state educational associations. The following conclusions are in evidence. 1. Teachers who hold primary self-images in the specialism role may not expect to receive important recognition in this role through their affiliations within state educational associations. This concept is prem- ised upon the noted condition that orientations toward specialism are slightly lower for members, only, than for non-members and, further, that a sharp decline in specialism orientations is noted for active participants in state associations. Therefore, we may postulate that affiliations with state educational associations do not appear to offer the opportunities which would encourage a teacher's orientation toward the functions of specialism. There may, however, be some limited opportunity for reinforcement, or recognition, of role performance-in the specialism role for persons holding officer status in the state associations. There appears to be a slight rise in the specialism orientation with the attainment of officer status. This condition is most likely to prevail when the office is held in educational associations organized around special subjects or special fields of knowledge. 109 2. Teachers who hold primary self-images in the balanced teaching- specialism orientation may not expect to receive role recognition through membership in state educational associations; however, they may find role reinforcement through active participation-~committee work and officership. These conclusions are based upon observed characteristics of the study population-~the balanced orientation decreases slightly with membership, rm followed by a sharp rise in balanced orientations with active participa- é tion. :I We may speculate that, since committee work tends to involve persons with groups possessing diversified self-images and goals, and with prob- lems that involve both teaching and specialism functions, the individual is encouraged to select a balanced orientation in order to perform ade- quately within the committee situation. Finally, it is noted that the balanced orientation tends to decrease with the holding of recent officership in state associations, and as the orientation "decreased" the orientations toward the specialism and teaching roles increased and came into exact balance. This suggests that acceptance of officership may encourage some individuals to prefer one, or the other, extreme role orientation.. Since state associations tend to be of two general types (see concerned with the general improvement of the educative processes, and the other developed around subjectamatter specialties), we may expect that the type of state association in.which an individual attains officership tends to influence his work role preferences. 3. Teachers holding primary work self-images in the teaching role may view membership in state educational associations as a means for re- ceiving work role recognition in the functions of teaching. ’This thesis is substantiated by an observed increase in teaching orientations with 110 membership.in the association, as contrasted to non-membership. This ob- ‘ servation suggests that state associations may provide one or more of the following means which could increase an individual°s opportunity for ree- ognition within the teaching role: (1) means for-better understanding the expectations related to the teaching role, (2) means which increase an individual's knowledge of the techniques, media, etcetera which can improve ?“ his teaching performance, and (3) means for obtaining a larger, more com- petent audience to evaluate his performance in the teaching role. Attaining an office in a state association may be a way through which teaching role orientations may be reinforced. A notable rise in orientations toward teaching is evidenced for recent officers, as con- trasted to committee workers. The type of association in which an officer's orientation toward teaching would tend to be reinforced would be one which is highly concerned with the functions of teachingc-this would be less likely to occur in a specialty-centered association than in an associa- tion which includes many different subject specialists. The second major conclusion about the self-images of teachers in their work roles concerns the relationships evidenced between role orien- tations and the sizes of schools in which industrial education teachers perform their work. (The five school-size classifications used in this study will be termed, herein, as small, small-medium, medium, mediumnlarge, and large.) l. Teachers in small schools holding specialism role self-images may expect to receive recognition in this role to a greater extent than teachers, similarly oriented, in large schools. This idea is substantiated by the observation that a greater percentage of specialism orientations occurs in the small schools than in the large ones. From this observation, 111 it becomes possible to speculate that factors related to small school size encourage the acceptance of specialism as a means for obtaining rewarding role performance evaluations. As a resultant of small size, the industrial education teacher is faced with certain limitations in the number and kinds of interactions provided in the work situation. Both of these factors may tend to affect role selection. On one hand, the teacher will have limited interaction with other industrial education teachers, and with supervisory personnel who could encourage him to work toward expectations beyond the areas of his particular subject specializations. 0n the other hand, the small school situation may encourage the teacher to accept the subject specialist role by consciously assigning industrial education a unique position in the school-aseparate and apart from the general education objectives of the school. Further, the evaluators of role performance in the school, lacking competence in evaluation of the teaching functions of industrial education, may tend to equate desirable role performance with the physical products produced in industrial education program: a condition which mandates a high degree of specialized competence in the subject areas taught. In the study results, a general tendency is noted toward reduced acceptance of the specialism orientation as the size of schools increases. The rate of reduction and certain unpredictable variations, however, do not provide adequate bases for making generalizations on the nature of spe- cialism orientation changes in the three intermediate school-size classifi- cations. The author would suggest, in passing, that large variations in the numbers of industrial education teachers per school within the inter- mediate sizes may contribute to its heterogeneous nature. 2. Teachers having primary self-images in the balanced teaching- 112 specialism role tend to maintain this balance regardless of school size. There is some possibility that characteristics are to be found in the in- termediate-sized schools which tend to promote a balanced orientation, since balanced orientations tend to be slightly higher in these classifio cations. (As noted in the conclusions on specialism orientations, there is a degree of variation between the internediate classifications which tends to preclude making generalizations from them.) 3. Teachers having primary self-images in the teaching role tend to be found most frequently in the large schools. This observation sug- gests that factors related to acceptance of teaching as a primary role orientation are not operative until a certain large school size is reached. Extreme largeness of school size carries with it implications sug- gesting largeness of school districts and greater financial bases for operating the schools. In turn, larger schools tend to have greater num- bers of teachers, more industrial education teachers per school, more supervisors, and a greater variety of subject offerings. In all, the largest schools would seem to extend to a teacher a great opportunity for selecting the expectations of any work role reference group that he desires. Yet, observations in this study indicate that certain forces in the large school situation encourage the industrial education teacher to see himself as a teaching specialist. Some of the forces influencing the industrial education teacher to accept the role of teaching specialist may include the following: (a) the fact that the industrial education teacher in the large school is propor- tionately less well represented than in smaller schools and, therefore, he finds it difficult to maintain an identification of uniqueness as a subject matter specialist, (b) the fact that the personnel, who supervise his 113 activities, hire, evaluate and assist him, have educational training and experiences which tend to stress teaching performance evaluations, and being in positions of authority, may apply sanctions to discourage other kinds of performances, and (c) the fact that the teaching role may provide the only common meeting-ground of espectations for subject specialists in a school staffed by a great variety of subject specialists. Implications 2£.!2£§_§213 Orientations. A knowledge of teachers' work role orientations may provide an educator with two types of clues in relation to the educational setting. First, it may tend to indicate the set of expectations which receive the greatest emphasis within the work institution. Secondly, it may indicate the set of expectations which an '- individual teacher perceives to be most important in the work setting. In the first case, when we note that a great number of teachers have a tendency to select a particular role orientation, it becomes pos- sible to infer that the institutional system provides the greatest oppor- tunity for recognition of its members in the performance of that role. It may also provide an inference of the power structure of the educational~ communityo-the set of eXpectations which has the greatest force for deter- mining educational directions. 3 In the second case, we may note that certain staff members prefer to identify themselves in work roles that differ from those held by the ma- jority. Since the ”non-conformists” expect to receive satisfactory eval- uations through role performances which they select, we may postulate that these people either perceive their work role expectations differently than the larger group, or that they look to other sets of expectations for satisfying role recognition. 114 Increasing Balanced 52;: Orientations. Some of the things which may be done by educators to encourage the acceptance of a balanced teaching- specialism orientation by industrial education teachers may include the following. 1 l. The teachers should be encouraged to actively participate in state educational associationso-especially at the committee levelo-and for the most part, in those associations which are not subject specialty centered. 2. An attempt should be made to maintain school sizes at enroll- ments that range somewhere between 750 to 1,500 students. 3. The specialization emphasis in teacher education programs should be reduced or, at least, greater emphasis placed upon the teaching func- tions. 4. More adequate means for evaluation of the teaching functions are needed--evaluation devices, better trained evaluators, and more recognised and acceptable criteria for teaching evaluation. 5. Educational authority figures should attempt to maintain rela- tively balanced expectations between the teaching and specialism orienta- tions of their staff members, being careful not to stress one set‘of expectations over the other. 6. Means should be developed for providing recognition and rewards for individuals with balanced orientations. Increasing.Spocialism Orientations. Some possible means for en- couraging industrial education teachers to seek work role performance evaluations in terma of their specialization may include the following. 1. Teachers should be discouraged from active participation in 115 state education associations. 2. School sizes should be kept small. 3. The concept should be promoted that industrial education is uniquely different from.other subject specializations in the educational institution. a. The work performance of the industrial education teacher should be evaluated on the basis of the kinds of projects the students make, rather than the types of knowledges and learning achieved by the students. Increasing Teachigg Orientations. The following suggestions may serve to encourage industrial education teachers to seek role performance evaluations in terms of teaching performances. 1. Teachers should be encouraged to join state educational associ- ations, but not to actively participate in them» 2. School sizes should be maintained above l520 ADA. 3. Keep the proportion of industrial education teachers to the total number of staff members low to reduce the possibility that they will be able to use their specialty colleagues as an audience of evaluation for their role performance. A. The functions of teaching should be emphasized in the school and district. Supervisory personnel should be specialists in teaching- evaluation techniques and in training methods for the isprovement of teaching. c. SUNNARIZATIO‘ The devices and procedures utilized in this study seen to provide many types of information which may be of value to educators on many levels. 116 1. From a knowledge of the ways and extents that teachers relate themselves to the work behavioral systems, it becomes possible to identify areas of conflict between institutional systems and values, and those held by teachers. 2. The valuations an individual holds in relation to his work situation may provide educators with clues to his tendencies-toward- behavior in the work organization--providing bases from.which more effective direction and supervision of teachers may be athieved. 3. Knowing an individual teacher's self-image in relation to the work behavioral systems may be used as one facet in merit evaluation sys- tems to substantiate external behavioral evaluations of the ways the teacher carries out the functions of work. 4. Knowing the roles in.which teachers prefer work performance evaluations may provide educators with cues to the power structures at work in the educational institution-~suggesting the important persons, or groups, to whom teachers look as an audience for evaluation of their work perform- ance. 5. Through knowledge of the dominant roles selected by staff members in the work situation, educators may be able to assess the major work-emphasis in the educational institution-oteaching, specialism, etcetera. 6. From assessments of the work behavioral commitments of the graduates from a variety of teacher-education institutions-ocomparing commitments and analysing the educational programs--it may be possible to isolate factors in the programs which tend to promote commitment to the work situation. 117 7. Identification of factors in the environmental and experiential backgrounds of teachers which relate to their work commitments and role orientations may be used as bases from which modifications of these per- sonal work-directions may be accomplished. CHAPTER VIII EVALUATION OF THE STUDY Three general expectations for this study are defined at the end of Chapter II (Theoretical Framework for the Problem). The accomplishment of these expectations will now be examined. A. THE FIRST EXPECTATION Industrial education teachers will show distinct dif- ferences in occupational involvements, but the primary characteristic will be one of non-involvement in the occupation, teaching. Tests of hypotheses Al-AS give evidence that distinct and signif- icant differences exist in the job commitments of the Michigan junior high school, industrial education teachers studied. In the primary characteristic of job involvement, ”central life interest," the teachers, typically, exhibit non-job involvement character- istics. In the behavioral sectors of work, the teachers tend to be job comitted to the formal and technological sectors, and non-job couitted to the non«formal and informal sectors. 3. THE SECOND EXPECTATION Industrial education teachers will have varying orien- tations toward their occupational role; one extreme may be identified as an orientation toward the functions of teaching, and at the other extreme, an orientation toward the functions of specialization-otogether en- compassing one continuum of role perceptions for teachers. 118 119 Two tests of hypothesis Bl give evidence that differences in teachers' role orientations, as rated by the author's teaching-specialism inventory, are significant. The types of orientations identified include: (1) teaching, (2) specialism, and (3) balanced teaching-specialism orientations. The bal- anced orientation seems to be the dominant work role orientation. The teaching role orientation seems to be the least preferred. It has not been possible for the investigator to test the assump- tion that the assessed roles are part of a continuum of role perceptions. In the development of the teaching-specialism inventory, a degree of sophistication was not attained which would provide a scaling system nec- essary for indexing degrees along a continuum. Scalogram analysis on pro-tested subjects indicate the possible existence of as many as eighteen scale types; however, the reproducibility rating is not high enough to justify using the device for scaling (see Appendix A). C. THE THIRD EXPECTATION Variations in the identification of self, on the part of industrial education teachers, with the occupation or in occupational roles may be affected by such factors as opportunities for identification with other teachers and other groups, length of time within the occupation, formal education, and occupational goals. Tests of hypotheses A6-AlO provide evidence that relationships exist between three (of five) occupational behavior systems, and four of the independent variables. The dependent variables include the formal, technological, and non-formal sectors of work. The independent variables include all three areas of hypothesis environmentso-social, occupational and educational. Tests of hypothesis 32 provide evidence that relationships exist 120 between the work role orientations analysed and two types of environmental variables-~social and occupational. Besides the significant findings noted above, a number of possible relationships are notable in this study. These relationships could not be accepted at the .05 level of significance, but do exceed the .10 level. These notable relationships include five tests of occupational involvement hypotheses; see Appendix 0, Variables 13 (Total Inv.), l3 (Technological), 19 (General), 21 (General), and 25 (Formal). The notable relationships also include three work role hypotheses; see Appendix E, Variables 12 (Z-answer), l3 (Z-answer), and 16 (2-answer). There are a group of variables whose relationships to the study inc volvement and role orientation classifications we have every reason to doubt. From the results noted in the study, we have strong reasons to believe that the following relationships do not exist in the study popula- tions 1. informal involvements to all fifteen of the study variables, and, 2. occupational involvement and work role orientations to the fol- lowing variables: (a) length of teaching experience, (b) currently taking coursework, (c) purpose for taking coursework, (d) length of manufacturing work experience, (e) type of teaching assignment, (f) affiliations with labor organizations, and (g) affiliations with trade associations. D. CONCLUSION In the final analysis, evaluation of this study.must rest upon two questions: ”Did it do the job it set out to achieve?" and ”what may be done with the results?" ' The results and conclusions presented in previous chapters must 121 ultimately serve as the center for judgment as to whether or not the professed task has been accomplished. The author submits that there is fair reason to suspect that some knowledge has been gained which may serve to increase our understandings of the nature of teachers in their work situation, and some clues implied, whereby modification.of certain be- havioral characteristics may be possible. Study results have further pointed out a number of relationships between independent and dependent variables which appear to give pro-doe as leads to any researcher who desires to follow the general direction of this study. A.perusal of Appendices D and l*will also indicate the ex- istence of certain trends which may suggest further research. finally, this research effort has led to the conclusion that a number of factors probably do not directly affect the work commitments and work role orientations of industrial education teachers. ITILIOGIAPEY Books Brookover, Wilbur B., A Sociology .o_f_ Education, New York: American Book Company, 195 . Caplow, Theodore, Th=_8ociolo 2;.Nork, Minneapolis, Minn.: University of Minnesota Press, 195;. Davis, Kingsley, Human Society, New York: The Macmillan Company, 1948. Dixon, N. J. and Massey, F. J., Introduction to Statistical Analysis, New York: McGrow-Hill Book Company, Inc., Dubin, Robert, The World of Nbrk, Inglewood Cliffs, New Jersey: Prentice- Nali, Inc., I955:— Gross, N., Mason, N. S. and McEachern, A. N., Ex lorations in Role Analysis, New York: John Niley and Sons, Inc., 1958. Guilford, J. P., Fundamental Statistics in Pa cholo and Education, New York: McCraw-liill Book Company, Inc., 1.!6. Lieberman, Myron, Education as a Profession, Inglewood Cliffs, New Jersey: Prent ice-li'a 1 1 , Inc . , T953. Merton, Robert K., Social floor and Social Structure, Glencoe, Ill.: The Free Press of Glencoe, '191f . Miller, D. C. and Form, M. B., Industrialfi ficiology, New York: Harper and Brothers, 1951. Prescott, D. A., Factors that Influence Learni , Pittsburgh, Pa.: Universityo of 51::.E::gi FF=ss, 1953. Millions, Robin M., American Society, New York: A. A. Knopf, Inc., 1952. Periodicals Benne, K. D. and Bonnie, N., ”What is Real Nursing: lele Confusion and Conflict in Nursing," $33.American Journal 2£.Nursigg, Vol. 59, he 3’ erh, 1,59o 122 123 Dubin, Robert, “Industrial Norkers' Nbrlds: A Study of the 'Central Life Intern;§;' of Industrial Markers,” Social Problems, Vol. 3, No. 3, “a o . Getsels, J. N. and Cuba, E. 0., ”Role, Role Conflict and Effectiveness,” American Sociological Review, No. 19, l95h. Hoyt, C. J. and Stankard, C. L., "Estimation of Test Reliability for Unrestricted Item Scoring Methods,” Educational 33!.Psychololica1 Measurement, Vol. 12, No. A, Ninter, 19 . Orzack, louis R., ”work as the 'Central Life Interest' of Professionals," Social Problems, Vol. 7, No. 2, Fall, 1959. Naisanen, F. B., "Research Note: A Notation Technique for Scalogram Analysis,” Sociological ggarterly, Vol. 1, No. 4, Oct. 1960. Unpublished Material Davis, Robert C., "Commitment to Professional Values as Related to Role Performance of Research Scientists," Unpublished Ph.D. disserta- tion (Abstract), University of Michigan, 1955. Garner, James C., "Differential Images of School Teachers," Unpublished M. A. thesis, Michigan State University, 1958. Kerber, Aughust, "An Interrelation of Value-Attitude Structures and Role Perception Among School Teachers and Administrators,“ Unpublished Ph.D. dissertation (Abstract), Mayne University, 1956. Lieberman, Seymour, ”Relationships Between Attitudes and Roles: A Natural Field Experiment," Unpublished Ph.D. dissertation (Abstract), University of Michigan, 1955. Manweiller, Lloyd, "Expectations Regarding Teachers," Unpublished Ph.D. dissertation (Abstract), University of Nisconsin, 1957. gents, Raymond R., ”The Professional Status of the Michigan Cooperative Extension Service,“ Unpublished Ph.D. dissertation, University of 2» Nisconsin, 1960. Rosencranz, Howard A., "The Relation of Social References to the Imagery of Occupational Life Styles,” Unpublished Ph.D. dissertation, Michigan State University, 1960. 124 INVENTORY INFORMATION APPENDIX A. Teacher-Specialism Scalogram Analysis (Three Answer) Score Items Error m 6 s— 4. 3— 2 1.1. 9‘9.9.1.A. .3.3.0.b.0.l.8 1231456778899m11uulllllulllllll unnnun®uu®un®®mnununnxoox.xog “£23229 Zeixooxoxiiz ®®®®u®nunnunmxxxxxx0x@x @xxxx@ u®u®nuuuxnxxxxOxxxnxxxxxxxOOOW ..J nuvu n ux x x x x x x x. _x AV: x x x x x x x x x x x x x" @uun_xx0xxx0@mxx xxxxx®OOxOxx¢® . W4 fl u u x x. _x x x x x x_ _x x x x x x x. _x x x x x x x_ fill. WII; r lllllll F _ 7.I.I; an 0 1x_ temw x x _x x x n. ® a g 3 _ L@ x x. ..._mwr _x _x x_ AV LIL _ _-._ J®® @@ _I:._ ® 123456789012345678901234567890 111111111122222222223 RQSBe 1.000 - 57/270 - 0.79 Reproducibility: 125 Hoyt's Test for Reliability (3-answer) For Selected-Sample Teacher-Specialism Inventory (formulation on page 56) Three-answer Responses SOflICC dofo So 33o M. SSe Bet'o Ildi'o 29 34.15 1o178 Betw. Itdll 8 11.43 ----- Residual 232 84.35 0.364 Total 269 129.93 ----- rt: . lel78 ' 0o364/1o178 - °o691 S.E.fl8‘8o - “’9 X 0o364 - 1o86 Calculations: 2 2 2 _',‘_ xc nxc xr act .5- ;- xr ixr 1 2 4 42 1764 0 57 0 0 6 6 216 30 900 1 139 139 139 3 7 147 22 484 2 74 148 296 5 a 320 26 676 57; Ta, “—‘35 1 11 121 39 1521 7 12 1008 31 961 5 13 845 28' 784 _g_ 14 392 31 961 30 3053 33 1‘44 287 9495 1.1.1 3. 5.. - 435 - (287)2 / 27o - 129.93 I‘di'o So Sq. - 3053 I 9 ‘ C.T. - 3‘o15 It'fl 8o SQo - 9‘95 I 30 ' C.I. - 11.43 Residual s. 3.. - 129.93 - (31.15 + 11.43) - 84.35 126 Teacher-Specialism ScalogranlAnalysia (Two Answer) Error 11111123334454‘44555557788889m Score 222:. 6— XXXXXXXXXXXXXX X X XXXX XXX X 9— XXXXX XXXXXXXX XXXX XXXXX 8— XXXXXXXXXXXXXX XXXXXX XX 1- XXX XXXXXXXXXXXXXXXX X X “S— XXXXXXXX XXXXX XXXXX X t I 2— XXXX XXXXXXXXXXX X X XX 7‘ XXXXXXXXXX X X X ‘— XXXXXXX XXX X X 3— XXXXXX X X XX X 1.000 ' 40/270 . 0.852 Reproducibility: 127 Hoyt's Test for Reliability (2-answer) For Selected-Seeple Teacher-Specialism Inventory (formulation on page 56) Tue-answer Responses . Source d.£. S. 33' M. 53° Bet'o Ifldi'o 29 17o“ 0o601 Betw. Items .8 6.03 ----- Residual 232 41.53 0.179 Total 269 65.00 ----- rt: - 0.601 - 0.179/0.601 I 0.702 3.3.3.38. - '/9 X 0e179 - 1.27 Calculations: 2 2 .3— xc n1:c xr "r .5- .2. xr in: 1 1 1 21 441 ' 0 109 0 0 3 2 12 18 324 1 161 161 161 3 3 27 11 121 '275' 1.6?- -16_1-— 6 4 96 12 144 2 5 50 19 361 2 6 72 24 576 8 7 392 13 169 2 8‘ 128 21 441 3 _ 9 243 22 484 30 1021 161 3061 um 3. Sq. - 101 - (101)2 mo.- 65.00 Indiv. 5. Sq. - 1021 / 9 - c.r. - 17.01 It“ So 51o . 3061 l 30 ' C.’1'. - 6.03 n..1a..1 3. Sq. - 65.00 - (17.44 + 6.03) - 01.53 PART I, DIREC TIONS For each of the following statements, there are three possible answ e r s. We would like you to read each statement and the answers very carefully. After you have read the statement and the three answers under it, pick out the answer which comes closest to your own feelings about the matter. Placeacheck in the blank in front of this answer. Sometimes, none of the answers will exactly fit your own ideas, but you can pick out the one which is closest to the way you feel and check it. Please be sure to check only one answer to ev e r y statement. Do not skip ary statement. (I) If I received a promotion that meant moving to another city 42de friendships wouldn't make any difference in my moving. ./ I would most dislike leaving my friends on the job. fig/I would most dislike leaving my other friends. (6') I believe that l,[ the things I do away from myjob are more important than anything else. ///Z. most things are about equally important. :Z- my job is more important than anything else. (F) I sometimes hope that MPH get to be a more important member in my club, church or lodge. 9/ I'll get a promotion at work. /r//’L such things won't ever bother me. ( 77 I most enjoy keeping 1'! my things around the house in good shape. J my tools and work areas in the shop in good shape. #4. my mind off such things. (I) I most like Mtalking with my friends about things that are happening. 4f! talking about whatever my friends want to talk about. J talking shop with my friends. (7‘) In my spare time sf I often think up better ways of doing my job. (L111 just prefer to relax. [/«j I often think about keeping my car in good shape. QQQQ: I. Ii/oeg 511703.?“ otjfirina/J' [Ufec/hr/oy/cc/l'/6)wacra //' aj/aflrmcfl E. SCQP N175 ‘ " (J/J‘Oé ‘ (”M/"17791; (V11) Mann/06" 0n 4/ /Ir a/lfl'orm: 7‘. (G) The most pleasant things I do are concerned with lithe things away from work. {,4 different things at different times. J. things at work. 129 (F) If a job I know about was giving every- body trouble, and I heard that another school had solved this problem Z. I would tell the principal about it. 42‘ I wouldn't worry about things and would forget the whole matter. 1i I'm too busy to worry about the school's problems. (I) . I would rather take my vacation with LELmY family. 411—50313 friends, //om Mark, by myself. 6’ I like to read ( j {41. things about lots of different subjects. if things about my job. a. 1 things about what I mostlike to do. In order to gethth-c>ebb.can’t-CDhor-e-cacam-hehebah-crroc9h3c3r-CDr-m-c:her-vor-h-hOh- J ' 45 St. Clair Shores P.0. ‘6 Ste Clair Shores PoOe 47 Sanford 48 Spring Lake 49 u.11.a Lake 50 Warren P.0. 51 Wayne 52 Ypsilanti Class II_(740-879) Ann Arbor Ann.Arbor Battle Creek Battle Creek Benton Harbor Berkley Center Line Dearborn Dearborn Detroit Detroit Detroit Detroit PeOo Escanaba Farmington Grosse Pointe Grosse Pointe Jackson Jackson Kalamazoo Kalamazoo “to GIG-3n! PeOo Mt. Pleasant Port Huron Saginaw Ste Cllir ShOICI PeOo Ste JCCCPh Troy v.11.a Lake flayne Wayne Uayne Nillow Run Ypsilanti pa consummate".- HHU‘HHH Chukka-3N0- NHHH 0003‘: NNNNNN Quad-no.— UUUUUNNN #UNO‘OOGN Class III 5880-10492 1 Ann Arbor 2 Battle Creek P.O. 3 Bloomfield Hills 137 Chippeua Ottawa Meridian Spring Lake Smart Holcott Meat Host Forsythe Slauson Northwestern Kellogg Benton harbor Norup Busch Adams Smith Neinas Pierce Sherrard Marshall Escanaba Dunckel Brownell Pierce East West Miluood South L'Anae Creuse Mt. Pleasant Washington Robber South Lake Ste JOICPh Baker Hailed Lake Adams Franklin Marshall Edmeneon East Tappan Lakeview Bloomfield Bills 600 512 320 360 648 265 539 650 755 862 870 835 800 750 860 740 815 750 810 743 874 875 803 825 800 825 836 860 800 790 875 877 790 849 787 760 800 795 764 788 955 970 900 e—Ne-e-u—r-o—H NNNNNNNUNNUNRNNNNNNN’FNFUUNUNUNN’U cuppa—00h- e—NNHHNNHu—NunoowwNooowe-o—o—e-NHNHNHOHU u-oau-. Class IV (1050-1519) NNNNHHr-e—HHGHHH UNHOWG‘IO‘U“ NHO‘DQNO‘U‘hUNO—I Dearborn PeOo Datroit Detroit Detroit East Detroit Farmington Livonia Livonia Livonia Muskegon P.0. Muskegon Rte. Niles Plymouth Pontiac Pontiac Pontiac Pontiac Pontiac Roseville Romulus Saginaw Utica Nyandotte Adrian Berkley. Birmingham Detroit Detroit Detroit East Detroit Flint Flint Flint Flint Jackson Lansing Lansing Midland Muskegon Rochester Saginaw Saginaw Taylor Taylor Traverse City Nyandotte 138 Best Condon Greusel Wilson Oakwood Farmington Emerson Riley Hhitman Beach Muskegon Hts. Niles Plymouth Isaac Crary Eastern Lincoln Madison Washington Guest Romulus North Intermed. Sterling Lincoln Adrian Anderson Derby Jefferson Lola valley Ruddiman Grant Bryant Longfellow Lowell Whittier Frost Otto Pattengill Central Intermed. Steele Rochester Central South Intermed. Taylor Brake Traverse City Nilaon ' 939 952 1002 1045 966 950 920 920 940 884 1000 998 970 975: 933 953 1001 1015 960 1003 911 881 1230 1150 1358 1440 1100' 1220 1300 1050 1120 1220 1440 1260 1430 1430 1187 1310 1100 1057 1140 1089 "1487 1191 1140 UflUN§ONUb§UUU8~U¥>fl3~UU9NN #uuwuuaanunnuv—unwnnkbun unuouwunufinwwwuoNHu-kuuw OHNNNUOUUNtfit-‘HUOHOUNUHNN Class V g(1520-2230) HHHHHH UtF‘UNt-‘O‘OQNOUIJ‘UNH Detroit Detroit Detroit Detroit Detroit Detroit Detroit Detroit Detroit Detroit Detroit Flint Lansing Lansing Pontiac PoOo 139 Barbour Cleveland Durfee Foch Hutchins Jackson McMichael Miller Nolan Post '1'th Emerson French Nest Pierce 2230 1550 2131 2000 2000 1804 1767 1571 1604 1570 1525 1650 1590 1575 1625 ##uwouuwhuuawuo U¢~§§~bWNNUUUN§ 12-1 15-1 140 arrsunrx c.‘ POPULATION otsrsrsurrou 01:4 saunas: Total Behavior, Distribution by Variables (I Job Committed; II Non-Job) A6: ..I. _II 3.1... 15 32 47 12 32 44 11 39 50 9 36 45 __9_ 35 44 56 174 230 6 15 21 32 83 115 12 59 71 6 17 23 56 174 230 10 16 26 25 67 92 21 91 112 56 174 230 9 34 43 19 44 63 10 47 57 18 49 67 56 174 230 9 24 33 32 74 106 9 48 57 6 28 34 56 174 230 36 97 133 20 75 95 56 172 228 35 106 141 _21 68 89 56 174 230 Var # 18-1 GM§UN Tl 19-1 13 20-1 13 21-0 T1 22-0 T1 23-0 11 24-0 T1 25-0 T1 1a .- olunmooo 1" 22 17 34 20 11 106 45 72 57 174 88 42 174 518 2.1.. 28 26 26 14 142 55 -95 80 2—30 118 60 .12. 230 109 111 12-1 15-1 T1 16-1 Ti 17-1 TJ Formal Organization Behavior, Distribution by Variables (I Job Committed: II Non-Job) 34 28 36 29 26 153 16 ‘77 45 15 15—3 21 _65 153 25 43 40 45 I53 21 68 _29 153 88 63 131' . 89 64 133' II .11 47 50 45 53—0 21 115 71 23 {3'6 26 92 112 55 43 57 67 {3'0 33 106 57 34 50 133 95 533' 141 89 50 141 Var 9 18-1 OufiUN T1 19-1 T1 20-1 T1 21-0 TU 22-0 TJ 23-0 T3 24-0 T1 25-0 T3 14 18 27 17 ._11 90 37 64 52 T53 80 38 35 I55 68 80 155 21 98 22 12 ES 124 25 153’ 13a 15 1‘53 106 35 153— _I1 28 26 _1_4_ 142 55 95 . 80 53—. 118 60 52 336 109 111 10 EB 37 150 27 16 230 183 43 .230 206 24 230 158 47 12 13 230 142 A8: Technological Behavior, Distribution by Variables (1 Job Couitted: II Non-Job) Var . .1L. .11.. .11. v.: , .1_. .11. 11-1 33 14 47 18-1 19 9 2 33 11 44 2 17 9 3 35 15 50 3 32 12 4 31 14 45 4 20 6 5 __gz 17 ,_55 5 3 1 r1 159 71 230 5 __§. ._11_ . T1 99 43 12-1 14 7 21 2 a1 34 115 19-1 37 1a -3 50 21 71 2 68 27 4 14 9 ‘_33 3 _gflg 26 r; 159 71 230 11 159 71 13.1 20 6 26 20-1 83 35 -z 70 22 92 2 41 19 3 _93, 43 11; 3 .12. .11. T1 159 71 230 11 159 71 14-1 33 , 10 43 21-0 70 39 -2 44 19 63 1 3° 31 3 35 22 57 2 __J! __1_ 4 _21. 20 _21_ 21 159 71 T1 159 71 230 22-0 21 16 15-1 22 11 33 1 101 ‘9 2 73 33 106 g i; g ~3 40 17 57 ____ -——— I, _21! 10 _31 ‘1'] 159 7 1 :5 159 71 230 23.0 129 54 16-1 101 32 133 ' g 2: ‘2 2 .31 _L“ 13 1 159' 7r :1 158 70 223 3 17-1 98 43 141 2"? If: ‘2 2 .33. _28 £3 '1' 155 ‘7? r1 159 71 230 1 25-0 103 55 1 36 11 2 9 3 3 11 2 T) 155' ’1'1 28 26 26 _11 142 55 95 80 235 118 60 . 52 235 109 111 10 335 12-1 1'1 13-1 1‘1 14-1 1'1 15-1 A93 .1. 11 W .11. 14 33 47 10 34 44 11 39 50 12 33 45 7 37 __4_4_ 54 176 230 4 17 21 3O 85 115 15 56 71 _s 18 .23. 54 176 230 9 17 26 20 72 92 .2 .8. 7 .112. 54 176 230 10 33 43 16 47 63 11 46 57 _11 _so _21 54 176 230 10 23 33 24 82 106 13 44 57 _7 27 .31 54 176 230 39 94 133 2 8° .15. 54 174 228 35 106 141 .12 7° .82 54 176 230 143 Var 9 18-1 T '- OUO‘UN 19-1 T1 20-1 1'1 21-0 1‘1 22-0 T1 23-0 1'1 24-0 1'1 25-0 Tl General Behavior, Distribution byZVariables (1 Job Co-itted: II Non-Job) ul .— H ONNOHDN 11 176 28 112 22 14 176 138 34 176 159 17 176 123 34 11 176 .11. 28 26 26 .11 142 55 95 8O 2—3'0' 118 60 52 233—6 109 111 10 230 37 150 27 16 23—0 8 .- e|.cs 206 24 236 158 47 12 13 ‘2—30 144 A10: Informal Behavior, Distribution by Variables (I Job Committed: II Non-Job) 0,, 4 .1. .11. .11 17.: a .1. 3.1.. .11 11-1 7 40 47 13.1 4 24 28 3 5 39 44 2 6 20 26 3 5 45 50 3 3 ‘1 ‘4 4 6 39 45 5 3 23 26 5 ..2 .22. .55. 5 0 4 4 r; 28 202 230 6 __1_ 13 14 13 17 125 142 12-1 5 16 21 2 14 101 115 19.1 48 55 ‘3 7 64 71 2 10 85 95 4 ..E .31. .351 3 .11. .22. .§9 T] 28 202 230 Tj 28 202 230 13-1 6 20 26 20-1 16 102 118 .2 11 81 92 2 7 53 60 3 _11 101 .112 3 ,_;g 47 ,_5g :1 28 202 230 T1 28 202 230 14.1 5 33 43 21-0 14 95 109 2 13 50 63 1 13 98 111 3 5 52 57 2 ..1. .__2_ ..12 4 __;5 62 .22. :1 28 202 230 r; 28 202 230 22-0 3 34 37 13.1 5 23 33 1 21 129 150 2 16 90 106 2 4 23 27 3 5 52 57 3 ..J! .12_ .12. 4 2 32 34 :1 28 202 230 ' T1 .28 202 230 23-0 23 160 183 16-1 18 115 133 1 5 3” ‘3 2 '° 8’ 9’ 2 73' 50‘} 5% r3 28 200 228 T3 . .0 23 183 206 17-1 16 125 141 2‘ 1 5 19 21 2 .53, —11— -§3- r; '28' .202 230 :1 28 202 230 25-0 17 141 158 1 9 38 47 2 1 11 12 3 _1 12 .13. Tj 28 202 230 32s: roachor-Spscisliss.Orisststioss, Distribution by Variablss 3-snsosr rsspossss 145 (I Specialiss; II 8s1sscsd; III Ihsching) Var O ‘-L 11-1 17 2 15 3 15 ‘4 16 s 3.1. ‘11 74 12-1 8 2 40 3 22 ’1 .9. n 74 13-1 8 2 38 3 3.3. Ij 74 14-1 17 2 21 3 16 4 2.9. 11 74 15&1 18 2 32 ~3 16 9 _§_ 11 74 16-1 46 2 a: 1‘5 72 17-1 43 2 21 '11 74 H H H F. r: @ONH 52 .31 47 50 230 21 115 23 230 26 92 112 250 43 57 67 '23—6 33 106 57 34 2'50 133 95 228 141 89 2'33 Var 0 18-1 H EI- OUJ‘UN 19u1 T1 20-1 T1 21-0 T) 22-0 T1 23-0 1‘1 24-0 13.1 25-0 11 :thSomha 25 46 33 104 51 30 23 104 50 104 16 20 10 104 80 22 104 91 13 104 65 27 165 H H H 32 man” taNNH‘ta p nons- NI-IHO uncut-Noon Ii 28 26 26 .111. 142 55 95 80 236' 118 60 32 230 109 111 10 "2'30- 37 150 27 16 230 183 43 230' 206 .2: .230 158 47 12 13 235 1291 13 13-1 TJ 14-1 T1 15-1 826: rsschsr-Spscisliss Orisstations, Distribution by Variables 2-assoor rssposssd 146 (I Spscisliss; II Balsscod; III roachiag). ._I.I. 11 24 18 18 15 90 5 49 27 9 90 52 38 90 £3. 10 9 12 10 19 60 A 25 21 10 60 7 16 37 60 11 11 18 20 60 8 23 18 11 60 33 27 60 36 24 60 I! .47 44 50 45 44 2’30 21 115 71 23 256' 26 92 112 225' 43 57 67 230 33 106 57 34 235' 133 95 228 141 89 226 Vsr 0 18-1 OU’UN T1 19:1 T1 20-1 T1 21-0 11 22-0 T3 23-0 13 24-0 T1 25-0 1) 12 8 20 6 1 .1. 54 24 27 29 80 42 23 15 80 43 34 3 80 11 56 9 l. 80 61 19 0 80 1 r9 r1 'huoaam IH U O .21. 28 26 26 .12 142 55 95 _ 80 230 118 60 52 230 109 111 10 255 37 150 27 16 230 183 43 236 206 24 236' 158 .47 12 13 236' 147 Cl: total Involvsnant, Ibsehor-Spocislisn Distribution 3-ansuor Resp. 2-ansuor Rnsp. it! Ion-Job _g; 133 Non-Job _11 Spot. 23 51 74 Spoc. 25 55 80 :s1. 2: 81 104 nsl. 22 68 90 sa. ' 42 52 Iss. 9 51 60 1'1 '56 174' 236 1'1 3'6 174' CZ: For-a1 Organization Bobsvior, Isschor-Spscialisn Distribution 3-ansuor Rosp. fl 2-snsuor Rosp. fl Non-Job _21 £23 Non-Job _gi_ Spsc. 49 25 74 Spsc. 50 30 80 Bal. 71 33 104 le. 65 25 90 Ton. __3_3_ _1_9 _3 Isa. 38 22 60 n 153 77 230 1'1 113' ‘77 236 C31 Technological Behavior, Toschsr Spscislisn Distribution 13......r Rosp. 2§snsuor Rssp. £23; Non-Job _1i_ £2 Non-Job _‘l'i_ Spot. 52 22 74 Spot. 55 25 80 le. 72 32 104 le. 67 23 90 Iss. 35 17 52 Iss. 37 ‘23 60 11 1'59 '7'! “2'56 21 1'56 '7'1’ 236 C41 Gonorsl Behavior, Isschor-Spscislisn Distribution 3-ansunr Rang. 2-ansusr Rssp. . 9.22 .___Non-Job .11 122 £2122. .33. Spoc. 21 53 74 Spoc. 19 61 80 le. 21 83 104 le. 24 66 :3 Iss. 12 40 52 Isa. 11 49 11 ‘E 176' 256 1'1 '32 1'76 236 051 Infornnl Bshavior, Isscbsr-Spscislisn Distribution 3-snsuor Rssp. 2-snsuor Rssp. 12.1 12.2.! .11 3.22 1.9.1222 .21. le. 12 92 104 Isl. 12 78 2: Iss. 4 48 52 16s. 3 57 1'1 236 . 1'1 '26 262’ 256 78262 148 .3... n .66. o.. m....... u .66. mo. ...... N ..x .o 66...... 8.66.65 63.... 28:. S... .m 2.... 6 8.. .m .2 66.6.3.8 88. N... o. N... N. ..m ... o... 6.6 N... N. N. n: E S. cm - m o... 0.3. 0...... 0....» $8 .2... m .8... 66.. 6.3.86... .m. .4... a... A. u .66. o.. 3.... n .66. mo. r... m ..x .o 6...... 8.66.6... . mm... .m 3.... .o mm... .o mmmw. mm... .m .x 66.6.5260 88. MN .. N. .o m... 6.. 6.6.666. .. .6 2 o. .N S. 3 S 32.9.6. m ... m... N. o... E. S mu 36.68.. m .N .N 4.... o..... 0.3 o... 4.... 6.666. . 3.63.66... .m. .N. .3 ... u .66. o.. ........ u .66. mo. r... .. n... .o 66...? 5.66.65 mom. .0 pm... .N 3...... 0...... .N 2...... .N .x 66.23.60 8»... .3. .. o. N. ..m .. om... - 8m. m... m. ..N ..o .1. o. ...m. .. om... om o. mm o. N. N... ..w... - omm 6.. .. mm 2. .6 S. 5.... .. 3... S. 0..m. 0...; 0...... 0...... ..Km ..2. - 8. 63m 32.8 .2 Z HMEAOHGH (EH ..ch (EH .5368 (EH Hmauoh. .25 JOE mBMCN> mMJmHSm<> Mrm WZOHHDQHMHWHQ HZHEM>JO>ZH MOH .Q XHQZHnmn—Hda 149 .0. 030.33.». a. 00.0: . .00 H N x 00 00.50.? cofio0m0mv 5mm .o 000m .o wmmo .0 ..Now .. 0.1.0 .o Nx 0000090000 83. ow m. .N 00 N5 0N OZ 3.. om... 05mm £02. ....m0 ....mm 00% 302 000.350 wdgdh .... ...... u .66. .... ......m u .66. mo. ...... . .... .o 65...... 8.66.6... mm0¢.o 00.0.0 00.0.0 0ooo.o 500.. ...n 000030.00 ...... mm. : 0. 00 00 .N 07.0..de mm. ...... obom 050.. ....00 ....PN micaonodm mdudum 00Hw0Q .0. A... 030...?» .... 00.0.. . .w .0 m Mun Ho 0039/ dowao0m0mv 00.... .N N000 .. v.00. .o Nam ... 2.3 .0 Nu. 0000.50.00 8.... 0m 0 an :. om m. 0900.» P H0>O ...m m. mm o.. ..h 0. 0000.» N. .. .... A.... m. 8 .... .... o. .66.. m - . mm ...... ....o... ....S ...... 0...... 6.87.. 3.09.0 0.7.03 0.3.02 .0. a... .0 u .66. .... ...... u .66. mo. ...... m .... .... 6...? 8.66.3... .wmm .0 mw.w.o mo.w.m 00$... homo...” Nx 000030.00 8mm. ..0 N. mm on .0 pm 0.000.» c. n0>0 ..m .. ... .0 o. ... 6.86.. o. - m 3 .... mm o. .3 om 666.. m - m m... 0&2 .....mm 0...... ....00 0.3.4. .0...» m G05 0004 00.030me ..m0H. .0. Z 35.805 .2: ...00 $5 .....008 .../...H .mEHOM .3: Each. 0300.05. 3. 033...... .0. 0000... . ...0 N .mx .0 0053... 00.0000... 150 3% .o 3%.... ...... .o ...... .o 3.... .o ... 06.6.8.8 88. E o. o. .... o... o. 6...... ...8 ...... 3 N. o. E. 2. 0.. .2650 .0800 .... 0... 0.... 0.3 0.3 0.... 09.0 ...... «00.33.00... .00... .om . :0... n .26. .... m...... n .26. mo. ...... N .... .0 $32, 8.66.6... 3...}. o... .m 33... n...... .o 3:... ... 0328.60 8.... . ow ... .m we 3 ... 32.3. 2. .. N. ...... S ... 3.6.8.380 mm 0... 0.2 0.3 0.... 0.... 3.833.. u..0....>0.......m 00.0090 4.0.5.. ...0. a... ... u .26. S. n2.... u .26. mo. ...... m .... .0 665.2, 8.62.6... .mm. .m 0...... .N woo. .N ...... ... $8 .m ... 08.23.60 3.... ... .. .. S .... .N 6.00 ... o 3. m. m. cm 9.32.3 266. 0. N. 3 E 3 m. - m...... .068... .... .. m. 2. .0 m. 2.0.6 .66 0w00.305. .m. .. 0. MN .m 3 .... mm £05.... 6...... mm 0.... 0.3 0.3 0.3 0... ......2. 265860 000......n. 07.03 00....00 .0. Z .08.00... 5... ...00 .>... .....00H. 3»... 3.5.0... .3... 30.08 0.0.3300, 151 3N mad??? cw USCG . .m 6 N .~x mo mmgm> coflovhomv 33. .o 384 in: 4 83a Sum; Na 822830 83; ¢ o o om 2: o $9608 .323 3 .2 3 mo ,mm 3 :8 £3802 mm: 0&2 OEVN 05: $5 $3 39808.82 203352 .cmmuo 883 .3 am .e n 32: 2. gm.» u H32 mo. :3“ m «x Ho 838. 833.35 $35 $34 38¢ oaooé ommod ~x 332830 8va f o 2 S 2. 2 39.80 33mm S 2 2 am mm 2 32:88 .E800 o2 2 mm S mo 3 35 £3602 S i 0&3 0&3 05$. 053 39805.82 3335“? 603.4. .vmflfim :8 29¢ u 3R: S. ”3 .m u 82: mo. #6 N .Nx mo 32? 8:00.35 S: .o Ammo .m 3.2. .m owom .m 3% .H ~x 83338 83v 3 S S om om 2 $2806 635m A: 2 om N» 3 3 Eco .uonfioz @2 Q5: Qom: 0&wo omvmfiw okxvm hongogucoz 32352 .082 6m :32 .3 Z HMEHOHGH $5 :50 SCH £3008 (EH nghoh .3: JOB mzmflmkr 152 ......l..2uldlar SN .0 n 3:: 2 . 3w.” n 153 mo. ..mé m Mun mo and??? Gofluomflvmv owvw.N w¢m>é mfimojv omamé HNvm.m nun vmudafiuHmU 83v 2 m mg mm mm mm .8330 unuomm NH w mm m5 mm o HanHme .5800 S 2 mm E mp mm 33 £3882 mm“ $3 §NN 059w capo §v~ Avenues-82 mcofl‘mfiflfim .GmmHO outflow .mm SWN n :53 2. “$5 132 mo. fwd A .Nx mo 338, 538.35 mOhw .H omww .o wwom J 9:: .o 9va .H Nun 63.2.3360 83v «am am am mm. mo mm ~22:me oom 05: 05mm 0&me okvwo Qbmm nongogucoz mcoflmflflw’w .UOmm< 0928 :3 Z 35.8%: $5 £00 .2: .5308 (EH Hmehoh .2: JOB 393.23» 11llllll‘l $5» ..152 2. "$6 .32: mo. 36 ¢ .Nx H32 335 moowd u Nun vaudfifiofimu NomN .N. n nun woudafloHdU 83; N: mm 3 mm 3 3 mm om $5 3 3 3 3 M: 3 3 cm - m 3 $5.“. $3 $2. $2 $8. $3 m :9: 33 3333.88 .mg .2 $92 :32 3. "$3 :32 mo. 2H6 o «:32 ,..85 83.: u ax 33330 33 4. u ~x 33338 and 3. $ om S 3 S. S 32.83 P d 2 cm mm mm 3 mm 3. 2333 m J m: MN 3 on S 3 mm 2233 m .N 3. $2 $3. $3 $2 $3 $3 8:33 d m 328585 .mg :2 392 49,2 2. ”$12 .32: mo. 36 w £232 :85 23.2 n ~x 85830 836 u "x 33830 88V , 3 3 «m mm “X 3 3 ommm - 82 3 mm 3 3. ON $ on SE - o2: om 3 cm ow om 8 on $2 - oww TV om mm mm 2 om 3 mg .. o: 5 $3 $5 $$ $3 $3 $3 o3 - com 3% 393m ..: Z . .aom‘mfi woocgmm 49.025 .5508 Umoamamm 430on 03.3.35 mmmcommmm memG Fm mZOHHDmHMHmHQ ZOHH“; £0303.on 34; .m u $35330 336 u Na 932315 82; . 3 mm 3 S cm om 3 23> s 8.5 4 5 mm on mm mm 3 3 3m?» N. - A. w 2: MN 3 S 3 S on 23> m - H mm $3 9&3 $3 0?: 055 $3 282 £0me 3.33. 4.332 ..mH $92 .32: S. ”3;: .65: mo. $6 0 .Nx 32: ..35 83 6 u «x 33830 32 .N u ~x 822330 8va S on 3 om MN 3 on 38> S .85 3 mm 3 mm 3 3 mm 289» S .. m 2 2 3 3 S 3. 2 38> m .. m 3 053 “we? 053 0&3 $3 $3 .9; m :2”. $3 mucmfiummxm £088 :3 z .QUNGH. UGUGdem .Hmwuomw .Sodmh. UOUGmHmm .H‘mflumnmm Ofifldmhmxr mmmcomm om h®3ma»; cofiomnmmv Hmmm .m n Nx 933.9030 , mwwoé n ~x wougdofido 83; mm mm mm mm Hm TV mm .350 can .M .H ow aw mm mm om om om fiduocoo .QEOU w: Dim §~¢ Aim 0&3 05$ 05$ moi 35 acmgmwmmxx wGEude .om 3p.» 42:: 3. av.» .33: mo. 36 v .Nx H32 ..35 03% .o n ~x 3.33030 van; 4 n ax “932:0de 8mm; om mm mm 3 em 3 NM 33mm 2. Z 3 3 NM $ on £82380 mm $2 05$ 05$ 0?: $3 $3 333mg ucmgofimgm mcfimudo ..vmuh a4: 8o.£ 433 2. id? .BSH mo. 36 S smack: .35 ca: .3 n ma 6335030 . omwo .2 n ~x 6335030 .35 3 @N Hm om 3 mv may .2230 v 2. o mm om 3 mm $388 2:84 on mm Nv mN May May A: ngm .fiodofi vw I 3‘ mw 3 3‘ mv mdflm wad omcflsofi .MA on mm 3 do. Hm 3‘ mm .Efivm Spam mm $3.. $3 $3 0?: mam 053 .353 unocmfinom omomufinm xHOBomhdoU.. ‘.wH Z .nommfi Uwocmfimm .130QO .3358 voocmfimm 430on ofinmflm> mmmcommom memq mmmcommom McBmG/«fim l" ll momcommvm HoBmc Goflommmmv iém .w £34 £3 .N 83 .N 384 Nx 333830 8va co m S S 3 2 mcflomoa co 2 S. 3 2 3 382mm om. $2 $£ $$ $3 $2 838325 mmmcommom umBmdGH .csoofi (EH Hmanoh Gofimucofluo (’5, .uOH. mZOHBAO>ZH mOh Hm XHQZHanjw TY LIBR MN 7793 HIV ' 3 1293 03145