ABSTRACT

CAREER PATTERN ANALYSIS OF A
SELECTED GROUP OF FORMER
VOCATIONAL TEACHERS

by John Francis Thompson

Problem: This study was designed to discern those
factors contributing to the career development of a se-
lected group of former vocational teachers who: graduated
from Michigan State University in 1952, 1956, 1958, 1960
and 1961 qualified to teach either agriculture, business
or home economics; who began to teach vocational educa-
tion immediately after college graduation; who taught
for one or more years; but who were not teaching.in the

fall of 1965.

Procedure: Longitudinal type career information
was gathered in the following categories: (1) background
and personal information, (2) career choice and educational
history, (3) employment history, (4) work values,

(5) teaching satisfaction, (6) reasons for leaving teach-
ing, (7) attitude toward re-entering vocational teaching,
and (8) social mobility. Questionnaires were returned
by 88 percent which resulted in 205 careers of former
vocational teachers being analyzed for the study. The
analyses included the use of chi-square, Kruskal-Wallis
One Way Analysis Model, Spearman Rank Correlation Co-

efficient, Miller-Form Career Pattern Paradigm and

descriptive career patterns.

John Francis Thompson

Findings: Differences among factors which con-

 

tributed to career development of former vocational teach-
ers were more sharply discernible by sex, area of resi-
dence at birth, parental educational attainment, Miller-
Form Career Patterns and descriptive patterns.

Career choice of former vocational teachers was
like that of teachers in general, as the women respondents
decided to become teachers somewhat earlier than did men
and the majority did not decide to become teachers until
after college entrance.

Mothers of former vocational teachers had a median
education level of 12 years, which was one year higher
than the educational level of the fathers. Nearly two-
thirds of the former vocational teachers' parents had
been blue-collar workers.

There was a numerical progression in the rate of
exit. The peak exit rate occurred during year two for
the home economics and business teachers, but during year
four for agriculture teachers.

Former vocational teachers selected teaching for
its physical and interpersonal dimensions. They entered
jobs very closely allied to the subject matter in which
they were teaching as they left vocational classrooms.

The former vocational teachers were characterized
as having high self-expression and people-oriented values,
but much lower extrinsic and other values. They agreed
that only their ideal self-expression and people-oriented

values could be met in teaching.

John Francis Thompson

A positive attitude toward re-entering vocational
teaching was held by 55 percent of the respondents; by 41
percent of the former agriculture teachers; but by nearly
two-thirds of the former business and home economics
teachers. The respondents who had a rural orientation;
whose parents were blue-collar workers and possessed low
levels of education perceived their teaching social
status as being higher than that of their parents.

The Miller-Form Career Pattern Paradigm classified
careers as being secure or insecure. Those exhibiting in-
secure patterns: (1) decided to become a teacher earlier;
(2) were more likely to seek education beyond the bache-
lor's degree; (3) were much more likely to enter college
as they exited; (4) had a positive attitude toward.re-
entering vocational teaching on a full-time basis; and
(5) were more likely to climb in socio-economic status as
they left teaching; than were those former vocational
teachers classified as having secure career patterns.

Five descriptive career patterns were identified
and titled: family, in-out, horizontal, vertical, and
cautious. The vertical and cautious career pattern
holders: (1) had a rural orientation, (2) chose teaching
for its interpersonal dimensions, (3) decided to become
teachers while in college, (4) sought education beyond
the bachelor's degree, (5) would re-enter vocational
teaching on a full-time basis, and (6) perceived their
teacher social status as being quite a bit higher than

that of their parents. Those respondents holding family

John Francis Thompson

and in—out career patterns were similar to each other,
but quite different from those vertical and cautious

careerists.

CAREER PATTERN ANALYSIS OF A
SELECTED GROUP OF FORMER
VOCATIONAL TEACHERS

By

John Francis Thompson

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1966

ACKNOWLEDGEMENTS

The writer wishes to express his sincere appre-
ciation to those persons and organizations that contrib-
uted to the development and successful completion of this
study.

Appreciation is extended to those former voca-
tional teachers who provided the information needed for
this study. Appreciation is also expressed to the
agriculture, business and home economics teacher educa-
tors for their cooperation; to the Michigan State Univer-
sity Alumni Office and to the Michigan Department of
Education for making their records available to the re-
searcher.

Special appreciation is extended to Doctors
H. Paul Sweany, academic advisor, and Harold M. Byram,
thesis advisor, for their guidance. The writer is also
grateful to Doctors Frank H. Blackington, William B.
Faunce and James B. McKee for their council and encourage-

ment.
SPECIAL ACKNOWLEDGEMENT

The research reported herein was supported by the
Cooperative Research Program of the Office of Education,
U.S. Department of Health, Education, and Welfare; pro-

ject number 8-458.

ii

TABLE OF CONTENTS
Page

ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . . . . . . . . . . vi
LIST OF FIGURES . . . . . . . . . . . . . . . . . viii
LIST OF APPENDICES . . . . . . . . . . . . . . . . ix

Chapter
I. INTRODUCTION TO THE STUDY . . . . . . 1
A. Statement of the Problem . . . . . . 2
B. Rationale . . . . . . . . . . . . 3
C. Relationships to be Explored . . . . 3
D. Assumptions on Which the Study is
Based . . . . . . . . . . . . . . . 4
E. Definitions . . . . . . . . 5
F. Summary and Overview to Impending
Sections . . . . . . . . . . . 6
11. REVIEW OF RELATED RESEARCH . . . . . . . . 8
A. Introduction . . . . . . . . . . . 8
B. Vocational Development Theory . . . . 9
C. The Process of Identification
With A Career . . . . . . . . . . 14
D. Reasons Persons Give for Selecting
Secondary Teaching as an Occu-
pation . . . . . . . . . . . . . . 16
E. Why Persons Terminate Their
Teaching Career . . . . . . . . . . 22
F. Career Patterns . . . . . . . . . . . 24
G. Summary . . . . . . . . . . . . . . . 31

III. RESEARCH PROCEDURES . . . . . . . . . . . 33

A. Introduction . . . . . . . . . 33
B. Selection of the Population . . . . . 33"
C. Development and Refinement of the

Instrument . . . . . . . . . . 35
D. Establishing Procedures for Col-

lecting Data . . . . . . . . . . . 36
E. Collection of Data . . . . . . . . . 38
F. Procedures for Treatment of Data . . 42
G. Summary . . . . . . . . . . . . . . . 47

iii

Chapter Page

IV. PRESENTATION OF CAREER PATTERN DATA . . . 49

A. Introduction . . . . . . . . . . 49
B. General Background Information . . . 51
C. Exit From Vocational Classroom

Teaching . . . . . . . . . . . 55
D. Miller- Form Career Pattern Para-

digm . . . . . . . . . . . 61
E. Career Choice and Educational

History . . . . . . . . . . . . . . 64

1. Profile . . . . . . . . 64

2. Miller- Form Career Pattern . . . 68
F. Employment History . . . . . . . . . 70

1. Profile . . . . . . . . . . . 7O

2. Miller- Form Career Pattern . . . 75
G. Satisfaction With Teaching . . . . . 77

1. PrOfil-e O O O O O O O O O O O O 77

2. Miller-Form Career Pattern . . . 80

H. Work Values . . . . . . . . . . . . . 81
1. Profile . . . . . . . . . . . 81

2. Miller- Form Career Pattern . . . 84
I. Attitude Toward Re-entering
Vocational Teaching . . . . . . . . 87
1. Profile . . . . . . . . . 87
2. Miller- Form Career Pattern . . . 90
J. Social Status and Mobility . . . . . 93
1. Profile . . . . . . . . . . . . 93
2. Miller-Form Career Pattern . . . 96
K. Descriptive Career Patterns . . . . . 98
1. Family Oriented . . . . . . . . 98
2. 111-0111: 0 o o o o o o o o o o o o 99
3. Horizontal . . . . . . . . . . . 101
4. vertical 0 O O O 0 ° 0 O 0 O O 0 103
5. Cautious . . . . . . . . . . . 103
6. Factors Which Characterize the
Descriptive Patterns . . . . . 106

V. SUMMARY, CONCLUSIONS, IMPLICATIONS
AND SOME UNANSWERED QUESTIONS . . . . . 113

A. Summary of Findings . . . . . . . . . 114

1. Background Information . . . . . 114
2. Employment History . . . . . . . 115

iv

Chapter

BIBLIOGRAPHY

APPENDICES

00 \IO\ LAD L»)

Page

. Career Choice and Educa-
tional History . . . . . . . . 117
. Work Values . . . . . . . . 118

. Attitudes Toward Re-entering

Vocational Teaching . . . . . 119

Social Status and Mobility . . . 120
Factors Related to the Miller-
Form Career Patterns . . . . . 120

. Factors Related to The De-

scriptive Career Patterns . . 122

B. Conclusions . . . . . . . . . . . . . 123
Implications For Vocational Teacher

Education . . . . . . . . . . . . . 126
D. Hypotheses For Future Research . . . 129

C.

. . . . . . . . . . . . . . . . 131
. . . . . . . . . . . . . . . . 136

Table

10.

11.

12.

13.

14.

LIST OF TABLES

Factors Mason Found to be Related to
Career Commitment . . . . . . . . . . .

Status Immediately After Graduation
For Those Michigan State University
Graduates Qualified to Teach Vocational
Education by Selected Years and Area of
Specialization . . . . . . . . . . .

1965 Status of Those Persons Who Started
to Teach Immediately After Graduation,
by Year of Graduation and Area of
Specialization . . . . . . . . . . . .

Former Teachers of Cocational Education by
Area of Undergraduate Specialization
and Year of Graduation . . . . . . . .

Former Vocational Teachers Who Re-entered
Education by Year of College Graduation,
Sex, and Area of Specialization . . .

Career Patterns of Former Vocational
Teachers by Area of Vocational Choice

Reasons For Becoming A Teacher by Area
of Undergraduate~Specialization . . . .

Reasons Former Vocational Teachers
Choose Teaching As An Occupation by
the Miller-Form Career Pattern . . . .

Reasons For Leaving Vocational Classroom
Teaching by Area of Vocational Teaching

Reasons Former Vocational Teachers
Exited Teaching by Miller- Form
Career Patterns . . . . . . . . . .

Satisfactions With Teaching of Former
Vocational Teachers, by Vocational
Speciality and Sex . . . ._. . . .

Ideal Job Values and If Teaching
Measured Up to Those Values . . . . . .

Mean Work Values and Career Patterns of
Former Vocational Teachers . . . . . .

Career Pattern and Attitude Toward
Re-entering Vocational Education by
Former Vocational Teachers . . . . . .

vi

Page

29

40

41

51

58

63

66

69

76

78

83

85

91

Table Page

15. Social Status, by Sex, of the Job
Taken as Former Vocational Teachers
Exited Teaching . . . . . . . . . . . . . 95

16. Perceived Teacher Social Status of
Former Vocational Teachers Compared
to That of Their Parent by Career
Pattern . . . . . . . . . . . . . . . . . 97

17. Percentages of Those Former Vocational
Teachers Having Descriptive Career
Patterns by Variables Associated with
Career Choice . . . . . . . . . . . . . . 108

18. Percentages of Those Former Vocational
Teachers Having Descriptive Career
Patterns by Variables Associated with
Their Attitude Toward Re-entering Voca-
tional Teaching . . . . . . . . . . . . . 110

vii

Figure

1.

(”\IOUI

LIST OF FIGURES

Educational Level of Fathers and Mothers
of Former Vocational Teachers . . . .

Rate of Exit For Those Who Were Going to
Leave Vocational Classroom Teaching .

Years of Experience of Those Who Exited
Vocational Teaching . . . . . . . . .

Years of Experience of Those Who Exited
Vocational Teaching, by Area of
Specialization . . . . . . . . . . . .

In-Out Career Pattern . . . . . . . .
Horizontal Career Pattern . . . . . . .
Vertical Career Pattern . . . . . . . .
Cautious Career Pattern . . . . . . .

viii

Page

53
57

72

72
100
102
104
105

Appendix

LIST OF APPENDICES

Questionnaire . . . . . . . . . . . .
Cover Letter Sent At First Mailing . .
First Follow-Up Letter . . . . .

Second Follow-Up Letter . . . . . . .

Basic Career Data on Former Vocational
Teachers . . . . . . . . . . . . . .

Basic Career Data on Former Vocational
Agriculture Teachers . . . . . . . .

Basic Career Data on Former Vocational
Business Teachers . . . . . . . . .

Basic Career Data on Former Vocational
Home Economics Teachers . . . . . .

ix

Page

137
139
140
141

142
143
144

145

CHAPTER ONE

INTRODUCTION TO THE STUDY

The occupation of teaching is a many faceted phe-
nomenon and persons clamor for entry into this occupation
at many levels. Exit; then re-entry is rather widespread
in the teaching career of some persons. Conditions which
permit this style of behavior are sometimes referred to
as "the swinging door policy" of education. A large.seg-
ment of those who leave teaching do not choose to re-enter.
As this group of former teachers has both professional
preparation and teaching experience, they must be regard-
ed as a facet of the teaching profession.

I has stated that a career is a "sort of

Hughes
running adjustment between man and the various facts of
life and his professional world." Such a concept of a
career with its 'running adjustment' suggests that a career
is dynamic rather than static, that actions are sometimes
inconspicious rather than always being obvious, and that

a career is continuous through time. This running adjust-

ment is not ambiguous behavior but is a series of intra-

 

1Everett C. Hughes, "The Making of a Physician--
General Statements of Ideas and Problems," Human Organiza-
tion, Vol. 14 (Winter, 1956), p. 25.

 

related actions which merits analysis to reveal a career

pattern.

Statement of the Problem

Vocational education programs are being stimulated
through three recent Congressional actions: i.e., The
Vocational Education Act of 1963, The Manpower Development
and Training Act, and the Economic Opportunity Act. These
programs are rapidly expanding the number of persons served
by vocational education. Obtaining an adequate supply of
persons to implement the programs in vocational education
that are being developed from the impetus provided through
this recent Federal legislation will place additional de-
mands on an already inadequate supply of vocational teachers.

Both full and part-time teaching personnel are
needed. One possible source of personnel could be that
facet of the teaching profession referred to above as for-
mer teachers. A review of literature encompassing former
teachers did not reveal the critical choice points in their
careers, nor did it reveal how they viewed teaching as a
profession, or why they left teaching, or if they would
be receptive to a proposal for re-entry. A need, then,
exists for an examination of this facet of the teaching
profession to gather descriptive data about former voca-
tional teachers.

This study sought to discern those factors which
contributed to the career development of a group of former

vocational teachers. Another aspect of the research was

to determine how this group of former teachers relate to
the current teacher shortage in vocational education.
Finally, it was thought that the body of descriptive
materials gathered in this study might offer data for the
continued refinement of the complex concept called a

career in vocational teaching.

Rationale

The concept of a profession carries with it the
parallel notion of some group of persons called practi-
tioners of that profession. It is not the purpose of this
document to argue that education is or is not a profession.
It will suffice, though, to note that there is a large
body of persons who serve as teachers for several years
and as such have a career in education. If, as has been
noted previously, a career may be thought of as a type of
"running adjustment" of a man to his external world, then
an analysis of the careers of teachers ought to reveal
something about their perceptions of the occupation of
teaching. Further, an inquiry into the-careers of persons
who identified with, moved through, and then out of teach-

ing ought to be a unique strategy for this analysis.

Relationships to be Explored

This study was descriptive and exploratory in na-
ture rather than prescriptive. Its intent was to discern
those factors which contributed to the career development

of a group of persons who chose to become teachers, secured

the necessary preparation, taught for one or more years,
then made an exit from vocational classroom teaching.
The specific descriptive data gathered and analyzed in-
clude:

1. Background information about parents: age,
occupation, place of residence during the respondents'
formative years, and parental educational level.

2. The nature of the decision to become a teacher.

3. A career pattern for each respondent. This
included number and types of jobs held, where held, when
changes were made, why these job changes were made and
rate of exit from vocational classroom teaching.

4. Their satisfactions with 21 aspects of teach-
ing in general.

5. Their willingness to consider re-entering
vocational teaching.

6. The values for their ideal job and if these
values could be met in teaching.

7. Social mobility.

Assumptions on Which the Study is Based

The basic assumptions underlying this research
were:

1. Vocational development theory is applicable to
the career development of vocational teachers.

2. The concept of a career can be studied and

analyzed.

3. This analysis will reveal trends, and critical
choice points in the careers of former vocational teachers.

4. Nominal and ordinal data form a basis from
which descriptive statements can be made.

5. A mail questionnaire can be refined so that
its non-threatening and semi-threatening questions will
elicit valid responses.

6. Heterogeneous, highly educated populations
will respond favorably to a mailed questionnaire.

7. This study is capable of inspiring further
research regarding the refinement of careers in vocational

education.
Definitions

Most of the words and concepts used in this research
are familiar and are used in a normal manner. There are
three phrases, however, that may need to be highlighted
in order to clarify and to delimit intended understandings.

1. Vocational Education Teacher: A vocational
education teacher is a person who teaches at the high school
or post high school level in a program that is designed to
prepare its clientele for immediate employment or to seek
post secondary vocational-technical schooling. For the
purposes of this study this includes those persons who
qualified in an undergraduate agriculture, business, or
home economics teacher education program and whose teaching

experiences were grade nine or above.

2. Former Vocational Teacher: This concept re-
fers to those vocational education teachers who taught
for one or more years in a vocational classroom but who
are not now teaching. Thus, for the purposes of this
study a high school principal who has vocational teaching
experience was classified as a former vocational teacher.

2

3. Career Pattern: Gallaway has defined a career

 

pattern as "a process that is associated with the develop-
mental tasks, implementation of a self-concept, and the
developmental character of vocational behavior!‘ A career
pattern study seeks to gather longitudinal type data about
a respondent and tx> analyze the sequence of events and
the development of characteristics in order to ascertain
the recurring themes and underlying trends.

Summary and Overview

to Impending Sections

This chapter attempts to establish a point of de-

parture for the later portions of the study. It has deline-
ated the structure within which the study is set. Along
with a review of related research in Chapter Two and the
research procedures presented in Chapter Three, it should

serve to help make the presentation and analysis of data in

 

2Charles Galloway, "Research and Vocational Devel-
opment," Educational Leadership, Vol. 22 (January, 1965),
p. 271.

3Donald E. Super, "Career Patterns as a Basis for
Vocational Counseling," Journal of Counseling Psychology,
Vol. 1 (Winter, 1954), p. 13.

Chapter Four meaningful. The summary, recommendations and
some unanswered questions offered in Chapter Five provide

a critique of the study.

CHAPTER TWO

REVIEW OF RELATED RESEARCH

Introduction

The research concerning careers is quite volumi—
nous. Careers of men are affected by some factors that
are not applicable to women, as are the careers of secon-
dary teachers when compared with the careers of elementary
teachers. Further, career stability has been shown to be
a function of training. With these blinders firmly in
place, this review was undertaken with the vocational
development of secondary school teachers as the focal
point. Other educational groups will be brought into view
only to highlight or to contrast basic points. This re-
view begins with a quick overview of vocational develop-
ment theory followed by an examination of a process of
identification with one's career. With these two areas
providing an undergirding of theory, the review will then
consider the reasons persons give for choosing secondary
school teaching and why persons terminate their teaching
career. The final section of this review investigates the
relevant research regarding career patterns of secondary

school teachers.

Vocational Development Theory

This young and growing area of inquiry encompasses
the process of growth and learning which underlie all in-
stances of vocational behavior. It, in general, makes the
assumption that neither man nor job is static; that they
do interact and that each such experience affects the man.
Super1 has this in mind when he speaks of vocational
development including "all aspects of development which can
be identified as related to work."

The present vocational development theorist may
be divided into about five groups. These are:

1. Eli Ginzberg

2. Donald E. Super and David Tiedeman

3. Need Theorists: Anne Roe
J. L. Holland
Robert Hoppock
Psychoanalytic theorists

4. Sociological: T. Caplow
5. Decision Theory: T. L. Hilton
Many new groups are emerging that may replace, add to or

2

enlarge upon the above list. Walz may be used as a

 

1Donald E. Super, et, al., Vocational Development:
A Framework For Research. Career Pattern Study Monograph
No. 1, New York: Teachers College, Columbia University,
1957, pp. 131-32.

2Gary R. Walz, "Vocational Development Process,"
Review of Educational Research, Vol. 33 (April, 1963),
pp. 197-204.

10

starting point for becoming acquainted with the current
research in this area.

None of the projected theories have stood the trial
of research or time. This is not to say that they have
not been valuable theories. The fact that a theory stimu-
lates research to test an hypothesis makes it very valuable.
Ginzberg's3 theory is a good example of this. It was the
first break in the older "trait" theory which used the
technique of matching man with job that was put forth by
FrankzParsons in 1909. Ginzberg's theory states that oc-
cupational choice is a developmental process. Thus, it is
not a single decision but a series of decisions made over
intervening periods of time. The process is largely i552-
versible. Since this approach is dependent upon growth-
development and chronological age, the process cannot be
recreated. The third aspect of the Ginzberg theory is

that compromise is an essential aspect pf every choice we

 

make. Each person makes the decision through a compromise
of his interests, capacities, abilities, values, etc. No
one of the elements is the sole basis on an occupational
choice. The occupational decision making process has
developed as an interplay between maturation and a concur-
rent growing control over reality. The Ginzberg theory,
then, was the first vocational development theory to place

an emphasis on process rather than act.

 

3Eli Ginzberg, et. al., Occupational Choice--An
Approach To A General Theory. New York: The Columbia
University Press, 1951.

11

The purpose of this review would not be advanced
by an analysis of the adequacies and inadequacies of each
of the theories. It is possible, perhaps, to make a point
by considering several of them as a group. Roe, Holland,
Hoppock and the psychoanalytic theories may each, in gen-
eral, be classified as a "need theory." Such a gross
classification does not do justice to their similarities
much less their differences. Roe4 states that interaction
between parent and child causes the child to have an im-
balance or overbalance of need. His selection of an occu-
pation depends on how and to what extent his needs were
met by his parents.

Holland's5 need theory has six classes of occupa-
tions based on personality types. Since this review deals
with teachers and vocational choice, his description of
the teacher personality in the "supportive orientation"
may be of interest.

Persons of this orientation prefer teach-

ing or therapeutic roles, which may reflect

a desire for attention and socialization in

a structured, and therefore safe, setting.

They possess verbal and interpersonal skills.

They are characterized as responsible,

socially oriented and accepting of feminine

impulses and roles. Their chief values are

humanistic and religious. They are threat-

ened by and avoid situations requiring intel-
lectual problem-solving, physical skills, or

 

4Anne Roe, The Psychology of Occupations. New

York: John Wiley and Sons, Inc., 1956.

5J- L. Holland, "A Theory of Vocational Choice,"

igurnal of Counseling Psychology, Vol. 6 (September,
1959), p. 37.

12

highly ordered activities, since they prefer
to deal with problems through feeling and
interpersonal manipulation of others.

Persons of this class are best typified

as orally dependent in the sense of being

verbal, feminine, and dependent.

The "need" theories have enough general plausi-
bility to them to prolong their existence. They were not
too helpful for this study as they are basically trying
to "match" man with a job, through one system of data;
psychological. The emphasis is on making a choice, not
on the process of vocational development.

The sociological view of vocational development
is quite different. It views vocational choice as arising

6’7 The social system develops and

out of a social system.

transmits particular types of work values and these values

in turn influence vocational choice. Occupational mobility

of persons within the social structure is affected by

where these persons start in that social structure.8’9
This review is reported here only to show that the

young, growing discipline of vocational development cannot

 

6Theodore Caplow, The Sociology of Work. Minnea-
polis, Minnesota: The University of Minnesota Press, 1954.

7Arthur Salz, "Occupations in Their Historical
Perspective," in Man, Work and Society, Sigmund Nosow and
William H. Form, (eds.), New York: Basic Books, Inc.,
1962.

81bid., Chapters 1x and x.

9Kingsley Davis and Wilber E. Moore, "The Social
Allocation of Occupations," in Man, Work and Society,

Op. Cit., pp. 375-383.

13

provide all of the concrete answers as to why persons
select the occupations that they do. Most of the theories
tend to rise out of only one form of data and consequently
each theory tends to exclude one or more important forms
of other data. As an example of this, the "need" theorists
ignore economic as well as sociological data, and the
sociological theorists tend to ignore psychological data.

The identification of these isolated determinants,
however, cannot fully explain occupational choice. Some
researchers are making progress with an inter-disciplinary
approach. Super has recently been trying (according to
the writers analysis of several of his writings) to build
a "career" rather than a "job" model. He, apparently,
hopes to develop a theory which will account for the per-
sonality, psychological, socio-environmental and economic
factors that seem to affect career decisions. An approach
to this has been started by a team consisting of a psy-

10

chologist, an economist, and a sociologist. Blau and

associates collaborated in the development of a more in-
clusive conceptual framework which would avoid some pre-
vious pitfalls. Another recent example of such an approach

11

has been reported by Mierzwa. He investigated five

 

10Peter M. Blau, et. al., "Occupational Choice:
A Conceptual Framework," Industrial and Labor Relations
Review, Vol. 9 (July, 1956), pp. 531-543.

11John A. Mierzwa, "Comparison of Systems of Data
For Predicting Career Choice," Personnel and Guidance
Journal, Vol. 42 (September, 1963):pp. 29-34.

14

systems of data as they influenced career choice. The
rank order of these five data systems for eleventh graders
was found to be: (1) interest, (2.5) ability, (2.5) en-
vironment, (4) temperament, and (5) personality. This
identical rank order held two years later with the same
population.

This summary of vocational develOpment theory en-
abled the researcher to identify some of the theoretical
factors that affect careers. Since valid research is
guided to some extent by the efforts of prior researchers,
these theoretical factors guided the present study. The
present investigation in turn, will help refine, in a very
limited way, vocational development theory.

The Process of
Identification With a Career

There are many models concerning persons and the
process through which they identify with a career. One
of the more relevant for professional persons was formu-

12 in which they identify five

lated by Becker and Carper
sub-parts which comprise the development of this identifi-
cation process. These sub-parts are: (1) investment mechan-
isms, (2) the development of interest mechanisms, (3) the

acquisition of ideology, (4) the internalization of motive,

and (5) the structural function of the sponsorship.

 

12Howard S. Becker and James W. Carper, "The De-
velopment of Identification with an Occupation," American
Journal of Sociology, Vol. 61 (January, 1956), pp. 289-298.

15

This model, developed after an analysis of three
groups of graduate students, is applicable to the careers
of teachers. Four years of college is an investment and
if teaching is not followed sometime, the investment may
be lost. This variable is, of course, limited by the cul-
tural expectations. It is further limited for teachers in
that the "investment" may be recovered (cashed in) at any
time, even several years after acquiring the degree in
teacher education. The experiences of an undergraduate
program in teacher education are geared to produce high
interests mechanisms through an identification with a task
commitment. The student observes, experiences and becomes
directly involved in the task.

The teacher education program also produces some
commitment to the occupational title of "teacher." This
acguisition g; ideology "comes into operation when the
person begins to raise questions, or have them raised for
him, about the worth of the activity he is engaged in,
when he asks himself why he is doing this rather than

something else." The internalization 2f motive occurs in

 

much the same manner. The prospective teacher learns the
kinds of positions that are available, the expectations

of each and "why" he should consider a certain type of
position. The trainee attains an attachment for a posi-
tion. This may involve a shift from elementary to junior
high preparation. The sponsorship mentioned by Becker and
Carper does not appear to operate at this stage in the
careers of teachers. It undoubtably operates, once the

person is on the job.

16

All of the respondents in the present study were
former teachers and in that sense had chosen to discon-
tinue their identity with a teaching career. The present
study did not investigate this identification and non-
identification process.

Reasons Persons Give For
Selecting Secondary Teaching
As An Occupation

So far the review has shown that there is a variety
of theories which attempt to explain aspects of career
development and that the teacher education program is an
important part of the process of identifying with a career.
This section considers those reasons that the prospective
and present teacher education candidates employ for select-
ing secondary teaching as an occupation. It will be
divided into two sections, beginning with those students
in high school who have selected teaching as their voca-
tional choice and then moving to a consideration of those
in college who are majoring in education. The studies
reported here are not exhaustive but rather are meant to
be typical. Richey and Fox13 surveyed all high school
seniors in Indiana in 1950 who had expressed an interest
in teaching. They report that the most important reason

given for girls wanting to teach was that of liking to

 

13Robert W. Richey and William H. Fox, "A Study
of Some Opinions of High School Students with Regard to
Teachers and Teaching," Bloomington, Indiana: Indiana
University, Bulletin of the School of Education, Vol. 27,

No. 4, 1951.

17

work with young people.) Boys reported that they chose
teaching because they were interested in teaching a par-
ticular subject. Boys were also found to choose teaching
much later and saw far fewer advantages to teaching as a
vocational choice than did the girls.

14 of all

A comprehensive study conducted by Fox
junior-seniors in education at Northern Illinois Univer—
sity revealed reasons given by college students to be
similar to those reasons given by high school students.

The future secondary teachers reported that they were in-
fluenced significantly more than future elementary teachers
by: (1) their liking for a particular subject; (2) the
comparatively short school day, long summer, etc., (3)
the trend toward higher teacher salaries; (4) results of
vocational interest inventories; and (5) the opportunity
to use teaching as a stepping stone to another career.
The male education majors indicated significantly greater
influence than did the female education majors on items
numbered 1, 3, 4, and 5 listed above. Boys and future
secondary teaChers decided later on teaching as a voca-
tional choice than did the girls and future elementary
teachers. Fifty-one percent of the future secondary
teachers and 61 percent of the boys did not decide to be-

come teachers until after entrance into college.

 

14Raymond B. Fox, "Factors Influencing the Career
Choice of Prospective Teachers," Journal of Teacher Edu-
cation, Vol. 12 (December, 1961), pp. 427-432.

18

Dickinson15 reported after a study of all graduat-
ing senior men in 1953 at the University of Washington
that those who planned to become teachers differed from
the other men in that they were: (1) more interested in
human relations, (2) attached much greater importance to
job security and working conditions, and (3) were very
much less concerned with opportunities for advancement.

16 reports that

A study in California conducted by Ostlie
nine out of ten students in education gave the idealistic
factors such as "opportunity to serve," "to work with
young people," etc., as their reasons for choosing teach-
ing. At the same time, they indicated that the more
utilitarian aspects of teaching were not unimportant.
Salaries, security and vacations contributed to their
choice of teaching, but were not the primary factors.

A study in Chicago by Devita and Kaezkowskil7
listed the most frequently mentioned reasons for not con-
sidering teaching as a career in the following order:

(1) other career interest; (2) low salary; (3) lack of

appeal; (4) lack of ability; and (5) uninteresting work.

 

15Carl Dickinson, "Ratings of Job Factors by
Those Choosing Various Occupational Groups," Journal of
Counseling Psychology, Vol. 1 (Fall, 1954), pp. 188-189.

16Selmer Ostlie, "Motivation for Entering Teach-
ing," Journal of Teacher Education, Vol. 7 (March, 1956),
pp. 80-81.

17James Devita and Henry Kaezkowski, "Teaching
as A Vocational Choice," Education Administration and
Supervision, Vol. 45 (March,1959), pp. 83-85.

19

Haubrich18 surveyed the education majors in Utah. His in-
vestigations revealed that only 35 percent of the teacher
education candidates said that becoming a successful
teacher was a major life goal. Also 30 percent of those
prospective teachers indicated that security or "having
something to fall back on" was their reason for being in
the college of education.

An additional area of investigation has been pur-
sued by "role" researchers, their assumption being that
persons select occupations to fulfill the playing of some
desired role. A basic difficulty here is that nearly
every researcher seems to have a different notion concern-
ing the definition of a £919. Further, it is hard to dis-
tinguish between what some would call a role and others
would call a need. Some of the specific and more meaning-
ful research in this area will be discussed in the next
section of this chapter which concerns itself with the
exit of teachers from teaching.

Some researchers have investigated what are called
unconscious reasons for entering teaching. Stern and
associates19 advanced scales to measure these unconscious

motives for teaching. They revealed ten such underlying

 

18Vernon F. Haubrich, "The Motives of Prospective
Teachers," Journal of Teacher Education, Vol. 11 (Septem-
ber, 1960), pp. 381-386.

19George G. Stern, et. al., "Two Scales for the
Assessment of Unconscious Motivations for Teaching," Egg-
cational and Psychological Measurement, Vol. 20 (Spring,
1960), pp. 9-29.

20

motives such as practical, nutrient, dependent and exhi-

20 followed the self-concept model

bitionistic. Englander
of Super when investigating the vocational choice of
teachers. He operated on the premise that through "self-
psychology" an individual would choose a vocation which
permitted him to maintain and enhance his self-concept.
He found a measure of congruency between the individuals
self-concept and his perceptions of teaching.

Finally, there is a mode of human behavior that
is often cited as a reason for choosing teaching which
has not been discussed, namely social climbing. Teaching
is still used as a ticket for entrance into the middle-
class society. Doherty,21 after a study of 150 college
students who planned to be teachers, but 100 of whom came
from white collar and farm.families, and 50 of whom came
from blue collar union families concluded ". . . teaching
is not a way of life. Rather, it serves as an entree to
a way of life."

In summary then, the persons who select teaching
as a career have high people oriented values and are very
personally involved. There appears to be very little dif-

ference between those reasons given for choosing teaching

as a career by those still in high school and those in

 

20Meryl E. Englander, "Psychological Analysis of
Vocational Choice: Teaching," Journal of CounselingyPsy-.
chology, Vol. 7 (Winter, 1960), pp. 257-264.

21Robert E. Doherty, "Attitudes Toward Labor:
When Blue-Collar Children Become Teachers," School Review,
Vol. 71 (Spring, 1963), pp. 87-96.

21

teacher education programs in college. Prospective
teachers for the secondary school select reasons for
teaching that are different from those of future elemen-
tary school teachers and also decide to enter teaching
somewhat later. The same relationship holds true when
boys are contrasted with girls. They tend to desire to
teach a particular subject and to use classroom teaching
as a stepping stone to another job. Boys tend to be
older when they decide to teach.

A schema of classification is needed to manage
and facilitate the analysis of these different reasons.
The schema by Mori22 is thought to be helpful. She be-
gan by reviewing the reasons persons give for choosing
teaching and then fitting these to a three facet paradigm.
The first facet indicated that some persons choose the
occupation of teaching for the rewards that it offers to
them; others for the demands required by the teaching
profession. The second facet concerned the aspect from
which these rewards or demands are offered (physical,
economic, social, interpersonal, intellectual, ethical).

The third facet concerns when the reward or demand is

offered (pre job, on the job, post job).

 

22Takako Mori, "Analysis of Motivations for
Choosing the Teaching Profession," (unpublished Masters
thesis, Library, Michigan State University, East Lansing,
Michigan, 1963).

22

Why Persons Terminate
Their Teaching Career
Lindenfeld23 reports that during the year 1959-60
81,800 classroom teachers separated from the districts in
which they were teaching. This included 46,900 secondary
teachers who left teaching. Efforts to determine the
reasons for leaving teaching have resulted in much frus-
tration. Researchers often simply establish a "laundry
list" of "reasons why teachers quit." Nelson and Thomp-
son,24 with their list of 19 reasons, are an example of
such efforts.
A unique attempt to get beyond the laundry list
and to specify some basic differences was accomplished by
Thorndike and Hagen.25 They went back to a common battery
of aptitude tests which were administered to Air Force
Personnel in 1943. This group included 250 classroom
teachers and 172 ex-school teachers. It was found that
those who left public school teaching had been significantly
superior to those who were still classroom teachers on tests

of reading comprehension, arithmetic reasoning and mathe-

matics.

 

23Frank Lindenfeld, "Teacher Turnover in Public
Elementary and Secondary Schools 1959-60," U.S. Office of
Education, OE-23002-60, Washington, 1963.

24Robert H. Nelson and Michael L. Thompson, "Why
Teachers Quit," The Clearinngouse, Vol. 37 (April, 1963),
Pp. 467-472.

25Robert L. Thorndike and Elizabeth Hagen, "Men
Teachers and Ex-teachers: Some Attitudes and Traits,"
Teachers College Record, Vol. 62 (January, 1961), pp. 306-316.

23

As mentioned in the previous section, the role
theorists offer much insight into why persons may termin-
ate their employment as a teacher. Biddle26 has devel-
oped a framework for examining the role conflict of
teachers. He has hypothesized that all teacher role
conflict arises from four basic forms. The source of
these conflicts include pressures upon the person or his
position, pressures from within the person, conflicts
arising from norms held by others, and conflict between
cognition and behavior. His current studies implementing
this research framework should prove very insightful.

27 studied the area of conflicts

Getzels and Cuba
between the socio-economic, the citizen and the profes-
sional role of teachers. They found a conflict in roles
to exist for men teachers, for those teachers who had
part-time jobs, for those who were teaching away from
their home community and those who had only one dependent.

28

Fishburn identified six relatively separate and

distinct roles of the teacher. The roles were found to be

 

26Bruce J. Biddle, Bibliographies on Role Terms,
Role Conflict, and the Role of the Teacher, Vol. B -
Studies in the Role of the Public School Teacher. Colum-
bia, Missouri, The University of Missouri, 1961.

27J. W. Getzels and E. G. Cuba, "The Structure of
Roles and Role Conflict in the Teaching Situation, "

Journal of Educational Sociology, Vol. 29 (September,
1955), pp. 30- 40.

28C. E. Fishburn, "Teacher Role Perception in the
Secondary School, " Journal of Teacher Education, Vol. 13
(March, 1962), pp. 55- 59.

24

operating in the following rank order of importance ac-
cording to the opinions of teachers: (1) mediator of the
culture, (2) member of the school community, (3) director
of learning, (4) counseling and guidance person, (5) liason
between school and community, and (6) member of a profes-
sion.

All of these researchers found ample evidence to
suggest that a teacher sees himself as having a role to
play and there are conflicts in these roles. Lack of

role fulfillment influences exit from teaching.

Career Patterns

Form and Miller29 formulated the "Occupational

Career Pattern as a Sociological Instrument." They cate-
gorized workers into seven groups; placing professional
and semi-professional workers at the top, skilled workers
in the middle, and domestic and personal service workers
at the bottom. Each worker was said to have a life-
pattern of up to three stages. These were: (1) initial
work period, (2) trial work period, and (3) stable work
period. These were characterized respectively as all
part-time work prior to the completion of formal education,
"shopping around" time and a job held by the worker for
three or more years. Fourteen such patterns were plotted
and classified as being secure patterns or insecure

patterns.

 

29William H. Form and Delbert C. Miller, "Occupa-
tional Career Pattern As a Sociological Instrument," Ameri-
can JOurnal of SociologY, Vol. 54 (Jan. 1949), pp.317-329.

25

Three theories, not at all compatible, have been

formulated to help explain differences in career patterns.30

The first was called individual causation theory of career

 

patterns. The supporters of this position maintain that
the personal motivations and willingness to work hard ac-
count for the success of the worker. The individual is
his own and only limiting force, in that he and he alone
determines his life career pattern. A diametrically op-
posed position has been called the social causation theory.
A network of inter-related social factors such as fathers'
occupation are used to explain the workers employment his-
tory. The third theory discussed is called an equilibrium
theory. Social background, acquired personality traits,
native ability, etc., are seen as forces which pull and
tug upon the worker. One force operates for a time then
is equalized and possibly even off-set by another force.
The nine sociological forces seen by Miller and

31 which tend to stabilize careers are: (1) realiza-

Form
tion or rationalization of the trial period goal,

(2) seniority, (3) age, (4) income, (5) marriage and
family, (6) home ownership, (7) friendship ties, (8) insti-

tutional ties, and (9) identification with work plant and

community. Five sociological forces which tend to distrupt

 

30Delbert C. Miller and William H. Form, Indus-
trial Sociology, 2nd Edition. New York: Harper and Row,
196 .

311bid., pp. 596-600.

 

26

careers are:32 (1) syclical and seasonal unemployment,

(2) technological unemployment, (3) sickness and physi-
cal disability, (4) divorce, and (5) chance risks of
life. Slocum33 adds to and refines this list for adoles-
cents as well as for adults.

Only a small number of career pattern studies have
been conducted using teachers as the population. Those
that have been completed usually are of large city school
systems and deal with elementary teachers. Majetic34 is
currently conducting a career pattern study of guidance
workers. Most of the prior studies are summarized by
Havighurst and Neugarten.35 They show that the career
pattern of the teacher is affected by the structure of
the work setting, by the structure of "an organization
that is relatively formalized, well-structured, and
bureaucratic," by the autonomy of a classroom, and by the
stability and regularity of the teaching situation. Those

who enter the large city school system suffer what is

 

321bid., pp. 601-602.

 

33Walter L. Slocum, "Occupational Careers in Or-

ganizations: A Sociological Perspective," Personnel and
Guidance Journal, Vol. 43 (May, 1965), pp. 858-866.

34Richard Majetic, Career Patterns of Michigan
Guidance Workers (Ph.D. dissertation, In pro ress, Michi-
gan State University, East Lansing, Michigan .

35Robert J. Havighurst and Bernice L. Neugarten,
Society and Education, 2nd Edition. Boston: Allyn and
Bacon, Inc., 1962.

27

called "reality shock." Even the factor of place of ori-
gin was shown to have an effect on the career pattern of
the teacher.

Becker,36 after the study of a large city school
system, has reported one of the most comprehensive studies
of the career patterns of elementary teachers. He found
both vertical and horizontal movement of these teachers.
This movement was prompted to a large extent by the
teacher assignment and transfer policy of the city. New
teachers were usually assigned to the slums. There, it
was possible for them to begin a general manipulation of
the transfer policy. They believed that the presence or
absence of the "right" kind of pupils, parents, principal
and colleagues is what made the teaching position very
satisfactory or highly undesirable. Most of the teachers
had career patterns of transfer out of the "bad" situa-
tions. A few, however, established "permanent adjustment
of the slum school situation" and did not seek transfer.

These patterns of movement have been shown to be
in the plans of first year teachers. Only 61 percent of
the men first-year teachers and 62 percent of the women in
a national study indicated that they probably could achieve

their life goals by remaining as classroom teachers.

 

36Howard S. Becker, "The Career of the Chicago
Public School Teacher," American Journal of Sociology,
Vol. 57 (March, 1962), pp. 470-477.

28

But nearly all of the men (91 percent) hoped to stay in
education.37
Sex role was also shown to have an effect on the
teaching career. The men were influenced primarily by
the intrinsic factors such as pay, social status of
teaching, working conditions, personal failure and lack
of satisfaction with teaching; while women were influ-

enced primarily by factors extrinsic to teaching.38

In addition to sex role, Mason39 identified a
large number of other relationships that affect the career
of teachers. These are summarized and shown in Table 1.
Other studies allude to a variety of factors that have
an influence on the teachers' careers. These might be
grouped as: (1) dissatisfaction with pay, (2) inadequate
status, (3) duties other than teaching, (4) lack of in-
terest 131 pupils, (5) size of school, (6) excessive
pressure, (7) work overload, and (8) dislike for adminis-
trative practices.

It is quite evident that there are at least two

distinct stages or arenas which characterize career pat-

terns of teachers. The first might be the characterizing

 

37Ward S. Mason, The Beginning Teacher. U.S.
Dept. of Health, Education and Welfare, Office of Educa-
tion, OE-23009, Washington, D.C. Government Printing
Office, 1961.

38Ward S. Mason, Robert J. Dressel and Robert K.
Bain, "Sex Role and the Career Orientations of Beginning

Teachers," Harvard Educational Review, Vol. 29 (Fall,
1959), pp. 370-383.

390p. Cit., pp. 107-124.

29

Table 1. Factors Mason Found to be Related

to Career Commitment

 

 

Major Factors

Some Items Comprising
The Factors

 

 

A. First Order Relationships

Basic Subgroups

Background Characteristics

Preparation for Teaching
Economic Status
Occupational Values

Job Satisfaction

B. Higher Order Relationships

 

Age

Teaching Level

Type of School Dis-
trict

Region of Country

Race

Childhood Community

Father's Occupation

Parent's Education

Non-teaching Employ-
ment Experience

Satisfaction with
Salary
Value of Money

 

 

30

of teachers' careers by movement into and out of teaching.
The other characterizing arena might be referred to as
patterns of movement within the profession. The investi-
gations of teachers' careers have been primarily limited
to small geographic areas (large cities), have concen-
trated on the elementary school teachers and persons in
their first year of teaching.

Literature concerning the careers of vocational
teachers is quite adequate in some areas such as follow-
up studies. However, there is a paucity of information
about the factors which influenced the careers of voca-
tional teachers. Those studies that were found were read
to provide the researcher with a better understanding of
vocational programs and teachers. Schill4O investigated
the "Career Patterns of Technical and Vocational Educators."
His data were drawn from craftsmen who became teachers.
Thus, they could not be regarded as typical vocational
teachers and the factors which influenced their careers
(occupational group, age, time, education) may not be rele-
vant for careers of other vocational teachers. Clark

41

(agriculture teachers); Haines, Poland and Roswell

 

40William J. Schill, Career Patterns of Techni-

cal and Vocational Educators. Dansville, Illinois: In-
terstate Printers and Publishers, Inc., 1963°

41Raymond M. Clark, "Factors Associated with
Decisions of Michigan Teachers to Remain in or to Leave
the Field of Teaching Vocational Agriculture," (unpub-
lished Ed.D. thesis, Michigan State University, 1950).

31

42 and Loftis (commitment

(business education programs),
of home economics and other teachers)43 are examples of
additional studies that were very helpful to the re-
searcher.

The orientation of the present study is to the
career patterns of former vocational teachers. This re-
view clearly indicates that data from a large array of
variables must be gathered to analyze career patterns of

any group. Those variables thought to be relevant for

the present study are listed in the next chapter.
Summary

Theories concerning career development are not
explicit nor are the actions of peOple as they select and
move through the stages of a career. The process through
which one identifies with a career has not been sharply
defined. In addition, the current vocational development
theories cannot provide concrete answers as to why persons
select the occupation that they do. Most of the work in
this area arises out of one discipline and thus excludes
from consideration other variables which may affect oc-

cupational choice.

 

42Peter G. Haines, Robert Poland and Robert Ros-
well, The Business Teacher Education Program at Michigan
State University. Michigan State University, College of
Education, 1960.

43Helen A. Loftis, "The Study of Commitment to
Teaching," Jgurnal of Home Economics, Vol. 56 (March,
1964), pp. 157-1630

32

The specific vocation of teaching is no less well
defined. Future secondary teachers and men in general
teach for reasons that are different from those reasons
given by future elementary teachers or women. Men also
make career choices of teaching later than do women and
usually desire to teach a particular subject. Many men
expect to use classroom teaching as a stepping stone to
another job. Exit from teaching is caused by a large
variety of reasons and can be explained from different
theoretical frameworks.

There is both vertical and horizontal movement in
the careers of teachers. Vertical movement is up the
ladder and out of classroom teaching. Horizontal move-
ment is movement within the same level of the profession.
Both types of movement can be analyzed and characterized.
The present investigation restricts itself to an analysis
of the careers of those who exhibited movement into and

then out of classroom teaching.

CHAPTER THREE
RESEARCH PROCEDURES
Introduction

This section of the report is designed to convey
to the reader those things that were accomplished in
planning for and implementing the process of data collec-
tion as well as an explanation of the established proce-
dures for data analyses. These steps included: (1) selec-
tion of the population, (2) development and refinement of
the instrument, (3) establishing procedures for the col-
lection of data, (4) collection of data, and (5) proce-

dures for the analyses of data.
Selection of the Population

The rationale of the study indicated that an
analysis of the careers of teachers ought to reveal some-
thing about their perceptions of teaching. Further, it
was thought that a unique strategy for such an analysis
would be to examine the careers of a group of persons
who have teacher education preparation, and classroom
teaching experience but who are not now classroom teachers.
For this uniqueness a group of former vocational teachers

was selected.

33

34

Miller and Form indicate that a career enters its
stable period after about three years of work experience
at the same job. This is a flexible notation on time but
it does serve as a guideline. Persons who are going to
leave teaching, then, will probably do so prior to the
completion of three or four years of teaching. A con-
sideration of this 3-4 year period resulted in the
first group selected for this study being those who gradu-
ated from Michigan State University in 1961 qualified to
teach vocational education. The graduates of 1960 were
selected as it was thought that there ought to be two
consecutive years in the population. Two additional
years, 1956 and 1952, were selected at four-year inter-
vals. Then the year 1958 was added. Thus, the popula-
tion at this point included all those persons who gradu-
ated from Michigan State University in 1952, 1956, 1958,
1960, and 1961 qualified to teach in secondary school
vocational programs.

A list of university graduates in vocational
teacher education was taken from the official commencement
programs for the selected years. Such a list did not
parallel the respective departmental records. It elimin-
ated those persons who may be classified as "specials"
by the departments, that is, not regular undergraduate
candidates; and it further eliminated those who may have
declared a teaching major quite late in their undergradu-
ate program. A total of 639 persons were found to have
graduated from Michigan State University during the five

selected years, qualified to teach vocational education.

35

Development and Refinement

of the Instrument

An extensive review of the literature was under-

taken as first step. The significant findings as a result

of this review were presented in Chapter Two. It was

shown that a career pattern study needed to gather the

following types of information:

1.

Since this

Background and personal information

a. residence during formative years
b. level of educational attainment by parents
c. type of work followed by the parents

Career choice and educational history

a. when decided to definitely become a
teacher

b. if teaching was the first occupational
choice

c. what was done after high school graduation

d. when entered a teacher education program

e. education beyond the bachelor's degree

Employment history

a. job by job analysis while teaching
b. job by job analysis after leaving teaching

Work values
a. ideal work values

b. if the ideal work values could be met in
teaching

study was of former teachers, four additional

categories of information were thought to be needed. These

were:

Satisfaction with teaching
Reason for leaving teaching
Attitude toward re-entering vocational teaching

Some notion about their social mobility

36

The review also included the methodology of survey
research, construction of questionnaire items, improving
validity and reliability of questionnaires, and methods of
increasing questionnaire returns. The concepts gained
from this review of survey research procedures guided the
researcher throughout the project.

Eleven drafts of the instrument were prepared be-
fore it was printed and mailed. The first five drafts
were prepared in January and February, 1965 and presented
to a small (five to seven persons) panel of doctoral can-
didates in vocational education at Michigan State Univer-
sity. Drafts six and seven were reviewed only by the
researcher and draft eight by some of the faculty in the
College of Education at Michigan State University.
Further refinement was accomplished by mailing the ninth
draft of the questionnaire to 23 former teachers of voca-
tional education, the majority of whom had graduated from
Michigan State University in the years 1953, 1959, and
1962. This pre-test proved very useful in suggesting
changes in the phrasing of questions. One additional
draft was made to establish the style, correct spacing
and format and the eleventh was printed.

Establishing Procedures of
Data Collection
It was decided to employ as many of the research

techniques as were feasible in order to insure a higher

37

rate of returns of the questionnaires.1 These techniques
included the following:

1. A personally addressed letter to each respon-
dent. This was accomplished by typing the letter on a
multilith mat using a machine with a carbon ribbon. The
body of the letter was then inserted into the same type
machine and the heading added. This resulted in a neat
letter which had nearly all of the characteristics of a
personally typed letter.

2. Each letter was personally signed by the re-
searcher.

3. The cover letter established a date for the
returns.

4. Two follow-up letters were sent at two-week
intervals.

5. A stamped, self-addressed envelope was en-
closed to facilitate returns.

6. Questionnaires were printed on pastel paper.

7. The phrase "second questionnaire" was typed
in a conspicious place on the top of the questionnaire en-
closed in the first follow-up letter.

8. A copy of the questionnaire and the return

envelope was enclosed with each mailing.

 

1It was recognized that the use of a closed,

mailed questionnaire set the boundries of the answers and
thus could not permit full expression of the respondents'
ideas.

38
Collection of Data

After the population was selected, instrument
developed, and the procedures established for data col-
lection, the problem became one of refining the p0pula-
tion. The population was refined by determining which
of the graduates began to teach immediately after college
graduation and also the present occupational status of
the graduates. The respective departmental records were
used for this purpose.

The population could not be refined as adequately
as was planned, due to a variety of unforseen circumstances.
Directories of past years were not available in the Business
and Home Economics Education Departments. Thus, for some
of the graduates, it was not possible to determine with
any degree of certainty if they began to teach in a secon-
dary vocational education program immediately after gradu-
ation. Another problem concerned name changes as a result
of marriage. A third problem which caused a lack of re-
finement in the population was the large number of persons
who resided outside the state of Michigan. Their present
status could not be determined from departmental records.
It was possible to determine that 236 of the 639 persons
did teach immediately after graduation or were currently
teaching vocational education.

The very efficient Michigan State University
Alumni Office files were used to obtain a present mailing
address for nearly all of the persons. Other addresses

were obtained through college staff members, friends of

39

the persons, and consultants in the Michigan Department
of Education.

The original mailing of the questionnaires to the
remaining 403 persons was accomplished in the fall of
1965. Those respondents who satisfied the requirements
as "former teachers" were asked to complete and return
the questionnaire. Others were asked to return a note of
explanation. Eighty-six percent of the 403 persons re-
turned either the questionnaire or a note. The notes
simply informed the researcher that the respondent was
currently teaching or did not teach after college gradu-
ation.

It was then possible to construct Table 2 which
indicates the status of the 639 vocational education
graduates immediately after college graduation. Such
status was determined for 92 percent of the graduates.

The persons who started to teach immediately after college
graduation numbered 370.and their 1965 status is presented
in Table 3. Eighty-eight percent of this group were ac-
counted for. Those not accounted for were randomly dis-
tributed in the population by area of vocational education,
by sex, and by year of college graduation.

This continued refinement process resulted in
identifying 205 persons who: (1) qualified to teach in a
vocational program at college graduation, (2) took a
teaching position immediately after graduation, (3) had
one or more years experience as a vocational teacher, and
(4) were not teaching vocational education in the fall of

1965.

40

 

 

 

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42

Two follow-up letters were sent at two-week inter-
vals in the process of refining the population. Copies of
the questionnaire.and the letters are Appendices A-D of
this report. A telephone was also employed as a part of
the follow-up procedures. This was to insure better
validity and more completeness of data. Nearly all of the
questionnaires contained completed answers and only a
small number (about five percent) were telephoned. The
responses were then placed on machine cards for analysis.

Procedures for Treatment
of the Data

Research data may be classified into four types--
nominal, ordinal, interval and ratio. The classification
of data (along with the appropriate population variables,
of course) dictate the general group of analytical tools
applicable to those data.

Data of this research project are nominal and
ordinal in nature and, therefore, call for the use of
descriptive statistics.

The personal information included age, residence
at birth and high school attendance, educational levels
of parents, and father's primary work. The educational
history included items such as when the decision to teach
was made; why and when an education curriculum was chosen;
the importance of teaching as an occupational choice; and
work beyond the bachelors degree. These items were
analyzed with the descriptive statements and the corres-

ponding percentages. Example of one such item might be:

43

"The majority of the former teachers definitely decided to
become a teacher in grades 11- 12 as 68 percent of the
respondents checked this item."

An analysis of the employment history of the for-
mer teachers was hard to plan. The first thought was to
use only the original Miller-Form Career Pattern Paradigm
to classify the patterns of work. The paradigm has three
stages to a working career--initial, trial and stable work
periods. When a worker stays on a job for three years or
more, his career is said to have entered a stable work
period. An analysis of these stages reveal a series of
14 patterns and a worker's career may then be classified
as secure or insecure. For teachers, one has to assume
that each time the teacher changed schools this was a
change in job, even though he was still a teacher.

This paradigm was altered for this study to add
precision in the handling of professional workers' careers.
The prior definitions stated that the initial phase of a
career occurred prior to the completion of formal educa-
tion. The definition offered here enables the first
teaching job to be the beginning of the initial phase of
a teacher's career. The definitions, as used in this
study, are:

Initial phase: The first teaching job taken by
the graduate and held for one year.

Igigi phase: (a) the second year of the initial
phase, or (b) the job taken after the initial phase and

held for one or two years.

44

Stable phase: The stable phase is entered when
the teacher holds the same job for three years.

The values that persons have are very important
aspects of their work. Mason employed a series of 10
statements to characterize the values of a population of
beginning teachers. The same 10 statements were employed
in this study. The statements were designed to combine
into four sets of values which are: self-expression
values, people oriented values, extrinsic values, and
other values. The respondents were asked to rate the
above ten statements high, medium or low in terms of the
requirements that they have for their ideal job. They
were then asked to indicate if each statement was descrip-
tive of teaching. A mean was computed for each statement
in order to characterize the respondents as having high,
medium or low people-oriented, extrinsic, self-expression
and other values. Chi-square analysis was used to explore
the relationships between the values held for the ideal
job and if these values could be met in teaching.

An attempt was made to measure the satisfactions
that these former teachers found in teaching. A list of
21 such statements was included in the questionnaire. A
variety of sources were considered in compiling this list.
But the study by Mason may be regarded as the primary
source. Others include a follow-up study (Nelson and
Thompson, 1961) and a teacher satisfaction study (Loftis,
1964). A mean for each of the 21 items was calculated.

Kruskal-Wallis one-way analysis of variance model and the

45

Spearman Rank Correlation test were used to compare these
items.

The 21 items were composed to measure the satisfac-
tion of four specific aspects of teaching. These four
aspects and the statements contributing to each were:

Extrinsic Satisfactions:

a. Salary
b. Maximum salary for classroom teachers
c. Time needed to reach the peak salary
d. Teaching load
e. Total time spent on school duties; after
school, etc.
f. Provisions for fringe benefits
5. Amount of paper work, etc.
Human Relations Satisfactions
h. Relations with students
i. Relations with parents
j. Relations with fellow teachers
k. Professional attitude of fellow teachers
Student Satisfactions
l. Pupil discipline
m. Degree of interest shown by students
n. Students' abilities compared to school's
average
0. Future employment possibilities of students
Intrinsic Satisfactions
p. Non-teaching responsibilities
q. Adequacy of school, equipment, supplies, etc.
r. Teaching as a whole (except salary
s. The future for you as a classroom teacher
Each of the four aspects of satisfaction with teaching
were compared using percentages and Sperman Rank Order
Coefficient.

The respondents were asked to react to a series

of questions about re-entering vocational teaching.

These included: (1) if they would re-enter, (2) if so,

on what basis, (3) types of positions that they would

46

prefer, (4) in-service education courses that they would
need, (5) the supervision desired, and (6) the salary
they would want. These data were compared using percent-
ages.

Chi-square analysis was used to explore relation-
ships between some of the above areas of data. Indepen-
dent variables such as interest area of vocational educa-
tion, length of teaching experience, and when the decision
was made to enter teaching were employed in this analysis.

The following example may clarify the intended analysis.

Willingness to re-enter vocational teaching

 

 

 

Year of t Positive Attitude yfiggative_Attitude
College Definitely Probably Probably Definitely
Graduation Yes Yes No No
1952 x x x x
1956 x x x x
1958 x x x x
1960 x x x x
1961 x x x x

Here, the chi-square analysis determines if any relation-
ship exists between the year of college graduation and
the attitude of the respondents toward re-entering voca-
tional teaching.

Traditionally teaching has been thought of as an
occupation used for social climbing by some groups of per-
sons. This condition is still true of present day plura-
listic American society. Since all of the respondents in
this study identified with the teaching profession, then
decided to discontinue as a classroom teacher, the researcher

must address himself to some consideration of this variable.

47

No attempt was made to control for this variable but the
attempt was only to see if it were operating. The
father's primary work and place of residence was obtained.
This provided a rough estimation of the social status of
the family in which the teacher was raised. Then each
respondent was asked to indicate how he perceived his
social status as a teacher compared to that of his
parents. A final piece of information in this regard
was the socio-economic rank of the occupation taken by
the respondent as he left teaching. Together these fac-
tors permit the construction of a profile on social

status and mobility.
Summary

This section of the report sets forth the research
procedures employed in the study. The chapter is divided
into seven sub-sections. These are: (1) introduction,

(2) the selection of the population, (3) development and
refinement of the instrument, (4) establishment of proce-
dures for the collection of data, (5) the collection of
data, (6) procedures for the analysis of data, and

(7) summary. A questionnaire was developed and mailed
which primarily sought to gather personal, educational

and occupational histories along with work values, teacher
satisfactions and the attitude of the respondents toward
re-entering vocational teaching. These data were clas-
sified as primarily second order or ordinal data. Thus,

the analytical tools used were those of a descriptive

48

nature. Percentages, means and chi-square were used most
often. The Miller-Form Career Pattern Paradigm was used

to analyze careers.

CHAPTER FOUR

PRESENTATION OF CAREER PATTERN DATA

Introduction

Data concerning the career patterns of former

vocational teachers are presented in this chapter in terms

of the study's objectives. For clarity, the chapter is

divided into eleven sections. These are:

A.

Background information about the respondents
Exit from vocational classroom teaching

Description of the Miller-Foam Career Pat-
tern Paradigm

Career choice and educational history
Employment history

Satisfactions with teaching

Work values

Attitude toward re-entering vocational
teaching

Social status and mobility
Descriptive career patterns

Review

Sections D-I are each divided into (1) profile and

(2) career pattern of the respective variable.

Those persons who graduated from Michigan State

University in 1952, 1956, 1958, 1960 and 1961 qualified

49

50

to teach vocational education constituted the source of
the respondents. Those who did not teach immediately
after graduation and those currently teaching vocational
education were eliminated. Longitudinal type career data
were elicited through a questionnaire from 205 persons who
began to teach in vocational education immediately after
college graduation, who had one or more years of voca-
tional teaching experience and who are not now teaching
in a vocational education program. A response was ob-
tained from 88 percent of those who were qualified for
the study.

The basic data for this chapter was tabulated and
is presented in Appendix E. These data include the
careers of 205 former vocational teachers. The reader
should be cautioned, however, to remember that the careers
are not of equal length. This is reflected in the head-
ing of Appendix E which indicates that 53 careers extended
for 13 years after college graduation, 112 careers ex-
tended for 9 years, etc. to the final group which shows
that the careers for all 205 former vocational teachers
extended for a total of 4 years. The Appendix is organized
by years of experience. Column headings (1-13) refer to
the status of 205 careers after specific years of class-
room teaching experience and stub entries reflect the

specific employment situation for each of these careers.

51

. General Background Information

This section is presented to provide some general
information about the respondents. The population is
composed of three groups of former vocational teachers;
namely, agriculture, business and home economics. The
numbers involved by year of college graduation are shown
in Table 4. The total population, then, is composed of
34.7 percent former agriculture teachers, 20 percent
former business teachers and 45.3 percent former home
economics teachers. These figures are meaningful when
contrasted with the total graduates from Michigan State
University in vocational education for the five selected
years. The respective percentages of the total are 32.2,
27.1, and 40.7. Thus, it can be seen that the 205 former
teachers are distributed among the three groups in about
the same ratio as each group was distributed among the
original 639 vocational education graduates.

Table 4. Former Teachers of Vocational
Education by Area of Under-

graduate Specialization and
Year of College Graduation

 

 

Year of Area of Undergraduate Specialization

 

 

College Agri- Home
Graduation culture Business Economics Total
1952 29 3 21 53
1956 13 18 28 59
1958 13 9 18 40
1960 6 6 17 29
1961 10 5 9 24

 

Total 71 41 93 205

 

 

 

52

The respondents were asked to indicate where their
parents were living when they (the respondents) were born
and where they lived when they attended high school. The
choices provided for each question were rural farm, rural
non-farm, city and suburban. An equal number (39 percent
each) of the respondents' parents were rural farm or city
residents when the respondents were born. Rural non-farm
and suburban residents each accounted for 11 percent of
the respondents. Nearly all of the agricultural respon-
dents were rural farm residents when they attended high
school. Eighty percent of the business respondents were
either city or suburban residents and the home economics
respondents were about equally distributed among rural
farm, rural non-farm, and suburban residents (30 percent
for each group). A general shift occurred for about 10
percent of the population from city residents to rural
farm residents during the time span from birth to high
school attendance. The majority of the shifts occurred
for the parents of vocational agriculture teachers, as
45 (64 percent) were rural farm residents at the birth of
the respondent but 64 (91 percent) were rural farm resi-
dents when the agricultural respondents attended high
school. The parents of home economics teachers exhibited
a slight shift from city to rural non-farm. Business'
education respondents showed no shift at all, as they were
born and attended high school in a city.

The educational level of the parents of these for-

mer teachers is shown in Figure 1. The median education

53

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54

of the fathers was found to be about 11 years and that of
the mothers to be 12. Nearly one-half of the fathers,
but only one-fourth of the mothers had less than a high
school education. The highest educational level of any
group was possessed by the mothers of former home economics
teachers with a median of 12.2 years of schooling. The
parents of the agriculture teachers had fewer years of
schooling than the other groups, as 54 percent of the
agricultural teachers' fathers and 21 percent of the
mothers had an eighth grade education or less. Thirty-
seven percent of the parents of both the former business
and home economics teachers had education beyond high
school while only 19 percent of the parents of former
agriculture teachers had such education. Parents of the
1952 graduates had a median educational level of 9

years while the parents of the 1956, 1958, 1960 and 1961
graduates had a median education of about 11.6 years.

The respondents were also asked to classify their
father's primary work as either white or blue collar.
Approximately one-third of the respondents classified
their father's primary work as white collar and the other
two-thirds as blue collar. Wide variation was exhibited
among the three groups as 63 percent of the former busi-
ness teachers, 42 percent of the former home economics
teachers and only 14 percent of the former agriculture
teachers had fathers whose work was classified as white
collar. This difference is highly significant at the .05

level of significance. No differences of consequence

55

were observed between the classification of the father's
primary work and year of college graduation.
Exit From Vocational
Classroom Teaching

A career has been defined in this study as "a
sort of running adjustment between man and the various
facts of life and his professional world." Further, a
sifting and sorting of personnel occurs as the "facts of
life" become apparent. Some of this "sifting and sort-
ing" that occurs in the educational social system took
place prior to the beginning of this study as those who
did not teach immediately after college graduation are
not a part of the study. What follows is the "sifting
and sorting" for 205 careers of former vocational teachers
who had at least one year of classroom teaching experience
in vocational education.

Again, the reader is asked to refer to the data
in Appendix E and cautioned that the percentages refer to
those persons who were going to exit vocational teaching
and not to the total number of graduates. After teaching
one year, 116 (57 percent) did not experience a job change
while an additional 33 (16 percent) remained in vocational
classroom teaching but in another school. Thus, 73 per-
cent of the 205 former vocational teachers remained in
vocational teaching after obtaining one year of teaching
experience. Continuing the breakdown, of those who left
teaching after obtaining one year of teaching experience,

3 percent were teaching subjects other than vocational

56

education; 11 percent became homemakers; another 5 percent
entered a business, sales or secretarial job; 2 percent
returned to college; 2 percent entered a profession; and
the remaining 4 percent entered an array of four other
jobs.

A total of 50 percent were still teaching after
gaining two years of teaching experience; 29 percent in
their original school and 21 percent had shifted to another
school. The 102 (50 percent) who had exited vocational
classroom teaching at this point were characterized as
follows: 13 teaching non-vocational classroom subjects;

6 school administration; 46 had become full-time home-
makers; 13 had entered a business, sales or secretarial
job; 4 had returned to college; 10 had obtained profes-
sional jobs; and the remaining 10 were holding six other
jobs.

Each succeeding year was analyzed in like manner
using the data in Appendix E. Reference is now made to
Figure 2, which makes it possible to visualize the rate
of exit for those who were going to leave vocational
teaching. Half of those who were going to exit did so
after obtaining two years of teaching experience. Each
year of experience obtained between two and five was
accompanied by an additional exit rate of about 12 percent.
So that by the end of the fifth year of teaching, 83 per-
cent of those who were going to exit had done so. Only a
small number of persons were found to re-enter vocational

classroom teaching once exit had occurred. Table 5

Percent

57

 

100 1

90 d

 

80 1'
7O 4
60+

50 -

30 1

 

2074-0
10 - X--'- f Avélh“

O a 1
0L '1 2 3 E S 3 7 8 9 i5 IT I5 T3

Years of Teaching EIperience

 

FIGURE 2. RATE OF EXIT FOR THOSE WHO WERE GOING TO LEAVE
VOCATIONAL CLASSROOM TEACHING

58

summarizes these exit and re-entry data by year of gradu-

ation, by area of specialization and by sex.

Table 5. Former Vocational Teachers Who
Re-entered Education by Year of
College Graduation, Sex, and
Area of Specialization

 

 

 

Re-entered Re-entered
Variables Education. ‘Vocational Total
(Non-Voc.) Teaching
1952 9 5 14
Year of 1956 9 11 20
College 1958 1 5 6
Graduation 1960 3 2 5
1961 2 0 2
Agricul-
Area of ture 7 0 7
Speciali- Business 5 7 12
zation Home Eco-
nomics 12 16 28
Male 7 1 8
3"" Female 17 22 39

 

 

 

 

 

 

The reader's attention is now directed to the
rate of exit for each of the three vocational services.
These data are also tabled and presented in Appendices
E-l, E-2, E-3, respectively for agriculture, business and
home economics. Four generalizations can be made by ob-
serving these data which are also displayed in Figure 2.
These generalizations are: (1) those who were going to
exit home economics teaching did so much earlier than did
the agriculture or business teachers; (2) those who were

going to exit business teaching did so at a rate slightly

below the exit rate for the home economics teachers;

59

(3) those who were exiting vocational agriculture teach-
ing did so at a slower rate than the business or home
economics teachers, and (4) the differences between the
rate of exit for the areas of vocational education after
each teacher had obtained seven years of experience was
negligible.

The jobs taken once exit occurs differ consider-
ably for each of the vocational services. The 14 persons
who exited agriculture teaching after one year sought
employment as follows: 29 percent in business, sales or
secretarial jobs; 14 percent in a profession; 7 percent
in higher education but not teaching; 21 percent returned
to college; 21 percent entered military service; and 7
percent were not ascertained. Of the 12 persons who
exited business teaching after one year of teaching ex-
perience, 3 (25 percent) became homemakers, 2 (17 percent)
entered the business world, 4 (33 percent) obtained class-
room teaching jobs out of vocational education and 1 (8
percent) did each of the following: entered military ser-
vice, traveled in Europe and not ascertained. The former
home economics teachers were far less diverse in their
employment after one year of teaching. Thirty of the 93
exited home economics teaching after one year. Sixty-
seven percent became homemakers; 17 percent obtained a
business, sales, or secretarial job; 3 percent sought
employment in a profession; 3 percent entered a service
occupation; 3 percent returned to college; and 7 percent

became non-vocational classroom teachers.

60

Two years after graduation finds the trend continu-
ing. Twenty-seven (38 percent) had exited agricultural
teaching. The percentages for business and home economics
were 49 and 59 percent, respectively. The jobs taken by
former vocational teachers when exiting after obtaining
one and two years of teaching experience are summarized

as follows:

 

Agri- Home Eco-
culture Business nomics
Number having exited 27 20 55
School administration 5 0 1
Professions 7 0 3
Homemaking -- 8 38
Farming 1 0 0
Business, sales, or
secretarial 5 4 4
Higher education, not
teaching 1 0 0
Back to college 3 0 1
Health occupation 0 0 1
Non-vocational class-
room teaching 0 7 6
Military 3 0 0
Several jobs in one year 0 0 1
Illness 1 0 0
Not ascertained 1 1 0

Each succeeding year was so analyzed. With this
information and reference to Appendices E-1, E-2, and E-3
several generalizations were readily apparent. These
were:

1. Nearly all business teachers upon exiting
vocational teaching became: (a) homemakers; (b) business,
sales, or secretarial workers; or (c) non-vocational
classroom teachers.

2. Most home economics teachers left vocational

classroom teaching to become full-time homemakers.

61

3. No one occupation attracted most of the former
agriculture teachers.

4. About equal numbers of former agriculture
teachers were attracted to school administration, busi-
ness and professional jobs. Some entered non-vocational
classroom teaching.

5. Agriculture teachers entered a much wider
range of jobs than did home economics or business teachers
upon exiting teaching.

These data support the derivation of five career
patterns. The patterns are called descpiptive patterns
to distinguish them from the Miller-Form Patterns and are
titled: (1) family oriented pattern, (2) in-out pattern,
(3) horizontal pattern, (4) vertical pattern, and (5) cau-
tious. A definition and discussion of these patterns is
reserved for section J of this chapter. The remaining
profiles and the Miller-Form Patterns will be analyzed
first in sections C-I.

Miller-Form Career
Pattern Paradigm

The report turns now to a description and an
analysis of the Miller-Form Career Pattern Paradigm. It
will be recalled that the occupational span of a career
has been described as including three stages: initial,
ppipi, and stable. For this study the initial phase of
the teachers career was defined as a job taken for only
one year immediately after college graduation, the trial

phase for two years or any job taken after the initial

62

phase for less than two years, and the stable phase is
entered when a job is held for three years. Each shift
in schools was considered a job change.

Miller-Form have found 14 patterns of the various
I-T-S combinations. Seven of these have been classified
as secure patterns and seven as insecure patterns. One
person might teach in school A for one year, move to
school B for two years, and then exit teaching becoming
employed as a salesman for five years. Such a pattern
would be I-T-S (classified as secure pattern number 5).
Another person may teach for four years in school A, move
to school B for one year, then to school C for another
year, exit teaching to become a salesman for one year and
finally become a County Agricultural Agent for one year.
Such a pattern would be S-T-T-T-T which is insecure pat-
tern number 12.

A problem is confronted when attempting to clas-
sify the former women teachers who were family oriented;
that is, they had interrupted their career to raise a
family. It was decided to regard all of these as a separ-
ate group in the analysis, and this analysis will be re-
ported in section J of this chapter which deals with
descriptive career patterns.

Ninty-two careers could be classified in one of
the 14 patterns and these are presented in Table 6.
Sixty-three or 69 percent of these had secure careers
and 31 percent insecure careers. Each of the vocational

services had approximately 70 percent of their careers in

63

Table 6. Career Patterns of Former Vocational
Teachers by Area of Vocational Choice

 

 

 

 

 

 

 

 

 

 

 

 

 

Area of Vocational Choice
Miller-Form Total Agri- Home
Career Pattern culture Business Economics
Secure Patterns
1 (S) 14 11 3 0
2 (I-S-T-S) 0 0 0 0
3 (S-T-S) 3 3 0 0
4 (I—s) 8 5 1 2
5 (I-T-S) 14 9 3 2
6 (I-T-S-T-S) 1 1 0 0
7 (T-S) 2; 18 2 3
(Sub total 63)
Insecure Patterns
8 (T-S-T) 4 2 l 1
9 (I-T-S-T) 1 1 0 0
10 (I-T) 3 2 0 1
11 (T) 1 1 o o
12 (S-T) 17 15 1 1
13 (I-S-T) 3 1 2 0
14 (T-T-T-T) _Q 0 0 0
(Sub total 29)
Total 1 92 69 13 10
I = Initial
T = Trial
8 = Secure

the secure pattern, excluding, of course, those former

business and home economics women who became homemakers.
Career patterns 7, 5 and 1 characterize 81 percent

of the secure careers. Career pattern 7 has a trial

phase (job for 2 years) followed by a stable phase (a

job held for three or more years); pattern 5 has an

initial phase, a trial phase and a stable phase while the

careers of pattern 1 enter a stable phase immediately.

64

The majority (59 percent) of the insecure careerists have
pattern 12 which has a stable phase followed by a trial
phase. The remaining insecure patterns were distributed
among patterns 8, 9, 10, 11 and 13. The analysis from
this point forward will use only the grouped patterns of
secure and insecure unless special attention considers

it necessary to exhibit each specific pattern.

The 1961 graduates were the only group where year
of college graduation was aesociated with the career
pattern. Of the 13 1961 graduates who had left vocational
teaching, 9 had an insecure career,pattern 12. Care needs
to be exercised in an interpretation as this probably
simply reflects the fact that they had shifted out of a
secure job in education.

Career Choite and
Educational History
. Profile: The profile of the respondents' career

choice and educational history was constructed. This pro-
file included such information as why they chose the oc-
cupation of teaching, when they definitely decided to be-
come a teacher, whether teaching was their first occupa-
tional choice, when they enrolled in a teacher education
program and education beyond the bachelor's degree.

An open-ended question "to the best of your memory
why did you want to become a teacher" was asked. These
reasons were evaluated to fit into a two-facet paradigm.
The first is characterized as a "reward-demand" facet.

It is classified by the reasons that a person gives for

65

choosing teaching which indicates that his reasons were
for the demands that it would make upon him as a teacher
or for the rewards that the occupation would provide to
him. The second facet of this paradigm is the source

of those demands or rewards. Six sources were identified.
These were: physical, economic, social, interpersonal,
intellectual and ethical.

Of the 168 respondents who gave enough informa-
tion to be classified, 151 (90 percent) were classified
as choosing the occupation of teaching for the rewards
that it would offer them.‘ The source of the rewards was
physical for 29 percent and interpersonal for 45 percent
of the 168 former teachers who were classified. These
data are shown in Table 7. Note that nearly 50 percent
of the former agriculture and home economics teachers but
only 33 percent of the former business teachers chose
teaching for the interpersonal rewards that it offered
to them. The former business teachers were characterized
as choosing teaching for the physical rewards that teach-
ing offers.

There was some tendency for those former teachers
whose parents had some education beyond high school to
choose teaching for the physical rewards and for those
whose parents had a high school or less education to
choose teaching for the interpersonal rewards. Also the
earlier the person entered a teacher education program
the more likely his reason for choosing teaching was for

the interpersonal rewards.

66

Table 7. Reasons for Becoming a Teacher by
Area of Undergraduate Specialization

 

 

 

 

 

 

Under raduate Specialization
Reason for Agri- '- Home
Choopingwgeaching cul- Busi- Eco-
Facet Source ture ness nomics Total
Demands . . ( 16)
Physical 1 -- 2 3
Economic -- __ -- _-
Social -- 1 2 3
Interpersonal 1 1 -- 2
Intellectual 3 1 3 7
Ethical -- -- 1 1
Rewards . (151)
Physical 10 16 23 49
Economic 3 2 -- 5
Social 5 2 2 9
Interpersonal 30 11 35 76
Intellectual 4 -- 5 9
Ethical 2 -- 1 3
Total 59 34 74 167

 

 

 

 

 

 

The respondents were also asked to indicate their
level in school when they definitely decided to become a
teacher. Thirty-six percent had decided to definitely
become a teacher by high school graduation but 55 percent
decided in college before the third year. Only 15 percent
of the former business, 24 percent of the former agricul-
ture but 54 percent of the former home economics teachers
had decided to become a teacher by high school graduation.
Over three-fourths of the former business teachers and 59
percent of the former agriculture teachers decided to be-
come teachers in college before the third year. When the
variable of time that the decision was made to definitely

become a teacher is compared with the sex of the former

67

teachers it was found that 23 percent of the men and 51
percent of the women had decided to become teachers by
high school graduation. The more recent college gradu-
ates, 1960 and 1961, tended to have made the decision to
become a teacher by high school graduation while two-
thirds of those graduates of years 1952 and 1956 did not
make the decision until college before third year.

Then the respondents were asked if teaching was
their first occupational choice and 63 percent responded
affirmatively. Teaching was the first occupational choice
for 57 percent of the former agriculture teachers and 76
percent of the former home economics teachers. It was
not the first occupational choice for 58 percent of the
former business teachers. This difference is significant.
Teaching was the first occupational choice for 56 percent
of the men and 67 percent of the women.

Slightly over half (52 percent) of the former
teachers entered a teacher education program as they
began their college work and nearly one-fourth entered
during the second year of college. Former home economics
teachers entered a teacher education program much earlier
than did former agriculture and business teachers. For-
mer business teachers are characterized as entering the
teacher education program quite a bit later than the
other two groups as 56 percent entered during their third
or fourth year of college. This percent was 45 for agri-

culture teachers and 28 for former home economics teachers.

68

The final aspect of the profile of occupational
choice and educational history of this group of former
vocational teachers concerns their education beyond the
bachelor's degree. Twenty-eight percent did not do any
work beyond the bachelor's degree. A master's degree was
completed by 60 (29 percent) but was started by 126 (62
percent) of the group. Seventy-three of the former teachers
began a masters before the end of their first year of
teaching. There was a highly significant difference be-
tween the three groups on this variable. Nearly all of
this difference was accounted for by the former agricul-
ture teachers as 40 (56 percent) of them completed a
maSters and 80 percent started a master's program before

the end of their first year of teaching.

Miller-Form Career Pattern: To re-capitulate,
the respondents were asked: (1) why they chose the occu-
pation of teaching, (2) when they definitely decided to
become a teacher, (3) if teaching was their first occu-
pational choice, (4) when they enrolled in a teacher
education program, and (5) their education beyond the
bachelors. Each of these items were used to construct a
profile of career choice and educational history. Now
these items are compared using the Miller-Form Career
Pattern Paradigm.

Since so few persons were classified as choosing
teaching for the demands (16 or 10 percent) that it would
make upon them, only the source of the demand or reward

is reported in Table 8. The predominate reason for

69

Table 8. Reasons Former Vocational Teachers Choose
Teaching as an Occupation by the
Miller-Form Career Pattern

 

 

Career Pattern

 

 

Source of the Demand or Reward Secure Insecure

Physical 9 4
Economic 3 0
Social 4 3
Interpersonal 24 14
Intellectual 9 1
Ethical _l _l

50 23

Total

 

choosing teaching was interpersonal for both the secure
and insecure pattern holders. Those persons who entered
teaching for interpersonal reasons were equally apt to
have a secure or an insecure career pattern while those
who entered teaching for intellectual reasons were much
more likely to exhibit a secure pattern.

Those who definitely decided to become a teacher
while in college were three times as likely to have a
secure career pattern than to have an insecure pattern.
The insecure pattern was exhibited by 55 percent of
those who began their college work in teacher education
while 40 percent of the former teachers who had secure
patterns entered teacher education at that point.

When the data concerning education beyond the
bachelor's degree are contrasted with the career patterns

the results are quite revealing. These data are:

70

 

 

Completed

B. S. Only a Masters

Secure Career Pattern 19 percent 48 percent
Insecure Career Pattern 0 percent 62 percent

It indicates that the former vocational teachers who had
education beyond the bachelor's degree were likely to

also change jobs.
Employment History

. Profile: This section of the report attempts
to describe former vocational teachers as they responded
to their world of work. An analysis of the quality of
this employment profile is reserved for the 2; component
of this section which discusses the career pattern. The
employment profile of the 205 former vocational teachers
begins immediately after high school graduation when 83
percent enrolled in college. About equal numbers of the
others gradually enrolled in college each year with 3
percent still entering eight or more years after high
school graduation. No one area of jobs attracted the 17
percent who did not go immediately to college but mili-
tary service (5 percent), and holding a series of part-
time jobs (6 percent) accounted for most of them. This
variable is a factor only in the careers of men, as 99
percent of the women former teachers graduated from high
school and went immediately to college.

It is important to recall at this point that one
criterion of selection was that the respondent begin

teaching immediately after college graduation and that

71

the respondents are not all college graduates of the same
year. Some graduated from college as recently as 1961
and others extended back to 1952. During the 13 year
Span that is included, 20 percent obtained one year of
teaching experience and then exited, 23 percent two
years, and 19 percent three years of teaching experience.
The number of teachers leaving after obtaining four or
more years of classroom teaching experience sharply de-
clines as is shown in Figure 3. So the typical former
vocational teacher is likely to have had two or three
years of teaching experience. The converse relationship
needs to be explored, that is, the longest consecutive
tbme spent in any one school by these former teachers.
Thirty percent had one year in one school, 29 percent had
two years in one school, while 18 percent had three con-
secutive years of experience in one school before exiting.
Wide variation existed among the three groups of
former vocational teachers in the years of experience of
those who exited. Seventy-five percent of those who
exited home economics teaching and 62 percent of those who
exited business teaching did so with three or less years
of teaching experience while only 45 percent of those who
exited agriculture classrooms did so with three or less
years of experience. Another way of eXplaining this is
to note that the peak exit rate for both business and
home economics teachers occurred at the end of two years.
This peak was at the end of four years for agriculture

teachers. Those who exited business and home economics

Percent Exiting

Percent Exiting

72

25 .
20 d
15 1
104

5 d

”Ir—r—T—T u if rare 9

Years of teaching experience

 

 

FIGURE 3. YEARS OF EXPERIENCE OF THOSE WHO EXITED
VOCATIONAL TEACHING

l_

30
25
20

15 .

10 -

L4

5 d ; iculture
; siness

0 zone economics
0 1 2 3 u 5 6 7 8 9
Years of Teaching Experience

 

FIGURE 9. YEARS OF EXPERIENCE OF THOSE WHO EXITED
VOCATIONAL TEACHING, BY AREA OF SPECIALIZATION

73

teaching were as likely to exit with three years of ex—
perience as they were with one. The agriculture teacher
prolonged this rate of exit and he was as likely to exit
with five years as he was with one year of experience.
After obtaining the respective years of teaching experi-
ence in each of the fields the likelihood of the teacher
exiting the classroom declined very sharply. Figure 4
explores these relationships.

Nearly all (91 percent) of those who exited
classroom teaching had experiences in no more than two

schools. Approximately the same number of jobs were held

 

Else

after exit from teaching as were held in education,.in as
much as 90 percent of the respondents had also held one

or two jobs outside of education. Those who remained as
full-time homemakers after their exit from teaching were
classified as having had one job. The respondents were

not asked if they were currently teaching part-time, but

30 (24 of these former home economics teachers) volunteered
that they were currently teaching part-time day or even-
ings.

Another aspect of the employment history was the
reasons that former teachers gave for leaving classroom
teaching. The respondents were asked to list a reason
for each job change. If the respondent left teaching on
more than one occasion the reason for the last exit was
considered. These reasons were then grouped and are
listed in Table 9. A quick glance at this table reveals

that the reasons reflected differences in orientation of

Table 9.

74

room Teaching by Area of
Vocational Teaching

Reasons for Leaving Vocational Class-

 

fi'

 

Area of.Voc. Teaching

 

 

 

Agri- Home
cul- Busi- Eco-

Reasons for Exit ture ness nomics Total ‘%
1. Salary 20 4 -- 24 12.50
2. Poor classroom

and other as-

signment 8 2 2 12 6.25
3. Marriage -- 2 7 9 4.69
4. Husband took

job that ne-

cessitated

moving -- 3 23 26 13.54
5. Maternity -- 21 44 65 33.85
6. Return to

college 7 2 4 13 6.77
7. Inadequate

preparation -- -- 1 1 .52
8. Desire 9-month

employment 1 -- -- 1 .52
9. Opportunity to

explore self 1 -- -- 1 .52
10. Wanted a chal-

lenge 1 1 -- 2 1.04
11. Poor adminis-

tration 4 -- 1 5 2.60
12. Promotion 5 1 2 8 4.17
13. Town too iso-

lated -- -- 1 1 .52
14. Help in hus-

bands work -- 1 -- 1 .52
15. Good job offer 5 -- 1 6 3.12
16. Just disgusted 5 1 4 10 5.19
17. Full-time home-

maker —— -- 2 2 1.04
18. To become self-

employed 2 -- -- 2 1.04
19. Drafted 3 -- -- 3 1.56

Total 62 38 92 192

 

 

 

 

 

 

 

75

those former teachers. Items 3, 4, 5 and 17 are for
women who are family and marriage oriented and comprise
53 percent of the total. This 53 percent is not the
entire female population as there are 127 (62 percent)
women in the study. Of those 90 respondents who did not
give family oriented reasons for leaving vocational
classroom teaching, 24 (27 percent) exited for salary
reasons, 12 (13 percent) exited due to a poor assignment,
13 (14 percent) left to return to college, 8 (9 percent)
to take a promotion and 10 (11 percent) left vocational
classrooms as they were "just disgusted." The remaining
23 persons gave 10 other reasons for leaving vocational

teaching.

. Miller-Form Career Pattern: The employment

history included information about:(1) what was done im-
mediately after high school graduation, (2) number of
years of teaching experience, (3) number of schools
taught in, (4) time spent in one school, and (5) why exit
vocational teaching. It will be recalled that 83 percent
of all of the respondents attended college immediately
after high school. Items 2, 3 and 4 should not be com-
pared with the Miller-Form Career Pattern Paradigm. These
items are part of the data which determined if the person
had a secure or an insecure pattern. Thus, in a sense,
any statements derived from such a comparison would be
tautological.

Table 10 does, however, present the data as to why

the respondents left vocational teaching and the career

76

Table 10. Reasons Former Vocational Teachers
Exited Teaching by Miller-
Form Career Patterns

 

 

 

 

 

. Miller-Form Career Patterns
Reasons for Ex1t Secure Insecure
1. Salary 15 8
2. Poor classroom and
other assignment 9 0
3. Return to college 4 8
4. Desire 9-month em- "
ployment 1 0
5. Opportunity to ex-
plore self 0 1
6. Wanted a challenge 1 1
7. Poor administration 2 2
8. Promotion _ 5 3
9. Good job offer 5 1
10. Just disgusted 8 1 .H*
11. To become self-
employed 1 1
12. Drafted 3 0
Total 54 26

 

 

 

 

 

pattern associated with that reason. About one-third of
those who exhibited insecure career patterns said they
left vocational teaching for salary reasons. Another one-
third left vocational teaching to return to college and
the remaining one-third gave a variety of seven other
reasons. Twenty-eight percent of those who had a secure
pattern left vocational teaching for salary considerations,
another 17 percent left because of their teaching load,
and 15 percent exited as they were "just disgusted." The
remaining 40 percent indicated that they left vocational
teaching for an array of eight other reasons. Thus, the

only reasons that seemed to differentiate between the

77

secure and the insecure patterns were teaching load and

to return to college.
Satisfaction with Teaching

Profile: The degree of satisfaction with
teaching may also be a factor causing exit from teaching.
The respondents were given a list of 21 items of teach-
ing and were asked to rate these as 4-very satisfactory,
3-fairly satisfactory, 2-unsatisfactory, and 1-very un-
satisfactory aspects of their vocational teaching ex-
periences. A mean for each of the items was computed.
The means and rank order for the 21 aspects of teaching
are shown in Table 11.

It was necessary to determine if the three groups
varied in their ranking of the 21 aspects of teaching.
For this purpose the Kruskal-Wallis model was used.
Variation among the three groups were found to be just
barely significant at the .05 level of significance.
Spearman's rank order correlation was then computed for
the three groups and by sex to see which sets of respon-
dents, if any, differed significantly. The rs values were

found to be:

between agriculture and business .924
between agriculture and home

economics .825
between business and home

economics .800
between men and women .877

These are very high correlations and none of the four
pairs differ significantly. This is not really a contra-

diction in statistical observations. The former analysis

78

 

 

 

 

 

 

 

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xcm can huHHcNoedm Henoaumuo> an macromcH
Hmcofiucoo> HmEHom we wuflnucoa Spa: mnoauocwmwuem

.HH «Hana

 

79

was a measure of the variance among all 21 items in the
three groups and the latter analysis was a measure of the
rank differences for each set or group of two on the 21
items. This difference in statistical observation may

be expressed in another manner. A second glance at

Table 11 will reveal that former agriculture teachers
ranked nearly all (19 of 21) of the items lower than did
the former business or home economics teachers. The
Kruskal-Wallis test is sensitive to this difference of
constant lower ranking by one group and the Spearman rank
order correlation is not.

The list of 21 aspects of teaching was clustered
into four sub-groups which were: (1) intrinsic, (2) ex-
trinsic, (3) human relations, and (4) student components
of teaching. This permitted further analysis of the sat-
isfactiOn factors. Former teachers were most satisfied
with human-relations aspects of teaching (relations with
students, relations with fellow teachers, etc.) and most
dissatisfied with the extrinsic factors of teaching (max-
imum salary for classroom teachers, time needed to reach
the maximum salary, amount of paper work, etc.).

Three of the 21 items concerned the salary variable
which was a part of the extrinsic component of teaching.
When the 21 items were arrayed with the items being most
satisfactory at the top, salary in general was ranked 13th.
However, the time needed to reach maximum salary and the
maximum salary for classroom teachers were ranked 19th

and 21st, respectively. The implication of this is that

 

80

the salary of former vocational teachers at the time of
their exit was not necessarily a factor causing teacher
dissatisfaction but that the conditions relating to
reaching the peak salary contributed to teacher dissatis-
faction.

There were no rank order differences for the four
sub-groups when compared by sex. Rank order for the ex-
trinsic components for former home economics teachers
differed significantly from the rank order on this vari-
able for former business and agriculture teachers. This
was due to the fact that former home economics teachers
were most dissatisfied with the total time spent on school
duties and salary. These two items were ranked much lower
in the extrinsic component sub-group by the former busi-
ness and agriculture teachers. The satisfaction with 21
aspects of teaching was also compared with the year of
graduation. Although the rank order of these items did
not differ significantly there was a gradual shift to
more dissatisfaction with the extrinsic components of

teaching by the more recent college graduates.

Miller-Form Career Pattern: The 21 items of
teacher satisfaction were compared with the Miller-Form
Career Pattern Paradigm. The Spearman rank correlation
between the satisfaction of the secure and insecure career-
ists was found to be quite high at 0.834. The insecure
careerists were found, however, to rank two-thirds of
the items quite a bit higher in satisfaction than did the

secure career pattern holders. Some variation existed

81

t>etween the ranking of secure pattern number 1 (which is
<2haracterized as S) and number 7 with a correlation of
(3.713. The factors associated with the extrinsic, human
relations and intrinsic satisfactions were rated quite
similarly. However, those exhibiting pattern number 7
rated the satisfactions associated with the students much
lower than did those holding pattern number 1.

The Spearman rank correlations between the secure
and the insecure pattern holders for the four groups of

satisfaction are as follows:

Extrinsic factors of teacher satis-

faction .581
Human relations factors of teacher
satisfaction .934
Student relations factors of teacher
satisfaction .936
Intrinsic factors of teacher satis-
faction .996

The difference in satisfaction between those persons with

secure and insecure patterns is clearly with the extrinsic

 

factors. Basically, the secure pattern holders were dis-
satisfied with the salary items while the insecure

careerists were more dissatisfied with paper work, extra
time to do the school work, etc. This difference may be

indicative of recent job changes by those classified as

having insecure career patterns.
Work Values

Profile: It was believed that the work values
persons hold might influence their careers. To measure
these work values, the respondents were given ten state-

ments that represented four different sets of job valuesa

82

These sets of values were self-expression values, people-
oriented values, extrinsic values, and pppgp values.

They were asked to consider to what extent any job or
career would have to satisfy each of the ten statements
in order for it to be an ideal job requirement. The
rating was on a 1-high, 2-medium, and 3-low ideal job
requirement scale. The analyses for each of the four
sets of values are found in Table 12. The respondents
had high (low scores) self-expression and people-oriented
values and much lower extrinsic and other values.

An attempt was made to determine if these ideal
job values were found in teaching. To this end the
respondents were asked to indicate if each statement was
descriptive of teaching by checking yes or no. Chi-
square analysis was performed comparing the ideal job
requirement that the respondent held and if he felt
teaching measured up to his ideal job. These chi-square
values are also shown in Table 12. The responses are
very consistent with their ideal job expectations.
People-oriented values were rated highest for teaching,
followed very closely by the self-expression values.
There was some doubt on the part of the respondents if
their extrinsic ideal job values could be found in
teaching but there was no doubt that the other values
could not be met in teaching.

Two differences stand out when the job values are
compared with the area of vocational specialization. The
first concerns the similarity between the concept of an

ideal job held by the former agriculture and home

83

 

 

 

Table 12. Ideal Job Values and If Teaching
Measured Up to Those Values
If Ideal Job
Ideal JOb Statements Comprising Value Was Met
Values Those Values Mean in Teaching
An opportunity to use 1.14 0.049
my special talents
Self-ex- and abilities
pre581on Permits me to be cre- 1.43 2.768
ative and original
Work with people 1.40 0.113
Pe0ple- Opportunity to be 1.65 0.371
oriented helpful
Exercise leadership 1.26 0.660
Earn a great deal of 1.93 1.211
money
. . Provide status and 2.09 5.134*
Extr1n31c "prestige
Provide a stable, se- 1.54 1.465
cure future
Provide adventure 2.06 19.294*
Other Be relatively free of 1.64 5.049*

 

supervision by
others

 

 

 

*chi-square values significant at .01

economics teachers.

 

Their self-expression and people-

oriented, ideal job values were nearly identical, while

the former home economics teachers were slightly lower on

extrinsic and other ideal job values.

The second dif-

ference of note is that the former business teachers had

much lower self-exPression values than did the former

agriculture and home economics teachers and much higher

extrinsic ideal job values.

The ideal job values were compared with many of

the other variables and this yielded some interesting

 

84

cibservations. There were only slight differences in the
:job values of those who chose teaching for the demands
11nd those who entered teaching for the rewards. The
ideal self-expression and extrinsic job values of those
who selected teaching for the demands was rated slightly
higher than those who selected teaching for the rewards.
Those who entered teaching for the interpersonal rewards
that teaching would provide to them rated all ten state-
ments higher than those who entered teaching for the

physical rewards.

Miller-Form Career Pattern: The work values
were measured by a set of ten statements that were thought
to represent four different sets of job values. These
sets of job values were: (1) self-expression values,

(2) people oriented values, (3) extrinsic values, and

(4) other values. The respondents were asked to consider
to what extent any job or career would have to satisfy
each of the 10 statements in order for it to be an ideal
job requirement. The ratings were 1-high, 2-medium, and
3-low ideal job requirements.

The mean for each of the four sets of values was
computed by career pattern and is presented in Table 13.
Those former teachers with secure career patterns had the
highest self-expression values. However, the differences
between the two career patterns is negligible on this
value. Those former vocational teachers exhibiting an
insecure career pattern had the highest people oriented

values. The extrinsic values were held equally by both

85

Table 13. Mean Work Values and Career Patterns

of Former Vocational Teachers

 

 

 

 

 

 

 

 

 

 

 

Career Patterns
Secure Insecure
Work Values Ideal Ideal
Job Teaching Job Teaching
Self-Expression
An opportunity to 1.10 1.13 1.17 1.07
use my special
talents
Permits me to be 1.39 1.15 1.41 1.00
creative and
original
People-Oriented
Work with people 1.42 1.03 1.24 1.00
Opportunity to be 1.24 1.03 1.17 1.00
helpful
Exercise leadership 1.54 1.18 1.59 1.07
Extrinsic
Earn a great deal 1.83 1.90 1.93 1.93
of money
Provide status and 2.03 1.51 2.24 1.38
prestige
Provide a stable, 1.39 1.28 1.69 1.25
secure future
Other
Provide adventure 1.62 1.60 1.97 1.61
Be relatively free 1.68 1.41 1.55 1.18
of supervision
by others

 

 

 

 

 

 

86

groups and the stable career group ranked the other
values higher than did those possessing insecure career
patterns. Thus, none of the sets of values really dif-
ferentiated between the basic career pattern groups.

One of the statements contributing to each set
of extrinsic and other values did, however, distinguish.
Those statements concerned status and adventure in the
ideal job for the secure careerists but were rated much
lower as an ideal job value by the insecure careerists.

The attitude of the former teachers whether these
values for their ideal job could be met in teaching were
ascertained and are also presented in Table 13. Both
groups were of the attitude that their ideal self-expres-
sion and people-oriented values could be met in teaching.
The former vocational teachers indicated that their ideal
extrinsic values of earning a great deal of money and
providing status and prestige could not be met in teach—
ing. The remaining ideal extrinsic value of providing a
stable, secure future was more likely to be met in teach-
ing. Careerists exhibiting a secure pattern indicated
that their other ideal job values were not descriptive of
teaching while those holding an insecure career pattern
revealed that their ideal job values of adventure were
not met in teaching but their value of being free of

supervision was met in teaching.

87

Attitude Toward Re-entering
Vocational Teaching
Profile: The attitude of the respondents
toward re-entering vocational classroom teaching was con-
sidered a very important aspect of the study due to its
staffing, recruitment, and in-service implications.
Seven questions were asked to obtain some notion about
the attitude toward the re-entry variable. The first
question simply stated, "If approached, would you consider
re-entering vocational teaching?" Fifty-five percent of
the respondents indicated a positive attitude toward re-
entry, while 45 percent possessed a negative attitude
toward re-entry. Further, 33 percent indicated that they
would re-enter on a full-time basis, and 49 percent on
some part-time basis. Only 18 percent said they would
not re-enter vocational teaching on any basis. Some
differences appear among the three groups on their atti-
tude toward re-entry. Former home economics and business
teachers (groups composed primarily of women) were much
more willing to re-enter, though on a part-time basis than
were former vocational agriculture teachers. Nearly one-
third (29 percent) of the former vocational agriculture
teachers said they would not be willing to re-enter.

Then the respondents were asked the type of posi-
tion or job that they would consider if they re-entered
vocational education. The choices were classroom teacher,
local director, vocational guidance, supervision, voca-

tional coordinator and state consultant. Classroom teaching

88

was selected by 107 or 72 percent of the 148 respondents.
Though they were asked to indicate their second choice,
only 75 of the respondents did so, and 26 of these indi-
cated that vocational guidance was their second choice

if they re-entered vocational teaching. Former business
and home economics teachers would overwhelmingly prefer

a classroom position if they re-entered vocational teach-
ing (91 and 89 percent, respectively). Only 38 percent of
the former agriculture teachers indicated that their first
choice was classroom teaching if they re-entered vocational
teaching, though it also was the highest in rank order for
them. The remaining 62 percent of the former agriculture
teachers were about equally divided among the other five
choices.

The former teachers sensitivities toward refresher
type courses was ascertained. The choices provided were:
(1) none would be needed, (2) methods of teaching,

(3) technical subject matter, (4) growth and development
of students, and (5) social and philosophical foundations
of education. The respondents were asked to check all

of the five areas that they thought they would need if
they were to re-enter vocational teaching. Eighteen
percent indicated that no additional courses would be
needed, 42 percent chose only technical subject matter,
24 percent chose a combination of two items and 5 percent
selected a combination of three or more items. Social
and philosophical foundations of education was selected

singly or in combination by only 4 percent of the

89

population while technical subject matter was involved
in 75 percent of the selections.

Information regarding how often supervision by a
vocational supervisor (not a high school principal or
general supervisor) was provided to the former vocational
teachers was obtained. They were asked to check never,

2 times a year, 4-6 times a year, or once a month. The
amount of supervision was equally distributed between
choices "never," and "about 2 times a year," as each of
these items was checked by 46 percent of the respondents.
Two-thirds of the former teachers indicated that if they
re-entered vocational education they would want the same
amount of supervision as when they were teachers. Nearly
all former business teachers indicated that they were
never supervised, which is contrasted with 71 percent of
the former agriculture teachers who were supervised twice
a year. All of the former home economics teachers were
equally divided between these two alternatives.

The final question about the attitude of the re-
spondents toward re-entering vocational teaching concerned
the level of pay that they would expect. Four choices
were provided. These were: (1) equal to pay of present
job, (2) more than present job, (3) less than present job,
and (4) equal to the pay of present vocational teachers.
Fifty-three percent of those respondents indicated that
if they re-entered vocational teaching they would expect
pay equal to that of present vocational teachers, 26 per-

cent would want more than their present job, and 19 percent

90

would want a salary equal to that of persent job. The
majority of the female former teachers would want to be
paid at a rate equal to that of present vocational
teachers. For the former men vocational teachers the
salary wanted would have to be equal to or above their

present job.

Miller-Form Career Patterns: The items which
comprised the attitude of the former vocational teachers
toward re-entering vocational teaching were: (1) attitude
toward re-entry, (2) on what basis they would re-enter,
(3) type of position desired if they re-entered, (4) in-
service courses they would need if they re-entered,

(5) supervision received while teaching, (6) supervision
wanted if they re-entered, and (7) pay wanted if they
returned to vocational teaching.

The data presented in Table 14 is most revealing.
The reader will note that information on 91 former teachers
are included in this table, but only 44 percent of these
had a favorable attitude toward re-entering vocational
teaching. There were major differences between those with
secure and those with insecure patterns. Only 32 percent
of those who were classified as having a secure career
pattern had a favorable attitude toward re-entering voca-
tional teaching while this figure was 69 percent for those
who had insecure career patterns. Secure patterns 5 and 7
account for nearly 40 percent of the negative re-entry
considerations. These patterns are characterized as

I-T-S and T-S, respectively. Insecure pattern 12 was

91

Table 14. Career Pattern and Attitude Toward Re-
entering Vocational Education by
Former Vocational Teachers

 

 

Attitude Toward Re-entering
Career Definitely Probably Probably Definitely

 

Pattern Yes Yes No No Total
Secure
1 2 3 4 5 14
3 1 0 2 0 3
4 0 2 3 3 8
5 0 3 9 2 14
6 0 0 1 0 1
7 2 7 7 6. 22
Sub-total (5) (15) (26) (16) (62)
% across (8) (24) (42) (26) (100)
Insecure
8 2 2 0 0 4
9 0 1 0 0 1
10 0 1 2 0 3
11 0 0 1 0 1
12 2 9 6 0 17
13 1 2 0 0 3
Sub-total (5) (15) (9) (O) (29)
% across (17) (52) (31) (0) (100)
Total 10 30 35 16 91

 

exhibited by over 50 percent of those insecure careerists who
possessed a favorable attitude toward re-entry. This pattern
is characterized as once having had a secure phase but is
currently in a trial phase. Thus, two statements appear to be
valid. These are: (1) persons who have been characterized as
having a secure career pattern are not interested in re-enter-
ing vocational teaching, and (2) if a former teacher has
interrupted his stable career phase he will very likely be

receptive toward re-entering vocational teaching.

92

A similar condition is true when the respondents
were asked on what basis they would re-enter vocational
education. A total of 68 former vocational teachers, ex-
cluding those who became homemakers, provided this infor-
mation. Seventy-two percent of those 68 had a secure
pattern. Nearly 34 percent would re-enter vocational
education on a full-time basis, 38 percent on some part-
time basis and 28 percent would not consider re-entering
vocational teaching on any basis. Approximately 68 per-
cent of all of the former teachers who had insecure
patterns would re-enter vocational teaching on a full-
time basis while only 21 percent of those who had a secure
pattern would re-enter on a full-time basis. However,
nearly 50 percent of those who had a secure career pattern
would re-enter vocational teaching on some part-time basis.

There was some slight tendency for those with
insecure careers to have a preference for supervision or
consultant positions if they re-entered vocational teach-
ing. A comparison of the career pattern and need for in-
service education reveals the following trends: (1) both
patterns selected technical subject matter more frequently
than the other alternatives provided, (2) the insecure
careerists was more likely to indicate that no re-fresher
type courses were needed than was the secure careerists, and
(3) the secure and the insecure careerists tended to check
only one alternative.

In addition to the above variables, the career

patterns exhibited by the former vocational teachers were

93

compared to the amount of supervision desired and pay ex-
pected if they re-entered vocational teaching. Essen-
tially the insecure careerists, if they re-entered voca-
tional teaching, desired the same amount of supervision

as when they were teaching,while the secure careerists

were ambivalent towards having the same or more supervision.
The former vocational teachers who had secure careers de-
sired pay equal to their present job and the insecure
careerists desired to be paid higher than their present

job if they re-entered vocational teaching.
Social Status and Mobility

. Profile: A person's social status is an impor-
tant aspect of his work. This is hard to measure meaning-
fully, and taken alone it may not be a factor at all in
the career pattern of former teachers. The preceding
chapter emphasized that teaching is still used as a major
vehicle to achieve entrance to middle class society.

Prior sections of this chapter have already stated that
two-thirds of the respondents had parents whose work was
classified as blue collar and about 62 percent of the
respondents were rural residents when attending high
school. These and other factors provide some indication
that the respondents came from families that possessed
something less than normal middle class attributes.
Therefore, a comparison of their social status
as a teacher to that of their parents makes sense. Nearly

50 percent of the former teachers perceived their social

94

status as higher than that of their parents while only 13
percent indicated that it was lower than their parents.
Sixty-six percent of the former agriculture teachers said
their teacher social status was higher than their parents,
while only 35 percent of the former business and home
economics teachers perceived their teaching social status
in such a manner. It was also revealed that the lower

the educational level of the parent, the higher the former
teacher perceived his own social status.

Strict attention needs to be devoted to an analysis
of what happened to social status after the respondents
exited vocational classroom teaching. Economics becomes
an intra-related factor influencing mobility once a per-
son has a job and seeks to transfer to another. Therefore,
it is logical to have the rating shift to a socio-economic
scale. A socio-economic scale which ranks about 245 occu-
pations was employed for this purpose (See: Reiss in
Bibliography and in the Collection of Data section of
Chapter Three). Teachers were ranked on this scale, which
has 0 and 100 as its limits, at 72. Thus, a job that the
person obtained immediately after exiting teaching could
be scored as higher than, equal to or lower than teaching
in socio-economic status. The scores were obtained and
are shown in Table 15 by sex. Nearly 50 percent of the
respondents became full-time homemakers and were not rated.
Men and women went higher or lower in socio-economic
status as they left teaching in about the same ratio. The

socio-economic status of 36 of the persons was lower and 25

95

Table 15. Social Status, By Sex, of the Job
Taken as Former Vocational
Teachers Exited Teaching

 

 

 

 

Social Status Sex
Ranking of Job Male Female Total
39 -- 1 1
49 1 -- 1
56 3 -- 3
59 1 -- 1
60 1 -- 1
61 5 8 13
64 2 -- 2
65 3 1 4
66 4 -- 4
68 6 -- 6
72 (teaching) 21 11 32
76 1 1 2
81 -- 1 1
83 17 4 21
84 1 -- 1
Full-time
homemaker 95

 

 

 

higher than that of a teacher. The socio-economic status
of the job taken as the former teachers exited teaching
was compared to a series of other variables and the fol-
lowing observations recorded:

1. Parents' education was not related to the
status of the job taken after education.

2. Those who decided to become a teacher in col-
lege were more likely to take a job with a lower socio-
economic status when they exited teaching than were those
who decided to become a teacher while still in high school.

3. The later the respondent entered a teacher edu-
cation program the more likely he was to take a job lower

in socio-economic status when he exited teaching.

96

4. Those who perceived their social status as
a teacher to be higher than that of their parents, ob-
tained jobs upon exiting teaching that were higher than
a teacher in socio-economic status.

5. Nearly all of the former teachers whose job
upon exit was higher in socio-economic status than a
teacher had education beyond the bachelor's degree.

A profile of status and mobility becomes apparent.
Clearly, former teachers in this study were much higher
in social status than their parents. Socio-economic status
of those former teachers who remained in the job market
was not sex related. Exit from teaching by those who
did not become full-time homemakers was to other middle
class jobs. Former teachers with education beyond the
bachelor's degree were able to climb in socio-economic

status as they exited teaching.

Miller-Form Career Pattern: The social status
of the teacher compared to that of his parents was analyzed
employing the Miller-Form Career Pattern Paradigm. These
data are tabulated in Table 16. Those persons with in-
secure patterns tended to rank their social status as a
teacher as being higher than the social status of their
parents. Those respondents with a secure career pattern
perceived their teacher social status as being equal to
or above that of their parents.

The data concerning the socio-economic status of
the job taken upon exiting vocational teaching were sum-

marized as follows:

 

97

Secure 1 Insecure
Patterns Patterns

Job BELOW the soc-eco/teacher 24 6
Job EQUAL to the soc-eco/teacher 20 6
Job ABOVE the soc-eco/teacher 12 10

These data support the conclusions that: (1) former voca-
tional teachers with secure patterns were not influenced
by socio-economic status, and (2) former vocational
teachers who sought jobs higher in socio-economic status
than teaching were likely to be classified as having an
insecure career pattern.

Table 16. Perceived Teacher Social Status of

Former Vocational Teachers Compared

to That of the Parent
by Career Pattern

 

 

 

 

Social Status
Career Pattern Below Equal Above Total
Secure

1. 1 2 11

3. 0 3 0

4. 0 4 4

5. 2 5 12

6. 0 0 1

7. _1 .1_0 .12.
Sub-total (4) (24) (35) (63)

% across (6.4) (38.1) (55.5)
Insecure

8. 0 2 2

9. 0 0 1

10. 0 2 1

11. 0 1 0

12. 1 3 12

13- _0. _0 .2
Sub-total (1) (8) (19) (28)

% across (3.6) (28.6) (67.8)
Total 5 32 54 91

 

 

98
Descriptive Career Patterns

Five other basic patterns called descriptive
career patterns were evident at the end of section B.
These were: (1) family, (2) in-out, (3) horizontal,

(4) vertical, and (5) cautious career patterns. Each

of these five categories are defined in the following
discussion and account for all but eight of the careers.
There is some overlapping within the five categories as
some persons may have, at one time or another, identified
with more than one type of job. This duplication was
avoided as much as possible and is explained in the ap-
propriate discussion. Any method to completely avoid the
duplication by forcing the former vocational teachers into
a specific pattern would be indefensible as the data con-
cern not the total or final careers of the former
teachers but careers as they have progressed up to the
time of the study. They could continue to change as

time passes.

Family Oriented Pattern: This pattern is de-
fined as those persons who left education to become home-
makers and it characterizes the careers of 111 women.
Thirty-one of these women are also included in the next
pattern (in-out pattern) to be discussed. This pattern
includes 78 percent of the former home economics teachers
and 82 percent of the former women business teachers.
Sixty-six of these 111 women taught in vocational class-

rooms and then proceeded to become homemakers and thus

99

had no other work experiences.~ When the in-outers were
added this number rises to 92 of 111 women who had only
classroom teaching and homemaking experiences. Seventy-
five of this group had teaching experience in only one
school before exiting vocational classroom teaching.
Another eight had one or more years experience in busi-
ness, sales or secretarial work; and four had experiences
in the professional category.

In-out Pattern: The in-out pattern is defined
as those former vocational teachers who re-entered educa-
tion after leaving vocational classroom teaching for non-
educational employment. A total of 40 persons; 33 women
and 7 men, exhibited this pattern. These were plotted
and are shown in Figure 5. The problem of overlapping
of the five categories or patterns becomes paramount here.
It was decided to include those 31 women of the "family
oriented" pattern who also re-entered education. Three
routes or sub-patterns appear to dominate this group.
The route followed most often was from school one to home-
making, to re-entry; next in frequency was the route from
school one to school two, to homemaking or business, and
then to re-entry; and the third popular route was from
school to business to re-entry. A total of 23 persons
re-entered education from homemaking and 11 re-entered
from a business, sales or secretarial occupation. There
is also a sub-pattern plotted in Figure 5, which is those
persons who specifically re-entered vocational education
at one time or another. Thirteen of these re-entered

vocational teaching from homemaking; 4 from a business,

100

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101

sales, or secretarial job; 4 from non-vocational classroom
teaching; and 1 each from school administration, profes-
sional, service, travel and several jobs in one year.

The mode for the number of jobs held to that point in
their careers by these former vocational teachers was

five.

Horigpntal Pattern: Horizontal pattern refers
to movement among a series of positions available at one
level in education. For this study it refers to those
who exited vocational classroom teaching to assume some
other type of classroom teaching. These data on eight
careers, five of whom are men, are plotted and shown in
Figure 6. They do not include those 18 "in-outers" who
also taught in non-vocational classrooms. Three of these
eight former vocational teachers with horizontal career
patterns entered a non-vocational classroom as they
exited vocational teaching, and another three entered by
first returning to college and then to a non-vocational
classroom and the final horizontal careerists had teach-
ing and business experience. All five of the men re-
mained in the non-vocational classroom teaching upon
their exit from vocational teaching.

Two left vocational teaching after one year and
one had as long as six years of vocational teaching.be-
fore exiting. The typical former vocational teacher
exhibiting this pattern had a mode of three jobs, with
no person having more than four jobs to that point in

their career.

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102

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103

Vertical Pattern: Twenty-five careers of these
former vocational teachers were characterized as exhibit-
ing a vertical pattern. A vertical career pattern refers
to movement up or down between positions differentiated
by their rank in some formal or informal hierarchy.

Men, and former vocational agriculture teachers comprised
nearly all of this pattern. Most of the movement was
from vocational classroom teaching to some administrative
post such as high school principal, or school superinten-
dent. However, four were from high school to college
teaching. Twenty-one (77 percent) of the 27 former
teachers remained in this job after leaving vocational
classroom teaching. Figure 7 indicates that three pri-
mary routes were used to move vertically in the educa-
tional hierarchy of positions. These were: (1) from
school one, to administration; (2) from school one, to
school two, to administration; and (3) vocational class-
room teaching, back to college, to return to school
administration. The group had a median of four years

of teaching in the vocational classroom before moving up
in the educational hierarchy. Further, each former

teacher in this pattern had a mode of only two jobs.

Cautious Pattern: The cautious career pattern
refers to those persons who sought employment while ex-
hibiting a very limited amount of job movement. Figure 8
illustrates that a total of 43 persons; 36 men and 7
women, displayed this pattern, with nearly all of them

having had only two types of occupations; teaching and

104

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105

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106

their present job. They were currently employed as

(a) professional workers (county agricultural agents,
home demonstration agents, Farmers' Home Administration
Supervisors, executive secretary, etc.) or (b) in a busi-
ness, sales or secretarial job.

It can be noted by comparing the current with
the four patterns described previously that there was
far less variability exhibited in this pattern. Twenty-
four entered their most recent job directly from their
original teaching job. The median years of teaching ex-
perience was less than three, while they had a median of

five years in their present occupation.

Factors Which Characterize the Descriptive
Patterns: Each of the variables was compared with four
patterns (the horizontal pattern was not a part of the
analysis as it only included eight careers). As the
prior section discussed the Miller-Form pattern, it was
compared first with the descriptive patterns. The cau-
tious pattern showed significantly a higher portion who
had secure career patterns than did the other descrip-
tive patterns. The majority of those former vocational
teachers with family and in-out patterns (primarily women)
were born while their parents lived in a city where as
those with vertical and cautious patterns (primarily men)
were born to rural-farm parents. In addition, those who
had the family and in-out patterns were likely to observe
a shift in residence from city to rural farm in the time

span from birth to high school attendance. Sixty-three

107

percent of those who exhibited the cautious pattern and
70 percent of the vertical pattern were of parents who
had less than a high school education. The highest per-
cent in this category for the remaining descriptive
patterns was 39.

The variables associated with the career choice
of the former vocational teachers are presented in
Table 17. Those former vocational teachers with family
and in-out patterns (primarily women) taught for physical
and interpersonal dimensions of the teaching job, while
the majority of those with horizontal and cautious pat-
terns (men) taught for interpersonal reasons.

The descriptive patterns of family, in-out, ver-
tical and cautious were not differentiated by their
satisfactions with teaching. The correlations between
the satisfaction for each descriptive pattern was very

high. They were as follows:

In-out Vertical Cautious
Family .775 .781 .695
In-out -- .849 .817
Vertical -- -- .755

Those holding the descriptive patterns were nearly iden-
tical on the four clusters of intrinsic, human relations,
student relations and extrinsic aspects of their satis-
faction with teaching.

Between 52 and 69 percent of the persons holding
each pattern decided to become a teacher while in college,

but teaching was the first occupational choice for nearly

108

Table 17. Percentages of Those Former Vocational

Teachers Having Descriptive Career
Patterns by Variables Associated
With Career Choice

 

 

Career Patterns*

 

 

 

Ver- Cau-
Variables Choices Family In-Out tical tious
Reason for
choosing
teaching: Physical 41 47 10 15
Interpersonal 43 40 65 47
Intellectual 6 4 15 18
Whendecision
was made to
become a
teacher: Before high
schoolgradu-
ation 45 38 24 21
In college 52 58 52 69
Teaching was
first occu-
pational
choice: Yes 66 62 64 57
Began co 1 lege
in teacher
education: Yes 59 50 48 42
Have bache-
lor' 3 degree
only: Yes 46 28 0 19
Completed a
master's
degree: Yes 10 27 72 65

 

*The percentages do not add up to 100 as not all of
the choices provided to the respondents are included.

 

109

two-thirds of each pattern. Only those with family and
in-out patterns (primarily women) did not seek a
master's degree. Former teachers who moved out of voca-
tional teaching to other educational employment (verti-
cal pattern) were very likely to have education beyond
the bachelor's degree.

The variables associated with the attitudes and
conditions for former vocational teachers re-entering
vocational teaching are displayed in Table 18. Not all
of the items nor all of the choices are included. Only
those items and choices which involved the majority of
the responses are included. The family oriented and the
in-out patterns are quite similar on each of the variables
in that the majority of each (a) had a favorable attitude
toward re-entering vocational teaching, (b) if re-enter-
ing, they would prefer a classroom teaching position,

(c) would prefer a combination of in-service education
courses, (d) were never supervised by a vocational super-
visor while teaching, (e) would want the same amount of
supervision if they re-entered vocational teaching, and
(f) would want to be paid on the same level as present
vocational teachers. Those with vertical and cautious
descriptive career patterns (primarily men) were very
much like each other but quite different from the family
and in-out patterns (primarily women). Less than 50
percent of the vertical and cautious career pattern holders
had a favorable attitude toward re-entering vocational

teaching with nearly one-third of these groups stating

Table 18.

110

Percentages of Those Former Vocational

Teachers Having Descriptive Career
Patterns by Variables Associated
With Their Attitude Toward Re-

Entering Vocational Teaching

 

 

Career Patterns*

 

 

 

Ver- Cau-
Variables Alternatives Family In-Out tical tious
Attitude to-
ward re-
entry: Favorable 64 62 48 38
Basis for
re-entry: Full-time 33 40 41 34
Part-time,
evenings 58 50 29 38
Not at all 9 10 30 28
Type ofposi-
tion de-
sired: Classroom 91 74 33 44
Vocational
guidance 3 12 28 11
Re-fresher
courses
needed: None 13 17 24 26
Methods 4 0 0 0
Technical sub-
ject matter 35 33 60 46
Checked more
than one 46 39 8 13
Amount of
supervision
wanted: Same as when
teaching 68 77 64 58
Less than when
teaching 5 3 18 14
More than when
teaching 27 20 18 28
Amount of
supervision
received
when teach-
ing: None 62 55 37 28
Twice a year 33 34 58 61

 

111

Table 18 Con't.

 

 

Career Patterns*

Ver- Cau-
Variables Alternatives Family In-Out tical tious

 

 

Pay desired

if re-
entered: Equal to pre-
sent job 2 6 41 49
More than
present job 14 24 54 37

Equal to pay

of present

vocational

teachers 84 70 5 7

 

*The percentages do not add up to 100 as all of the
alternatives provided to the respondent are not included.
Only those checked most often are included.
that they would not consider re-entering vocational teach-
ing on any basis. The other major differences were that
those holding the vertical and cautious careers indicate
a need only for technical subject matter re-fresher
courses and would expect compensation equal to their
present job if they re-entered vocational teaching.

The social status of an occupation, as has been
pointed out previously, is a significant variable in any
occupational analysis. The following data shows how the
former vocational teachers who exhibited the various
descriptive career patterns perceived their teaching

social status compared to that of their parents:

 

112

Percentages

 

Below Equal_
Status of Parents

Above

 

Family Pattern 18 47
In-out Pattern 13 45
Vertical Pattern 0 33
Cautious Pattern 5 37

Clearly these data illustrate that those former voca-
tional teachers who had the vertical and cautious career

patterns viewed their social status significantly higher

than that of their parents.

35
42
67
58

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND
HYPOTHESES FOR FUTURE RESEARCH

It was the purpose of this study to discern those
factors which contributed to the career development of a
selected group of former vocational teachers through an
analysis of their career patterns and to attain their
attitude toward re-entering vocational teaching. The
former vocational teachers were persons who graduated
from Michigan State University in 1952, 1956, 1958, 1960
and 1961 qualified to teach either agriculture, business
or home economics; who began to teach immediately after
graduation; who acquired one or more years of teaching
experience and who were not teaching in the fall of 1965.

A questionnaire concerning eight types of infor-
mation which had been shown to be a factor affecting
other types of careers was developed. The types of in-
formation sought were: (1) background information such
as parents education, and type of work; (2) career choice;
(3) educational attainment; (4) employment history;
(5) teaching satisfactions; (6) work values; (7) social
status and mobility; and (8) attitude toward re-entering

vocational teaching.

113

114

The questionnaires were mailed to the respondents
in the fall of 1965; enabling the researcher to account
for 93 percent of all of those who graduated during the
selected years, as well as to account for 88 percent of
those who had teaching experience. Data were placed on
machine cards and analyzed using computer programs. The
analyses included the use of chi-square, means, percent-
ages, the Kruskal-Wallis One Way Analysis Model, Spearman
Rank Correlation Coefficient and the Miller-Form Career

Pattern Paradigm.
Summary of Findings

Background Information: The former vocational
teachers were born to rural-farm or city parents. Former
agriculture teachers were born to parents who were rural-
farm residents; former home economics teachers to parents
whose residence was rural-farm, rural non-farm and subur-
ban; and the former business teachers' parents were city
or suburban residents. A general shift occurred from
city to rural-farm for over one-fourth of the former
agriculture teachers during the time span from birth to
high school attendance. A shift also took place for a
small number of former home economics teachers from city
to rural non-farm. Former business teachers exhibited
no shift at all as they attended high school in cities.

Mothers of the former vocational teachers had a
median education level of 12 years which was one year

higher than the educational level of the fathers.

115

Parents of former home economics teachers expressed the
highest level of educational attainment and the parents

of the former vocational agricultural teachers possessed
the lowest level of educational attainment. Nearly two-
thirds of the former teachers' parents were blue collar
workers. The father's primary work for the three groups
may be characterized as follows: former business teachers,
white collar; former home economics teachers, equally
divided between white and blue collar; and the former

agriculture teachers, blue collar.

Employment History: Twenty-seven percent of these
205 former vocational teachers who started to teach im-
mediately after college graduation had exited at the end
of their first year of teaching; 50 percent had exited
by the end of two years of teaching, 62 percent after
three years of teaching, 74 percent the fourth year,

83 percent the fifth, etc. Note the numerical progression

 

involved:
Accumulative Percent
Year 1 = 1/4 .250
Year 2 = 1/4 .500
Year 3 = 1/8 .625
Year 4 = 1/8 .750
Year 5 = 1/8 .812
Year 6 = 1/16 .875
Year 7 = 1/16 .937

The peak exit rate for both business and home economics
teachers occurs at the end of two years of teaching,
while it occurs at the end of four years of teaching

for former agriculture teachers. The majority of the

116

former vocational teachers obtained all of their teaching
experience in one school and 91 percent had experiences
in no more than two schools.

After the first two years the former vocational
teachers are reported taking the following employment in
rank order as they exited: homemaking, non-vocational
classroom teaching; business, sales and secretarial jobs;
professional jobs; school administration; and return to
college.

The final rank order of jobs taken as this group
of former teachers exited vocational classroom teaching
was: homemaking; business, sales and secretarial; profes-
sional; school administration; non-vocational classroom
teaching; back to college; and military. The 1965 jobs
held are in the same rank order, except that the profes-
sional category moves from third to fifth, while the
categories back to college and military are eliminated.

The following observations were made about the
respective exit rates and jobs taken for former agricul-
ture, business and home economics teachers:

1. The exit for home economics teachers occurred
earlier in their careers than it did in the careers of
agriculture and business teachers.

2. The exit rate for business teachers was simi-
lar to that of the home economics teachers but occurred
somewhat later.

3. The exit rate for agriculture teachers oc-
curred at a slower rate than either home economics or

business teachers.

117

4. About three-fourths of the former home econom-
ics teachers had exited by the end of their third year
of teaching. This exit rate was reached by the business
teachers at the end of their fourth year of teaching
and by agriculture teachers during the sixth year of
teaching.

5. Most home economics teachers exited to be-
come homemakers.

6. Business teachers distributed themselves
among business, sales or secretarial jobs; homemaking;
or non-vocational classroom teaching as they exited.

The variety of occupations that they entered was limited.

7. Most former agriculture teachers entered
school administration; business, sales or secretarial
work; and professional jobs. They, in general, entered
a wider range of occupations than did the former home

economics and business teachers.

Career Choice and Educational History: Nearly
all of the former vocational teachers chose teaching as
an occupation for the rewards that it would offer them.
The two primary sources of those rewards were physical
and interpersonal. A much lower percent of the former
business teachers chose teaching for the interpersonal
rewards than did the former agriculture and home economics
teachers. Forty-eight percent of the former business
teachers chose teaching for the physical dimension of the
job while this percentage was 17 and 31, respectively,

for the former agriculture and home economics teachers.

118

There was some tendency for those former teachers whose
parents had some education beyond high school to choose
teaching for the physical rewards and those whose parents
had less than a high school education to choose teaching
for the interpersonal rewards.

Teaching was the first occupational choice for
63 percent of the group but only one-third of the former
vocational teachers had decided to become a teacher by
high school graduation. This was true for one-fourth of
the men and 50 percent of the women. Fifty-four percent
of the former home economics teachers, 24 percent of the
former agriculture teachers and only 15 percent of the
former business teachers had decided to become teachers
by high school graduation. Former home economics teachers
entered teacher education programs earlier than did for-
mer agriculture and business teachers.

The majority of the former vocational teachers
acquired some education beyond the bachelor's degree and
29 percent completed a master's degree with the former
agriculture teachers seeking this education earlier than

the other two groups.

Work Values: Former vocational teachers were
characterized as having high self-expression and people-
oriented, ideal job values and much lower extrinsic and
other values. Former agriculture and home economics
teachers had similar and high self-expression and people-
oriented values and low extrinsic and other values.

Former business teachers had much higher extrinsic ideal

119

job values. The former vocational teachers indicated
that their people-oriented and self-expression ideal job
values could be met in teaching, but their extrinsic and

other values could not.

Attitude Toward Re-entering Vocational Teaching:
A positive attitude toward re-entering vocational educa-
tion was held by 55 percent of the former vocational
teachers. Thirty-three percent of the former vocational
teachers indicated that they would consider re-entering
vocational teaching on a full-time basis, 49 percent on
some part-time basis,while only 18 percent would not
re-enter on any basis. Former home economics and busi-
ness teachers are much more willing to re-enter than are
former agriculture teachers.

Nearly all of the respondents would prefer a
classroom position if they re-entered vocational teach-
ing. Forty-two percent of the former vocational teachers
indicated that they would need technical subject matter
courses if they re-entered, while 18 percent thought they
would not need any type of in-service, refresher courses.
About half of the respondents were never supervised by a
vocational supervisor and the other half were supervised
about two times a year. Eighty-one percent of the for-
mer agriculture teachers, 52 percent of the former home
economics teachers, but only 15 percent of the business
teachers were ever supervised by a vocational supervisor.
In spite of the acknowledgement of such little super-

vision, nearly two-thirds of all respondents would want

120

the same amount of supervision if they re-entered voca-
tional teaching.

If they re-entered vocational teaching,former
women vocational teachers would expect to be paid at a
rate equal to present vocational teachers, and men

would want pay equal to their present job.

Social Status and Mobility: The lower the educa-
tional level of his parents the higher the former voca-
tional teacher perceived his social status as a teacher.
The same relationship was exhibited for respondents of
blue collar families, and rural residence during their
formative years. The socio-economic status of those for-
mer vocational teachers who stayed in the job market as
they exited teaching was not sex related. Educational
attainment of the former teachers was related to their

climbing in socio-economic status as they exited teaching.

Factors Related to the Miller-Form CareerPat-
terns: Those former vocational teachers who chose teach-
ing for the interpersonal dimension of the occupation
were equally likely to have a secure or an insecure
career pattern,while those who chose teaching for the
intellectual aspects exhibited a secure career pattern.
The later the respondent decided to become a teacher
(up to the third year of college) the more likely his
career pattern would be characterized as secure. Former
teachers with insecure career patterns were more likely

to seek education beyond the bachelor's degree.

121

A significantly higher percent of those with in-
secure career patterns left vocational classroom teach-
ing to return to college and the teaching load was given
as a reason for exit by those with secure careers. None
of the other reasons given for leaving vocational teach-
ing was differentiatable by secure or insecure career
pattern analysis. Nor did any of the ideal job values
differentiate between the secure and the insecure patterns.
Three sets of ideal job values could be met in teaching
(self-expression, people-oriented and other), but the
fourth set (extrinsic values) could not be met in teach-
ing, especially the item of earning a great deal of money.

Those careerists with insecure patterns were
twice as likely to have a positive attitude toward re-
entering vocational education as were those holding the
secure patterns. The most favorable re-entry attitude
was possessed by those who had entered a secure phase of
their career at one time but had recently (and currently)
given up that job and had entered the trial phase on
another job. This is insecure pattern, type 12.

Those with insecure career patterns would re-enter
vocational teaching on a full-time basis and those with
secure patterns would likely re-enter on a part-time
basis, if at all. The insecure careerist was likely to
indicate that he needed no refresher type courses if he
re-entered vocational teaching. Former vocational
teachers with secure career patterns would want pay equal
to their present job, and the insecure careerists would

want to be paid more than his present job.

122

The insecure careerist perceived his teaching
social status as being higher than that of his parents,
while the secure careerist viewed it as equal to or
above his parents. The job taken as persons exit voca-
tional teaching was likely to be higher than teaching
in socio-economic status, if those persons had had an

insecure career pattern.

Factors Related to the Descriptive Career Patterns:
The majority of those former vocational teachers with
family and in-out career patterns were born while their
parents lived in a city and the vertical and cautious
career pattern holders were born to rural-farm parents.
Nearly two-thirds of those with a cautious career pattern
had parents of less than high school education. Those
former vocational teachers with family and in-out patterns
(primarily women) chose teaching as an occupation for
the physical and interpersonal dimensions, while the
majority of those with vertical and cautious career pat-
terns (primarily men) taught for the interpersonal di-
mensions of teaching. Only half of the persons charac-
terized as having a family pattern, but 69 percent of
the cautious careerists,decided to become a teacher while
in college. The holders of vertical and cautious career
patterns obtained a master's degree.

Those who exhibited vertical and cautious career
patterns did not possess a positive attitude toward re-
entering vocational education. Family and in-out career

pattern holders would re-enter vocational teaching;

123

would prefer a combination of in-service, refresher courses;
and would want to be paid on the same level as present vo-
cational teachers. Those former vocational teachers who
disclosed vertical and cautious career patterns perceived
their social status as a teacher to be quite a bit higher

than that of their parents.
Conclusions

The following conclusions were drawn from the
analysis and presentation of career pattern data of a
selected group of 205 former vocational teachers.

1. The career choice for former vocational teachers
was like the career choice of teachers in general as:

a. Former women vocational teachers decided
to become a teacher somewhat earlier than did
the men.

b. The majority of the former vocational
teachers did not decide to become teachers until
after college entrance.

2. Nearly all of the women were family rather
than education oriented.

3. As they exited,former vocational teachers who
were not family oriented, tended to select occupations
that were similar to their teaching subject matter area.

4. Women who were going to exit vocational
teaching did so earlier than did men.

5. College seemed to operate as one route out of

vocational teaching.

124

6. Advanced education tended to recruit voca-
tional teachers out of classroom teaching.

7. The reasons that former vocational teachers
gave for choosing teaching influenced their career pat-
tern.

a. Those who chose teaching for the inter-
personal reasons were likely to teach longer
before exit, were exhibiting both secure and in-
secure careers, and were likely to exit voca-
tional teaching for non-vocational educational
employment.

b. Former vocational teachers who chose teach-
ing for its intellectual dimensions exhibited
secure career patterns.

8. Parental backgrounds were associated with the
career pattern of the former vocational teachers.

a. The higher the educational attainment of
the parents, the more likely that the former vo-
cational teacher would select teaching for its
physical rewards.

b. Former vocational teachers with residence
in rural farm and rural non-farm areas in their
formative years and those with less parental
educational attainment exhibited cautiousness as
they moved through and out of education.

9. Men were more likely than women to seek educa-
tion beyond the bachelor's degree.

10. Extrinsic work values were higher for the for-

mer business teachers.

125

11. Former vocational teachers were likely to
have a positive attitude toward a consideration of re-
entering vocational teaching if:

a. they were former business or home
economics teachers.

b. their career patterns were characterized
as insecure by the Miller-Form Paradigm or as
family or in-out career patterns by the descrip-
tive approach.

12. Those former vocational teachers possessing
a negative attitude toward re-entering were likely to:

a. be former vocational agriculture teachers.

b. have low parental social status and low
parental educational attainment.

c. be characterized as having a vertical or
cautious career pattern.

13. The basis for re-entering vocational teaching
was:

a. full-time for those possessing insecure
career patterns.

b. part-time for the secure career pattern
holders.

14. Those former vocational teachers with inse-
cure career patterns may be characterized as being social
climbers. Their families exhibited less than average
middle class attributes and they tended to climb in
social status as they exited vocational teaching.

15. The critical choice points in the careers of

former agriculture teachers seemed to occur during year

126

four. This point was reached nearly two years earlier
in the careers of former business and home economics
teachers.
Implications for Vocational
Teacher Education

These implications are drawn from findings from
data gathered only from former vocational teachers. Thus,
these findings cannot be generalized as being representa-
tive of all persons who chose to become identified with
vocational education. There are two areas in which im-

plications may be suggested for vocational teacher edu-

cation. These are recruitment and in-service programs.

 

lg would appear that career information litera-
ture would need pp 29 designed pp reflect the specific

field pf vocational teaching and/or g specific geographic

 

region. It was observed that business teachers taught
for reasons that were classified as being different from
those reasons given by agriculture and home economics
teachers. Also former vocational teachers with an urban
orientation gave reasons for teaching that were different
from those reasons given by persons with a rural orien-
tation.

Another aspect having implications for recruit-
ment was the time at which persons decided to become
teachers. Recruitment literature, career programs, and
other efforts to inform persons about the occupation of
teaching are currently oriented towards high-school youth.

Yet a large percent of the former vocational teachers

127

did not decide to become teachers until after college
enrollment. Thus, efforts pp inform college yputh pg
teaching opportunities ip vocational education need pp
pp explored. A review of the data suggested that these
efforts should be directed towards second-year students
and need to be different for men and women.

Can former vocational teachers be recruited back
into vocational teaching? It would appear that those
former vocational teachers who were family oriented and
those who were classified as having insecure career pat-
terns are the groups that might be receptive to being
recruited back into vocational teaching. Large groups
of the other former vocational teachers could be regarded
as potential part-time staff for vocational programs.
However, the researcher was left with the impression
that few former vocational teachers were aware of the
recent changes that had taken place in vocational educa-
tion. lg ip suggested, therefore, that those former yp-
cational teachers who had secure career patterns could
pp approached about returning pp vocational education pp

p full-time basis if the approach ip preceded py pg

 

 

 

synchronized with information about the present status
pg vocational education.

The peak exit rate was observed to occur during
year two for business and home economics teachers but not
until year four for agriculture teachers. Currently,
agriculture teacher educators have a more extensive pro-

gram of follow-up for their teachers than do business

128

or home economics teacher educators. Does this account
for the difference in peak exit rates? Data from this
study could not provide an answer to such a question.
Analysis of the data for the current study did, however,
suggest that the later peak in exit rates for agriculture
teachers could probably be attributed to their background.
The former agriculture teachers had a background that
included: (1) a rural orientation, (2) paternal work that
was classified as blue collar, and (3) low parental edu-
cational attainment.

l_ ;p suggpsted that the in-service program pro-
vided py vocational teacher educators needs pp pp mp5;-
mized during the peak exit years for the respective areas
pf vocational education. Home economics teacher educators
would probably find it advantageous to improve the time
that home economics teachers spend on school duties (as-
suming that dissatisfaction with this area of teaching
contributed to teacher exit). Business and agriculture
teacher educators would probably find it helpful if means
could be found in the in-service program to encourage
their respective teachers to remain in teaching though
they see their teaching future threatened by the peak
salary that they could attain in teaching. This may be
easier for agriculture than for business teacher educa-
tors. It may be recalled that former agriculture
teachers chose teaching for its interpersonal dimensions,
while former business teachers chose teaching for its
physical dimensions. Agriculture teachers may respond

to letters of "commendation" which accent their progress

129

and achievements in working with youth. All vocational
teacher educators need to be aware in planning their in-
service programs that the recent college graduates tended
to be more dissatisfied with the extrinsic factors of
teaching than were those vocational education graduates

of 1952 and 1956.
Hypotheses for Future Research

A number of hypotheses for future research were de-
rived from the study. These hypotheses are comprehensive
and when operationalized should provide the directions for
continued research efforts concerning the careers of voca-
tional teachers. This series of research hypotheses are:

Hypothesis 1. Teachers of agriculture, business,
home economics, and industrial education are in agreement
as to the type of teacher they are. They agree that they
are, in order; (a) teachers in general, (b) vocational
teachers, (c) teachers in their respective subject areas.

Hypothesis 2. There is a "style of life" which in-
fluences career orientations of vocational teachers.

Hypothesis 3. The differences among the teachers
of vocational education can be attributed to factors com-
prising a "style of life" rather than to an identification
with a specific subject area.

Hypothesis 4. The elements contributing to a gen-
eral "style of life" are factors such as geographical back-
ground, parental education, type of parental work and

family social status.

130

Hypothesis 5. A "style of life" is influential
for vocational teachers prior to the employment as a
teacher.

Hypothesis 6. Former vocational teachers with an
urban orientation: (a) are more receptive to returning to
vocational education than are those with a rural orienta-
tion; (b) have a history of more frequent job changes than
those with a rural orientation; and (c) are the group most
likely to be recruited back as vocational teachers.

Hypothesis 7. The differences among peak exit
rates for the respective areas of vocational education
may be attirubuted to the types of in-service teacher
education programs presently existing in the respective
areas of vocational education.

Hypothesis 8. The peak exit rates of vocational
teachers may be manipulated to result in some of the

leavers remaining longer in vocational classrooms.

 

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Educational Leadership, Vol. 22 (January, 1965)
pp. 267- 277.

Getzels, J.W. and E.G. Cuba. "The Structure of Roles

and Role Conflict in the Teaching Situation,"
Journal of Educational Sociology, Vol. 29 (September,
1955), pp. 30-40.

Hughes, Everett C. "The Making of a Physician-~General
Statements of Ideas and Problems, " Human Organiza-
tion, Vol. 14 (Winter, 1956), pp. 21- 28.

Haubrick, Vernon F. "The Motives of Prospective Teachers,"
Journal of Teacher Education, Vol. 11 (September,
1960), ppe 381-3860

Holland, J.L., "A Theory of Vocational Choice," Journal
of Counseling Psychology, Vol. 6 (September, 1959),

 

 

 

p..37.

Hilton; Thomas L. "Career Decision-Making," Journal of
Counseling PsychologY, Vol. 9 (Winter, 1962),
pp. 291-298.

Lipset, Seymour M. and F. Theodore Malm. "First Jobs
and Career Patterns," The American Journal of Eco-
nomics and Sociology, Vol. 14 (April, 1955),
pp. 247-261.

Loftis, Helen A. "The Study of Commitment to Teaching,"
Journal of Home Economics, Vol. 56 (March, 1964),
pp. 157-163.

134

Lortie, Dan C. "Layman to Lawman: Law School, Careers
and Professional Socialization," Harvard Educational
Review, Vol. 29 (Fall, 1959), pp. 352-369.

Mason, Ward S., Robert J. Dressel and Robert K. Bain.
"Sex Role and the Career Orientations of Beginning
Teachers," Harvard Educational Review, Vol. 29

(Fall, 1959), pp. 370-383.

Mierzwa, John A. "Comparison of Systems of Data for Pre-
diction Career Choice," Personnel and Guidance Jour-
nal, Vol. 42 (September, 1963), pp. 29-34.

Ostlie, Selmer. "Motivation for Entering Teaching,"‘
Journal of Teacher Education, Vol. 7 (March, 1956),
pp. 80-81.

Richey, Robert W. and William H. Fox. "A Study of Some
Opinions of High School Students with Regard to
Teachers and Teaching," Bloomington, Indiana: Indiana
University, Bulletin of the School of Education,

Vol. 27, No. 4, 1951.

Schwarzweller, Harry K. "Values and Occupational Choice,"
Social Forces, Vol. 39 (December, 1960), pp. 126-135.

Simpson, Richard L. and Ida Harper Simpson. "Social
Origins, Occupational Advice, Occupational Values,
and Work Careers," Social Forces, Vol. 40 (March,
1962), pp. 264-271.

Slocum, Walter L. "Occupational Careers in Organizations:
A Sociological Perspective," Personnel and Guidance
Journal, Vol. 43 (May, 1965), pp. 858-866.

Stern, George G., et. al. "Two Scales for the Assessment
of Unconscious Motivations for Teaching," Educational
and Psychological Measurement, Vol. 20 (Spring, 1960),
ppe 9'29e

Super, Donald E. "Career Patterns as a Basis for Voca-
tional Counseling," Journal of Counseling_Psychology,
Vol. 1 (Winter, 1954), pp. 12-20.

Super, Donald E. "A Theory of Vocational Development,"
The American Psychologist, Vol. 8 (May, 1953),
pp. 185-190.

Thorndike, Robert L. and Elizabeth Hagen. "Men Teachers
and Ex-teachers: Some Attitudes and Traits," Teachers
College Record, Vol. 62 (January, 1961), pp. 306-316.

Walz, Gary R. "Vocational Development Process," Review
of Educational Research, Vol. 33 (April, 1963 ,
ppe 197-2040

 

135

Government Publications

Mason, Ward 8. The Beginninngeacher. U.S. Department
of Health, Education and Welfare, Office of Educa-
tion, OE-23009, Washington, D.C.: Government Printing
Office, 1961.

 

Unpublished Materials

Clark, Raymond E. "Factors Associated with Decisions of
Michigan Teachers to Remain in or to Leave the Field
of Teaching Vocational Agriculture," Unpublished
Doctor's dissertation, Michigan State University,
East Lansing, Michigan, 1950.

Mori, Takako. "Analysis of Motivations for Choosing the
Teaching Profession," Unpublished Master's thesis,
Michigan State University, East Lansing, Michigan,
1963.

Majetic, Richard. "Career Patterns of Michigan Guidance
Workers," Doctor's dissertation, currently in pro-
gress at Michigan State University, East Lansing,
Michigan, 1966.

Miscellaneous Materials

Haines, Peter G., Robert Poland and Robert Roswell. 1p;
Business Teacher Education Program at Michigan State
University. Michigan State University, College of
Education, East Lansing, Michigan, 1960.

Lindenfeld, Frank. Teacher Turnover in Public Elementary
and Secondary Schoolpppl959-60. U.S. Office of
Education, OE-230002-60, Washington, 1963.

National Educational Association. Teacher Supply and De-
mand in Public Schools. Washington, D.C.: The Asso-
ciation, Research Division, 1963.

APPENDICES

APPENDIX A

CAREER INFORNATION 0P PORNER VOCATIONAL TEACHERS

 

 

 

 

Neme ‘8'
Addreesk 11:32?"
Year of High School
Graduation .1

 

 

Pleeee indicete where your psrents were living when you were born.

D-Rurel ferm cy-Rurel non-fern Cj-City E—Suburbsn E-Other

Ihere were you living when you attended high school?

57.3...“ ferm D—Rurel non-farm E-City E-Suburben D-Other

Pleese circle the number thet indicetee the highest grede in school completed by your parents
Esther: l 2 S 4 5 d 7 8 9 10 ll 12 13 14 15 16 ld-plus

lather: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 lG-plul

 

 

Ihst level were you in school when you definitely decided to become s teacher?

-Grsde 6 or before -After high school but before college
-In grades 7 - 10 -In colle e before third yeer
-In grades ll - 12 -After so lege

Ice tesching your first occupetionsl choice? E-Yes 5410
How would you clsssify your fether's primsry work (plesse indicete one)?

z:::7-lhite coller‘ [:::7-Blue coller

Did you etert your college work in s curriculum that led to teecher certification?
-During first yesr of college

-Yes -During second yesr of college

-No If No: When did you -During third yesr of college
chsnge to en -During fourth yeer of college
education -After receiving degree in enother field
curriculum? -Other (pleese specify)

 

 

Pleese check the item that best describes your ettitude toward your sociel stetus while
you were s tescher compared to that of your parents.

-ly status es s teecher wes QUITE A arr LESS then the stetus of my parents
Iy ststus es s toschcr wss SOMEWHAT LESS then the ststus of my parents

-Ny ststus es s teacher was ABOUT EQUAL To thst of my parents

-Iy ststus es s toecher wes SOHEIHAT HIGHER than the stetus of my perente
-ly ptstus es s teacher was QUITE A BIT HIGHER then the stetus of my parents

Choose and complete the statements that best describe your college work beyond the
Bechelor's degree. (you may check more than one)

-Did not take courses beyond the Bachelor's degree.

-Stsrted s “asters program before end of first year of teaching

-Started a Masters program after years of teaching

-Comploted s Masters program

-Earnod Qtr. Hours credit beyond the Masters degree

-Msstors program was not in education but in .

Your satisfactions with the various espects of your pest teaching positions in general.
Please write the code number which best expresses your feelings about each item in the
specs to the left of that item.

4 - VERY SATISFACTORY - aspect of my teaching positions in general

3 - PAIRLY SATISFACTORY - sspect of my teaching positions in general
2 - UsSATISFACTORY - aspect of my teaching positions in general

I - VERY SATISFACTORY - aspect of my teaching positions in general

-Adoquscy of school, equipment, supplies, etc.

-Ss1sry

-Msximum sslsry for classroom teachers

-Time needed to reach the peak salary for fully qualified teachers
-Your relations with your students

  
  
  
   
   
  
  

-Pupil discipline

-Provisions for fringe benefits such es sick leeve, retirement, etc.
-Ths degree of interest shown by your students

-Genera1 community sttitude toward teachers

-Tesching es s whole (except sslsry)

-The sbility of students in your c ssses compared with schools' eversge
-Your reletions with your fellow teachers

-The future employment possibilities of your students

-Ths future for you es s clsesroom tcecher

-Amount of psper work, reports, forms, ctc. thst were required
-Professionsl sttitude of your fellow teechers

To the best of your memory why did you went to become s tescher:

 

 

 

Choose the statements that best describe your participation in professional teacher organisations mile you
were teachime

PEPESIONAL TFACHER OHMNIZATIONS

(‘nneral Vocational
mm Local. na 3 to

 

I was not a meter of professional teacher organisations
I was a meter only

I was a ads:- and occasional” attended neetinge
Iwaeaneeberandregulsrly attendeduetinge

I was a meter/attended ”stings/am! worked on oc-itteee
I was an officer in a professional teacher organisation

 

 

lllllll
IIIHII

 

 

 

 

 

As youreadthislist, ocmidertcwhateetentandmORGAREERwouldewtoeatisfyeaohcftheserequir-euts
beforeYOUcouldcoImidee-itm Indicateyourthoughthydieckingtheeppmpriatebcrtotheleftoftheitu.

 

 

 

YOUR man. JG m: In this mm
man m g “”153" °‘ teaching!
( ) ( ) (_) A.Provideanopportunitytousemyspeoial talentsandaptitudes (_) Cl)
C) (__) (_) B°Provides-suithechancetoearnegocddealofnoney (_) (_)
(_) (_) (_) 0. Permit me to be creative and original (_) (__)
(_) (__) (_) I). Give me an opportunity to work with people rather than thins (__) (.__)
(_) (_) (_) 3. Give no special status and westige (_) (____)
(_) (_) (_) F. Emble ms to look forward to a stable secure future (_) (___)
(_) (_) (_) 0. Give me a chance to exercise leadership (__) (__)
(_) (_) (_) :1. Provide me with adventure (_) (__)
(_) (_) (_) I. Give me an opportunity to be helpful to others (___) L_)
(_) (_) (_) J. Leave as relative free of supervision by others . (___) (___)
HoupleasegobackendindicateiftheituisdescriptiveofteeohingbyoheckingfliespeoetctheRmH'rof
each item.
If approached, would you oomider re-entering vocatieml teaching? (choose only one item in each column)
~Definitely Yes -On a hill-tile basis
-Prohehly Yes an time, evenings only
~Probahly No -Part time, days only
-Definitely No oPart a: but recurring (B: one hour a day or evening for a
sues
-Parttine, butirregular (buoneoraorehoursadayfcra
week or two)
-Other (please specify) .
an at all
um: the limitations that you stated in the above How often were rm W by a vocational
usetion, what type of positions would you consider? supervisor (not the high school principal or
(Please indicate your first and second choices) general supervisor) while you were teaching?
-CIaesrooa teaching diner
decal director of vocational education About 2 tines a year
Jocaticnal guidance About h-6 tines a year
-8upervision Jbout once a month
-Vocationel oocrdiutor -Other (Please specify)
catate comultant
-Other (please specify) a on we you you

 

e re-entered vccationl teaching?
Jrhe em as when teaching

 

 

 

-leee than when teaching
Choose one or more of the stat-ante that best More
describe your attitude towards your need for re- than when teaching
fresher type courses if you re-entered teaching.
Jonewouldbeneeded ' Howauohwouldycuwanttobepaidifycu
1? hnicefegs t tter tical
- so so as
Mancunian-sternum Emfgntg‘m‘ogormm
-Philoeo_plv and foundation of education L _ .- -

APPENDIX B
COVER LETTER SENT AT FIRST MAILING

I am conducting a study in analyze the careers of a se-
lected group of former vocational teachers and I seek
your cooperation.

I have examined the records at Michigan State University
and at the Michigan Department of Education and have con-
cluded that:

(1) you graduated from Michigan State University
qualified to teach Agricultural, Business or
Home Economics Education,

(2) you started to teach in an Agricultural, Busi-
ness or Home Economics Education program, and

(3) you are not now a classroom teacher in the
area of your undergraduate specialization.

Would you please cooperate with the study by completing
the enclosed form? Space for you to check your response
is provided with each statement. In several instances

you are requested to write in your own choice, if the
choices provided are not adequate. The job history asks
you to recall some rather specific information, so try

to be as accurate and complete as possible. Your response
will be kept in strict confidence. It will be punched

on machine cards by code and personal responses will not
be identified.

The primary purpose of the study is to seek a better
understanding of the factors that affect the careers of
vocational teachers. We are firmly convinced that the
experiences of former vocational teachers can tell us a
great deal about the notion of a career in vocational
teaching.

Please return the form by October 29th in the enclosed,
stamped envelope. Thank you for your time and thought-
fulness in completing and returning the form. I look
forward to your response.

Sincerely,

John F. Thompson
Assistant Instructor

Enc.

139

APPENDIX C
FIRST FOLLOW-UP LETTER

To: Former Senior High School Agriculture, Business
and Home Economics Teachers

Subject: Questionnaire Seeking Career Information

I am conducting a study to analyze the careers of a-se-
lected group of former vocational teachers. I mailed a
letter to you on October 18th explaining the purpose of
the study and a copy of the questionnaire. As of this

morning (Wednesday, November 3), I have not received a

completed questionnaire from you.

If you did not teach after graduation or if you are now
still teaching either agriculture, business or home
economics in senior high, would you be kind enough to
send a note giving me that information. I am enclosing
another copy of the questionnaire and another stamped
envelope for your convenience. Please retUrn the form
by November 17th. Thank you for your time and thought-
fulness in completing and returning the questionnaire.

Sincerely yours,

John F. Thompson
Assistant Instructor

JFTzhh

Enclosures

140

APPENDIX D
SECOND FOLLOW-UP LETTER

To: Former Senior High School Agriculture, Business
and Home Economics Teachers

Subject: Questionnaire Seeking Career Information

I am writing to you this third time concerning the study
that I am conducting which seeks to analyze the careers
of former vocational teachers. My letter of October 18
explains the purposes of this study and another was sent
to you on November 3rd as a reminder. As of this morn-
ing (Friday, November 19) I have not received a return
questionnaire from you.

I am aware of a large variety of valid reasons that you
may have for not returning the questionnaire. If you did
not teach after graduation, or if you are currently teach-
ing either agriculture, business, or home economics in
senior high, just send me a note explaining this so that

I will not bother you with another letter. If you are a
former teacher, please fill out and return the question-
naire. Of course, I have enclosed another copy of the
questionnaire and stamped envelope for your convenience.
Please return the form by December 2nd.

Thank you for your consideration of this matter.

Sincerely,

John F. Thompson
Assistant Instructor

JFT:hh

Enclosures - 2

141

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