#ROFESSION’AL COMPETENGES NEEDED BY BEGINNING TEACHERS OF- VQCATDNAL AGRlCULTURE Thai: for flu Door» 0? Ed. 9. MICMGAN STATE umvgksgrv Jesse Amhrson Mam: W56 “3 H r.§l5 This is to certify that the thesis entitled Professional Competencies Needed By Beginning Teachers Of Vocational Agriculture presented by Jesse Anderson Harris has been accepted towards fulfillment of the requirements for M— degree in M1 Education . ' Major professor (5 Date January 189 1956 Lid.“ ‘ at: n ‘ M ““3“? paw...) 1~£~3 “"8 K33“) mam BOMA A x _Kf3é45%: . 3. . f", >"/ ‘ PROFESSIONAL CCMPETENCIES NEEDED BY BEGINNING TEACHERS OF VOCATIONAL AGRICULTURE By Jesse Anderson Morris AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Vocational Education 1956 W. 0? Jaw/W7 gesse Anderson Morris PROFESSIONAL COMPETENCIES NEEDED BY BEGINNING TEACHERS OF VOCATIONAL AGRICULTURE Purpose: The general purpose of this study was to analyze teaching competencies in order to ascertain implications for the improvement of the professional education of prospective teachers of vocational agriculture. Method: A list of 154 competencies was secured from the literature on teacher education. A jury of professional educators reviewed the list which was sent in questionnaire form to 597 selected Negro teachers of vocational agriculture in 16 states. Returns were received from 60.9 per cent of the teachers. These teachers used a rating scale with degrees ranging from “O" to "5" to rate the degree of importance and the degree of development of each competency. Findings and interpretations: The competencies were listed in the areas of "planning and organizing", "teaching", and "public relations". The importance ratings assigned to the competencies ranged from 2.98 to 4.76, while the deveIOpment ratings ranged from 2.80 to 4.55. The importance ratings made by the less experienced teachers had a mean of 4.27 and a standard deviation of .32, while Jesse Anderson Morris 2 those made by the competent, experienced teachers had a mean of 4.21, with a standard deviation of .26. Signifi- cantly high agreement was found between the two groups of teachers on the importance and deveIOpment ratings assigned to the competencies. Significant positive correlations were found between the importance and the develoPment ratings made by each teacher. Both groups of teachers rated each competency higher in importance than in development. The teachers rated 15 per cent of the competencies on a higher level of importance, 70 per cent on an inter- mediate level, and 16.9 per cent on a lower level. Competencies in the area of "public relations" were rated higher in importance and develOpment than those competencies in the areas of "planning and organizing", and "teaching". Only 55 per cent of the competencies were indicated to need almost complete preservice deveIOpment. It was also found that 65 per cent of the competencies will not need to be developed as high during preservice training as those requiring almost complete development. The investigator concluded that: (1) these professional competencies have a direct relationship to effective teaching in vocational agriculture; (2) all of the competencies are very important and will need a high Jesse Anderson Morris 5 degree of preservice development; (5) the level of pre- service deveIOpment for each competency might best be obtained from the ratings made by the less experienced teachers; (4) competencies in the area of "public relations" will need a higher degree of preservice develOpment than those in the other areas; and (5) certain of the competencies will need considerable in-service deve10pment. The writer recommendedthat teacher educators use the list of professional competencies and their ratings to plan, evaluate, and improve those phases of the professional training program which they encompass. It was also suggested that prospective and beginning teachers of vocational agriculture should use these data for the self-evaluation of their professional growth and development. Subr PROFESSIONAL COMPETENCIES NEEDED BY BEGINNING TEACHERS OF VOCATIONAL AGRICULTURE By Jesse Anderson Morris A THESIS Submitted to the Schooliku;Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Vocational Education 1956 follow Chaim the 1 E1831 which ACKNOWLEDGEMENTS This study was conducted under the direction of the following named Guidance Committee: Dr. H. P. Sweany, Chairman; Dr. H. M. Byram; Dr. W. H. Roe; Dr. R. C. Kramer; and Dr. C. R. Megee. The author wishes to express his sincere thanks and appreciation to the members of his committee for their constructive criticisms and wise counsel throughout the duration of his graduate training program. To Dr. H. P. Sweany whose supervision and guidance immensely influenced the progress of this study, the author is very grateful. To the agricultural teacher trainers, agricultural teacher supervisors, school administrators, and teachers of vocational agriculture throughout the United States who have c00perated in this study, sincere thanks are extended. The writer deeply appreciates the scholarships provided the last three years by Michigan State University and The Mississippi Board of Trustees of Institutions of Higher Learning which.made it possible for him to complete this investigation.' Finally, the writer wishes to express his most sincere gratitude to his wife, Mrs. Alpha L. Morris, and to his Parents, Mr. and Mrs. James S. Morris, who constantly inspired, encouraged, and materially assisted him to study for the Doctorate Degree. To these persons, this manuscript is herewith dedicated. ‘lllllll. .I lllrll y lllllllnlllll TABLE OF CONTENTS CHAPTER _ PAGE I. A STATEMENT AND DEFINITION OF THE PROBLEM . . 1 Introduction . . . . . . . . . . . . . . . 1 The Problem . . . . . . . . . . . . . . . . 5 Definition of Terms Used . . . . . . . . . 9 The Further Organization of the Report . . 12 II. REVIEW OF THE LITERATURE . . . . . . a . . . 15 Introduction . . . . . . . . . . . . . . . 15 Literature Relating to Professional Teacher- Training Programs in Agricultural Education . . . . . . . . . . . . . . . . 14 Literature Pertaining to the Professional Needs of Teachers . . . . . . . . . . . . 25 Literature Pertaining to the Professional Competencies That Teachers Should Possess 53 Summary . . . . . . . . . . . . . . . . . . 41 III. THE GENERAL PLAN OF THE INVESTIGATION . . . . 45 Introduction . . . . . . . . . . . . . . . 45 The Development of the Preliminary List of Competencies . . . . . . . . . . . . . . 45 The Survey of the Teachers of Vocational ‘ Agriculture 0 O O 0 O O O O O O O O O O O 52 CHAPTER PAGE The Analyses of the Questionnaire Data . . 57 Summary . . . . . . . . . . . . . . . . . . 61 IV. THE PRESENTATION OF DATA . . . . . . . . . . 63 Introduction . . . . . . . . . . . . . . . 63 The Classification and Rating of the Competencies . . . . . . . . . . . . . . 63 The Levels of Importance Assigned to the Competencies . . . . . . . . . . . . . . 68 The Development of Competencies on a Higher Level of Importance . . . . . . . . . . . 78 The Development of the Other Competencies . 84 Summary . . . . . . . . . . . . . . . . . . 95 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 100 Summary . . . . . . . . . . . . . . . . . . 100 Conclusions . . . . . . . . . . . . . . . . 105 Recommendations . . . . . . . . . . . . . . 106 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 113 APPENDICES . . . . . . . . . . . . . . . . . . . . . 120 A. A List of the Jury of Professional Educators 121 B. The Instructions to the Members of the Jury . 122 C. A List of the Negro Teacher Trainers . . . . 123 D. Letter Sent to the Teachers of Vocational Agriculture . . . . . . . . . . . . . . . . 124 vi APPENDICES PAGE E. A Sample Page of the Questionnaire Sent to Teachers of Vocational Agriculture . . . . 125 F. The Degree of Importance and the Degree of Development Assigned to 154 Professional Competencies by 64 Less Experienced Teachers of Vocational Agriculture and 178 Experienced and More Competent Teachers of Vocational Agriculture . . . . . . . . . . 128 TABLE II. III. IV. VI.' VII. VIII. LIST OF TABLES PAGE THE NUMBER OF LESS EXPERIENCED TEACHERS OF VOCATIONAL AGRICULTURE NOMINATED BY TEACHER EDUCATORS BY STATES . . . . . . . . . . . . 53 THE NUMBER OF MORE COMPETENT TEACHERS OF VOCATIONAL AGRICULTURE NOMINATED BY TEACHER EDUCATORS BY STATES . . . . . . . . . . . . 54 THE DISTRIBUTION OF TEACHERS OF VOCATIONAL AGRICULTURE RECEIVING AND RETURNING QUESTIONNAIRES BY STATES . . . . . . . . . 56 THE DISTRIBUTION OF TEACHERS OF VOCATIONAL AGRICULTURE RECEIVING AND RETURNING QUESTIONNAIRES BY EXPERIENCE GROUPS AND BY STATES . . . . . . . . . . . . . . . . . . . 58 THE ORGANIZATION OF THE LIST OF PROFESSIONAL COMPETENCIES. . . . . . . . . . . . . . . . 64 THE MEAN RATINGS COMPUTED FOR EXAMPLES OF THE PROFESSIONAL COMPETENCIES . . . . . . . . . 66 THE RANGES OF THE RATINGS ASSIGNED TO COMPETENCIES BY THE TWO GROUPS OF TEACHERS. 67 THE NUMBER OF COMPETENCIES ASSIGNED TO EACH LEVEL OF IMPORTANCE USING THE RATINGS BY BOTH GROUPS OF TEACHERS , . . . . . . . . . 71 TABLE XI. XII. THE NUMBER OF COMPETENCIES ASSIGNED TO EACH LEVEL OF IMPORTANCE BASED ON THE JUDGMENT OF THE TWO GROUPS OF TEACHERS . . . . . . THE DIFFERENCE BETWEEN THE RATINGS COMPUTED FOR SELECTED COMPETENCIES . . . . . . . . THE DIFFERENCE BETWEEN THE RATINGS ASSIGNED TO COMPETENCIES ON A HIGHER LEVEL OF IMPORTANCE BY TWO GROUPS OF TEACHERS . . THE DIFFERENCE BETWEEN THE MEANS OF RATINGS ASSIGNED TO 134 COMPETENCIES BY TWO GROUPS OF TEACERS O O O 0 O O O O O O O O O O 0 viii PAGE 72 80 81 LIST OF FIGURES FIGURE PAGE 1. The Geographical Distribution of Jury Members Solicited . . . . . . . . . . . . . . 48 2. The Levels of Importance Assigned to the Competencies Based on the Ratings by the Two Groups of Teachers . . . . . . . . . . . 70 'v ~r\ CHAPTER I A STATEEENT AID DEFINITION OF THE PR ELEM Introduction This is the report of a study which was made of the professional conpetencios needed by beginning teachers | J. of vocational agriculture. Need for the study. Since the passage of the Smith-Hughes Act,’1 the responsibilities and duties of the teacher of vocational agriculture have increased tremendously. American agriculture has grown larger and it has become more technical. The program of vocational agriculture in the local community has expanded. The teacher of vocational agriculture must now conduct classes for high school students, young farmers, and adults. The community has also placed numerous civic and social responsibilities on the shoulders of the agriculture teacher. Therefore, it would seem that an urgent need exists for teacher educators to give thought to professional education to develop more competent teachers. 1Public Law Number 547, Sixty-Fourth Congress, Statute 703, Section 10, Approved February 23, 1917. It would also seem that teacher educators should be concerned with the task of training teachers to teach more effectively in order that the objectives of vocational education in agriculture may be attained. The writer was of the Opinion that a study which ascertains the professional abilities needed by beginning teachers on the preservice and the in-service level would be of 'mmeasurable value. As Gertrude Roskie of Montana State College states: Teacher education institutions need to determine experimentally what experiences on the pre-service and in-service levels will best fit their trainees to carry the program considered desirable for the high schools of their state.2 It should be noted, however, that one should do more than list the competencies that teachers need on the preservice and in—service levels. Further analysis of the competencies should be made, and such questions as the following should be raised: How important are each of these competencies to the success of beginning teachers? How much development should teachers have in each of these competencies before accepting employment? Which competencies should teachers receive further deveIOpment in during the 2Gertrude Roskie, "Herds What is Expected of You!" Practical Home Economics Magazine, 32:24, 49. October, 1954. (This article was based on a review of "The Homemaking Program for Beginning Teachers", Unpublished Doctoral Thesis, Stanford University, 1953.] in-service period? Finally, a most important question which must be answered is: What broad implications for professional education of teachers .I the improvement of the are to be found in the answer to these questions? Thus, it was believed that a study sh uld be made to seek the answer to these questions and those similar to these. Many writers have inferred that a study should be made of the professional competencies that beginning teachers need to possess in order to do effective teaching. Probably Ralph J. Noodin of Ohio State University expressed this need most emphatically. floodin stated that: A statement of the factors of competency needed by the effective teacher of vocational agriculture should be developed by the staff of the department together with the supervising teachers and used by them as a basis for evaluating and further refining and improving the curriculum as well as for evaluating and guiding individual students in their professional growth and development.3 Although it must be implied that "statement of the factors of competency" as used by Woodin are synonymous to "list of competencies" as used in this study, the need for a study of this problem was definitely indicated. The major reason why a study of the professional competencies needed by beginning teachers should be made 5Ralph J. Woodin, "An Evaluation of Selected Aspects of the Pre-Service Professional Curriculum in Agricultural Education at the Ohio State University". Unpublished Doctoral Thesis, The Ohio State University, 1951. p. 304. 4 is to provide gp all-inclusive list 9f the competencies. The writer did not find such a list in his review of the literature on teacher education. Certain writers listed partial lists applicable to certain phases of teaching vocational agriculture. None of the competencies found in the literature had been rated for importance to the success of beginning teachers. Likewise, the extent to which these competencies should be developed during preservice was not indicated. Since very little work was reported in the literature on teacher_competency,_the ._.—-._._‘_. _.—- writer concluded that such an investigation was urgently needed. Thus, the origin of this study grew out of the writer's interest in this problem. Finally, every effort should be made by teacher educators to improve the professional education of teachers of vocational agriculture. "The program of agricultural education in a community school is likely to be no better than the teachers employed.”ur One of the significant findings in a stu y of the Institutional-On—Farm Training Program in Michigan was "the high rating given to the employment of qualified teachers as the best means of 4— as r ‘3' r a. F ' herbert m. Hamlin, ”Teacners", Agricultural Education in Community Schools. Danville: The Interstate Printers and Publishers, 1949. p. 357. 5 improving classroom instruction”. Therefore, it would seem that a need exists for any studv which purports to J shed some light on improving the effectiveness of teachers of vocational agriculture. Such a study should make a significant contribution to teacher education in agriculture if the findings are implemented. This was a study to discover the professional competencies that beginning teachers of vocational agriculture need to possess in order to teach effectively. The general purpose of the study was to analyze teaching competencies in order to ascertain implications for th improvement of the professional education of prospective teachers of vocational agriculture. More specific purposes of thesmudy are listed below. Purposes 2f the study. The specific purposes of this study were: (1) to develop a list of the professional competencies that teachers of vocational agriculture need to possess in order to begin teaching effectively; 5H. P. Sweany, "How Important Are Certain Practices For Improving Instruction?", The Institutional-Qp-Farm Training Program in hichig tith Implications For Adult Education. DeparEEent of VocationHI Education, Michigan State College Research Bulletin Number 4, May, 1953. p. 11. (2) to determine the degree of importance that each of those competencies is to the success of beginning teachers; (5) to determine the degree of develOpment that teachers should possess in each of these competencies before beginning to teach; and (4) to ascertain from these data implications for the professional education of teachers of vocational agriculture. Scone 9f the study. This study dealt only with the professional competencies needed by beginning teachers of vocational agriculture. No attempt was made to study competencies that teachers should possess in technical agriculture. No attempt was made to study teacher attitudes, or teacher performance. It was not the purpose of this study to rate teachers or teacher-training programs. Data pertaining to the rating of the competencies were obtained from 242 Negro teachers of vocational agriculture in 16 states. Limitations 9f the study. It must be recognized that the broad field of teacher education has many more phases than those which are investigated in this study. ‘Jhile this study examines professional competencies, their importance, and the degree of development that each ’7 should have in the preservice program, no effort was made to determine the degree of competency that prospective teachers should have before they enroll in the professional curriculum. Some of the other phases of teacher education which must of necessity be cozsidered in trying to arrive at ways to improve the effectiveness of instruction in vocational agriculture are: the preservice professional curriculum, the in—service professional curriculum, the selection and counseling of prospective teachers, practice teaching, the follow-up of beginning teachers, and the develOpment of instruments to predict probable teaching success. This study did not cover all of these aspects of the teacher education program. It must also be recognized that the findings and recommendations of this study are applicable to the Negro teachers of vocational agriculture in the states surveyed. They may or may not be applicable to white teachers in the states surveyed or in the United States. The writer did not find any research studies or other evidence which would indicate that the findings were applicable only to Kegro teachers. Inasmuch as two groups of teachers rated the competencies, it was difficult in some instances to assign or classify a competency to a given category or level. Throughout the analyses of the data, however, disagreements between the two groups of teachers are noted. A further limitation of this study might be the questionnaire instrument which was used. It should be recognized that he list of competencies that teachers were asked to rate had been revised. Only those competencies which the jury of professional educators considered to be important to the success of beginning teachers were listed. Many of the minor competencies which beginning teachers need were omitted from the list in order to shorten it. Therefore, the writer does not wish to infer that all of the professional competencies needed by a beginning teacher of vocational agriculture are included on the list. Assumptions made. The assumptions which were made in the conduct of this study are listed below. It should be noted that most of the assumptions were made in the beginning of the study. However, it was necessary as the study proceeded to make other assumptions. It was assumed that: (1) There are certain professional competencies that all beginning teachers of vocational agriculture need to possess in order to begin teaching effectively. \Q r. (d Certain professional co petencies are of a higher level cf importance than others. (3) n professional cc potency should be deveIOped to the level of its importance. (4) Certain professicnal competencies will need to be almost fully develOped during preservice training, while others will need sone further develOpmtnt during the in-service period. (5) A jury of selected educators is qualified to identify the professional competencies needed by beginning teachers. (6) selected Legro teachers of vocational agriculture in the United States are qualified to rate the importance of professional competencies to beginning teachers and the degree of deveIOpment needed by teachers prior to employment. (7) fiegro teacher educators are qualified to use suggested criteria and nominate teachers to be surveyed. Definition of Terms Used In order that there might be common understanding, it was felt that certain terms should be defined, and for the purposes of this study, used with that concept in mind. 10 Professional cogpetency. An ability or skill, which directly influences the effectiveness of a teacher. The term was further construed to mean adequate proficiency in a Specific aspect of the job of teaching vocational agriculture. Groups pf c0gpeten01es. The categories into which related professional competencies were assembled. Areas pf competency. The categories into which related groups of professional competencies were assembled. Professional education. Professional education was defined to include any learning experiences that teachers of vocational agriculture participate in to increase their teaching ability and skills. Such experiences are usually provided in professional education courses, practice teaching, general education courses, workshops, conferences, meetings, and self-improvement activities carried out by the teacher. These experiences may be acquired through the preservice curriculum, before the teacher accepts employ- ment, or later through in-service training after the teacher goes on a job. Less experienced teachers of vocational ggriculture. Those teachers having less than three years of experience teaching vocational agriculture in the secondary school were cansidered to be less experienced teachers of 11 vocational agriculture. Throughout the study, the terms "less experienced teachers" and ”beginning teachers" are used synonymously. Ccnpetent, experienced teachers 2: vocational 711 agriculture. inose teachers of vocational agriculture in each state surveyed who were recommended by teacher educators to have total programs in the upper third, who continued to improve in ability, who had taught both in- school and out-of—school classes for at least five years, and who possessed credits in professional education courses beyond the Bachelor's Degree, were considered as competent, experienced teachers of vocational agriculture. Throughout the study, the terms "cohpetent, experienced teachers", "experienced teachers", and "more competent teachers" are used interchangeably. Degree 9; importance. The term, "degree of importance" was used to indicate the value that teachers of vocational agriculture believed a professional competency is to the success of beginning teachers. The term "degree of importance" and "importance rating" are used synonymously in this report. Degree pf development. The term "degree of develOp- ment" was used to indicate the minimum ability that teachers of vocational agriculture believed a beginning teacher 1IJJ 12 should possess in a professional competency prior to employment. The terms "degree of development" and "deveIOpment rating" when used interchangeably have meanings that are synonymous. Effective teaching. "Teaching is effective to the extent the teacher does things, or behaves in ways that are favorable to the development of skills, understandings, work habits, desirable attitudes, and adequate personal adjustment on the part of the pupils or students".5 Effective teaching would also imply that well planned teacher-pupil goals have been attained to a reasonable degree. The Further Organization of the Report The preceding pages of this chapter have presented a discussion of the statement and definition of the problem. In Chapter II which follows, a review of the related literature is presented. The general plan of the investigation is analyzed in Chapter III. The data are presented in Chapter IV. The study is summarized in Chapter V. This chapter also reports conclusions, impli- cations, and recommendations. 5David G. Ryans, "The Investigation of Teacher Characteristics", The Educational Record, 54:571-96. October, 1955. CHAPTER II REVIEW OF THE LITERATURE Introduction Numerous studies and investigations have been made pertaining to professional teacher—training programs. The professional needs of teachers have also been studied quite frequently. However, very little has been written specifically relating to the professional competencies that beginning teachers of vocational agriculture should possess. The literature reported in this review has been divided into three sections in order to facilitate presentation. In the first section, studies, investiga- tions, and writings pertaining to teacher-training programs in agricultural education are reported. Particular emphasis was given to the professional phase of the training prOgrams. However, only those parts of written materials which were specifically related to this study are reported in this chapter. Section two treats the writings related to the professional needs of teachers. This section treats both preservice and in-service needs. 14 The third section of the review reports those studies, and writings specifically related to the pro- fessional competencies that teachers should possess. The terms "ability" and "competency" are used interchangably throughout this review of literature. Often, writers have not distinguished between these words and this report follows their statements. The writer does not wish to imply that all of the pertinent literature written relating to this study has been included in this review. It is believed, however, that many of the significant writings have been reviewed. Many works such as checklists, questionnaires, lists of activities, rating scales, and books were also used in the development of the list of professional competencies which are not reported in this chapter. Literature Relating to Professional Teacher—Training Programs in Agricultural Education In commenting on the importance and the success of teacher—training programs in agricultural education, Kirkland1 made the following statements. 1J. Bryant Kirkland, "Teacher Preparation in Agri- cultural Education". What Do Studies Show? Summaries and Interpretations of Research in Selected Areas of Agricultural Education. Danville: Interstate Printers and Publishers, 1952. p. 27. The success of a teacher training program in agricultural education is measured in terms of the ability of its graduates to perform the duties and respOisihilities of their reSpective positions. Furthermore, the effectiveness of a pre-service training program in agricultural education is influenced by the quality of students enrolled, the thoroughness and comprehensiveness of the instructional prOgram, the adequacy and appropriateness of eXperiences provided during the period of student teaching, and the effective use of apprOpriate evaluation techniques. Hamlin, writing on the preservice and in—service education of teachers of vocational agriculture stated that teachers of vocational agriculture should only be trained to teach vocational agriculture and not other subjects. This writer submitted the thesis that there is not enough time in the four year period to train a teacher . 2 . for more than one subaect. In order to insure the selection of a more uniform group of prospective teachers of vocational agriculture, Dr. Hamlin offered the follow— ing suggestions. (1) There can be recognition that not every student in a college of agriculture is a good prospective teacher. (2) Special efforts can be put forth by teacher- training institutions to locate within their states persons adapted to the teaching of 2 n . . . fl . . Herbert m. Hamlin, Agricultural Education £2 Community Schools. Danville: The Interstate Printers and Publishers, 7349. p. 366. 16 agriculture, instead of relying wholly upon enrollments in the colleges of agriculture of these institutions. (3) Counseling by persons adequately informed about agricultural education in the community schools can be provided for students in the teacher-training institution from the freshman year on, avoiding a last-minute rush into courses for teachers by seniors who have not before considered teaching. (4) A period of practice teaching or internship can be provided which is long enough to test adequately aptitude for and interest in teaching as discovered under practical teach- ing conditions. (5) The assistance of psychological and testing services can be used in screening prospective students. (6) Care can be taken that students have ample farm experience.5 In order to provide for the in-service education of teachers of vocational agriculture, Hamlin prOposed that teacher-training institutions provide the following services for teachers of vocational agriculture. (1) Offer graduate courses on campus and extra- murally. (2) Assist with conferences and short courses on campus and in the field. (5) Prepare professional and subject-matter publications for teachers. (4) Make available to teachers the services and facilities of the colleges of agriculture and education. 3Hamlin, Ibid. pp. 367-568. (5) (6) (7) A CD \_/ (9) 1'7 Work with the teachers in research studies. Follow up first-year teachers. Assist individual teachers in their own schools at their request. Help teachers from other states and teachers who have been away from teaching to become adjusted to their work. Prepare and distribute teaching aids. In an evaluation of the participating experiences in the preservice professional training program for teachers of vocational agriculture at Ohio State University, Bender, discovered that teachers of vocational agriculture rated the training that they had received in the all-day teaching program and the supervised practice program highest. The lowest ratings were given to the young-farmer and adult-farmer areas. This study indicated that the teacher-training program should provide: (1) (2) (5) Kore participating experience and more responsibility for the trainee. Better balance of participation and activities throughout the year. Earlier contact by the trainee with the professional training program. (4) More emphasis on guidance in the early phases of the training program.5 A similar study was made in 1955 at the University of Arizona by Bob E. Taylor.6 Taylor purported to determine the professional abilities which are crucial to the success of a beginning teacher of vocational agriculture and to evaluate the preservice training program at the University of Arizona in light of these findings. Significant conclusions made by Taylor were: Pre—service professional preparation in the areas of organizing and maintaining facilities, advis- ing an FFA Chapter, teaching all-day classes and supervising farming programs, and keeping records and reports are crucial to the success of a beginning teacher. The abilities in less important areas should also be included in the pre-service preparation program. Major emphasis should be given to the crucial areas. 5Ralph E. Bender, "An Evaluation of the Partici- pating Experiences in the Pre-Service Professional Training Program of Teachers of Vocational Agriculture at Ohio State University". Unpublished Master's Thesis, The Ohio State University, 1940. 221 pp. (in) Summaries 2; Studies in Agricultural Education, Vocational Education Bfilletin No. 180, Supplement No. 2, Bulletin No. 237, U. S. Office of Education, p. 8. 6Bob E. Taylor, "An Evaluation of the Pre-Service Professional Training Program in Agricultural Education at The University of Arizona". Unpublished Master's Thesis, The University of Arizona, 1955. pp. 285-287. 19 Professional improvement, getting established in the school and community, and maintaining satisfactory school relationships should be postponed for the period of in-service training.7 Taylor also concluded that supervising teachers are generally giving major emphasis to the crucial pre- service abilities needed by beginning teachers, but supervising teachers were not in agreement as to the relative importance of most abilities needed by beginning teachers of vocational agriculture.8 In light of these findings, Taylor made the following recommendations for the improvement of the teacher training program at the University of Arizona. (1) Three semester hours of professional courses should be added to the agricultural education curriculum and the sequence of courses should be changed. (2) The practice teaching period should be lengthened to include an entire semester. (5) A graduate course should be offered to beginning teachers the summer after graduation. 7Taylor, loc. cit. 8Loc. cit. 2O (4) Workshops should be scheduled regularly for supervising teachers in Arizona to provide specific preparation to them in their duties.9 Woodin, in a study of selected aspects of the pre- service professional curriculum in agricultural education at Ohio State University in 1951 discovered that certain participating experiences basic to competency were secured by less than 50 per cent of the student teachers. Second quarter student teachers in many instances did not receive additional competency beyond that received by first quarter student teachers. This led Woodin to conclude that second quarter teaching experiences were a repetition of first quarter teaching experiences in many instances. However, the desirability of scheduling student teachers in two different quarters was again indicated.1o . Recommendations made by Woodin were: A statement of the factors of competency needed by the effective teacher of vocational agriculture should be developed by the staff of the department together with the supervising teachers and used by 9Taylor, loc. cit. qualph J. Woodin, "An Evaluation of Selected Aspects of the Pro-Service Professional Curriculum in Agricultural jEducation at the Ohio State University". Unpublished Doctoral Dissertation, The Ohio State University, 1951. PP- $04-$07. 21 them as a basis for evaluating and further refining and improving the curriculum as well as for evaluating and guiding individual students in their professional growth and deveIOpment. The pre-service professional curriculum of the department of agricultural education with its emphasis upon participa- tive experience for future teachers should be continued. Future improvements should be made within the curriculum to the existing courses. No new courses should be added.11 A second quarter of student teaching should be continued. Each student should schedule his practice teaching experience about a year apart.’12 In a similar study made at Ohio State University in 1951 by Ritchie, fifty beginning teachers were given an opportunity to rate 174 difficulties. Also, 56 local school administrators evaluated the same difficulties 15 and the competence of the beginning teachers. Important findings were: The beginning teachers rated the in-service program "good" in eight of the ten areas. Like- wise, they rated the itinerant teacher-trainers, training school teachers, and small group conferences as being much more effective sources of help than the beginning teachers' conference and district meetings. 11Taylor, loc. it. 12Loc. cit. 13Austin Everett Ritchie, "An Evaluation of the In-Service Training Program for Beginning Teachers of Vbcational Agriculture in Ohio". Unpublished Masters Thesis, The Ohio State University, 1951. [in] Summaries .g§.Studies i3 Agricultural Education, Vocational Education Bulletin No. 180, Supplement No. 6, Bulletin No. 251, U.S. Office of Education, p. 76. 22 Administrators and teachers ranked the areas of difficulty in the following order: long-time program, farming program, adult farmer, young farmer, guidance and counseling, Future Farmers of America, community and public relations, classroom teaching, physical facilities, and general school.14 Timmons, in a follow-up evaluation study of selected participatory experiences gained in vocational agricultural education training centers in Michigan, discovered that of the 15 broad areas in which beginning teachers had received training and experience, training experiences and teaching performances in eight of the areas seemed to be satisfactory.15 This author also stated that: Training and subsequent teacher performance was most satisfactory in the areas of (1) conducting activities of the Future Farmers of America, (2) managing the class of all-day boys, and (3) participating in professional or whole- school experiences and extra-curricular activities. Teaching performance was fairly satisfactory to unsatisfactory in three areas, namely, those of (1) teaching the class of all-day boys, (2) ut- ilizing opportunities for community contacts and experiences, and (3) studying individual pupils. The area of deve10ping and conducting a young- farmer program was found to be quite unsatis- factory in performance.. 14L0Co Cit o 15G. E. Timmons, "Follow-Up Evaluation Study of Selected Participatory Experiences Gained in Vocational Agricultural Education Training Centers in Michigan". Unpublished Doctoral Thesis, Wayne University, 1954. 151 pp. 25 The data indicated that the beginning teachers were performing satisfactorily but that corrective measures needed to be applied in certain phases of the teacher-training program. Timmons concluded that "there was a positive relationship between the kinds and amounts of training received and subsequent performance in teacher 1'? responsibility". Literature Pertaining to the Professional Needs of Teachers Many studies which were reviewed merely listed the broad areas of the professional needs of teachers. This section of the chapter will report the findings of studies and investigations pertaining to these needs. A later section of the chapter will treat writings relating to the specific professional characteristics, abilities, or competencies that beginning teachers should possess. In a study of the Homemaking Program for Beginning Teachers, Gertrude Roskie developed a list of the characteristics of the high school homemaking program. These characteristics were compiled into a checklist which 16Loc. cit. 17Loc. cit. 24 was mailed to 516 supervising teachers, administrators, beginning teachers, parents, and students who were asked to determine which characteristics beginning teachers of homemaking should be expected to perform, and which should be expected of experienced teachers only. Roskie grouped these characteristics into the following general areas which were subdivided and analyzed: planning the program; curriculum; and out-of—class activities. This list of characteristics contained both professional and technical abilities or competencies.18 Hutson, in a study of the professional problems encountered by beginning teachers of vocational agriculture in Arkansas analyzed the Opinions of 86 teachers concerning the difficulties they encountered in performing 545 activities which were classified under 12 major areas. Sixty-three of the 545 activities were indicated by 40% or more of the teachers as problems that caused considerable difficulties during their first year of teaching vocational 19 agriculture. Other important findings were: 18Gertrude Roskie, "Here's What is Expected of You!", Practical Home Economics Magazine, 52: 24 and 49. October 1954. [This article based on "The Homemaking Program for Beginning Teachers", unpublished Doctoral Thesis, Stanford University, 1955.] 19Denver B. Hutson, "A Study Concerning Professional Problems Encountered by Beginning Teachers of Vocational Agriculture", The Agricultural Education Magazine, 26: 284-86, June fl954. [This article based on "A Study of the Professional d b Be innin Teachers of Vocational gg288T§uggcggnigkgnsa ", Enpubl§shed Doctoral TheSis, University of Missouri, 1955. 272 pp.] 25 (1) Twelve of the 14 selected activities pertaining to prOgram planning were indicated as definite problems of concern by over one—half of the teachers. (2) Over 70% of the 67 activities relevant to the program of classroom instruction for all—day classes were indicated as problems of concern by 50% or more of the teachers. (5) Seventeen of 26 selected activities relative to instruction in farm mechanics were reported as problems of concern to.75% of the teachers. (4) Over 50% of the teachers indicated that 65 of the 65 activities pertaining to supervised farming for all-day students were of concern to them during their first year of teaching. (5) Thirteen of the 51 selected activities relevant to the program of the FFA were indicated by more than one- third of the 86 teachers. (6) Most of the difficulty was found to be encount- ered in guidance activities such as: assisting students in understanding their needs, interests and aptitudes; follow-up records of students; and c0ping with individual differences of students. (7) Nine of the 16 selected activities pertaining to school community relationships were indicated as problems by over one—half of the teachers. 26 (8) Problems most frequently listed in the area of conducting classes for adults were: securing interest of farmers in organized instruction; getting farmers to accept initiative for classes; planning a year round program of instruction; organizing classes; and getting farmers to use approved farming practices.20 Hutson concluded by saying that: It appears that the Opinions of teachers relevant to the nature and extent of problems encountered in performing selected activities concerning various aspects of the program in vocational agriculture should provide a partial basis for determining revisions and adjustments in the professional program in pre-service training at the University of Arkansas for prospective teachers of vocational agriculture. The major problems indentified by this study should provide some valid basis for planning a systematic program of follow-up assistance to beginning teachers of vocational agriculture. The data suggests areas of emphasis in planning the professional program of in-service training.21 Santos, listed the following as in—service training needs of the teachers of vocational agriculture in Colorado: (1) Fifty per cent of the teachers needed assistance in locating and securing materials for instruction. (2) Needs in the area of instruction ranked as to the intensity of help needed were: supervised farming 2OHutson, loc. cit. 1Hutson, loc. cit. 27 programs; Future Farmers of America; farm mechanics activities; and classroom and laboratory activities. (5) Fifty-four per cent of the teachers needed help from school administrators in providing more classroom and shop space. (4) Thirty-five per cent needed help from the state supervisory staff with reports, evaluation, and selection of students.22 Kirkland, in a study similiar to the one made by 25 Hutson, made some significant findings in this area. This author first prepared a list of the professional and technical areas to include in his study which was sub- mitted to a jury to evaluate on a three-point scale and supplement with essential items that were omitted. This list was then revised and developed into a checklist which was used to ascertain the difficulties which were encount- ered by beginning teachers of vocational agriculture in 22Hilario J. Santos, "In-Service Training Needs of Vocational Agriculture Teachers in Colorado". Unpublished Haster's Report, Colorado Agricultural and Mechanical College, 1949. 175 pp. [in] Summaries pf Studies lg Agricultural Education, Vocational Education Bulletin No. 180, Supplement No. 4, No. 246, Agricultural Series No. 61, United States Office of Education, p. 58. 23 Hutson, 3p. cit., p. 284-286. 28 . . . 24 Tennessee to perform the actiVities. Important findings were: The difficulty reported by the highest percentage of teachers was inability to perform activities in the area of long-time and annual program, all—day program, adult farmer program, and physical plant and facilities. Many of the difficulties were ascribed by teachers to a lack of participation during the preservice training program.25 iajor recommendations made by Kirkland for improving the program of preservice training were: (1) That the University examine its program of participating experiences in order to get a greater degree of efficiency in training. (2) That an evaluation be made of the present program in preservice training. (5) That the guidance program (of the University) be improved.26 Hontgomery, after studying the professional needs of the teachers of vocational agriculture in Alabama, concluded that professional problems seemed most evident in the following order of importance. 4James B. Kirkland, "A Study of the Professional and Technical Difficulties Encountered by Teachers During Their First Year of Teaching Vocational Agriculture". Unpublished Doctoral Thesis, Ohio State University, 1947. 464 pp. [in] Summaries 9f Studies lg Agricultural Education, Vocational Education Bulletin No. 180, Supplement No. 2, No. 257, Agricultural Series No. 57, United States Office of Education, p. 55. 25 26ng. git. [Words in parenthesis supplied by the author of this study.) Loc. cit. Teaching all-day boys, advising an FFA chapter, providing adequate physical facilities, maintain— ing favorable community relationships, maintain- ing professional relationships, teaching young and adult farmers, discovering needs and setting goals, placing and following up students, evaluat- ing the program, and keeping records and making reports.27 Montgomery stated that the ten most effective in- service education procedures in the Opinion of teachers listed in the order of highest rank were: Graduate work, subject matter services, super- visory services, conferences, non-credit short courses, literature, newsletters, technical services, local programs of in-service education, and assistance in evaluation.28 Of the recommendations made by Montgomery, the most pertinent seemed to be: (1) Organization of an advisory committee composed of supervisors, teachers, and teacher trainers who would assist in planning, promoting, and evaluating in-service education. (2) Making provisions for exchanging ideas through the transfer of more resident credit between graduate schools, exchange of staff members, and greater use of visiting professors. 27Robert W. montgomery, ”Professional Needs of Teachers of Vocational Agriculture in Alabama and Their Implications for In-Service Education". Unpublished Doctoral Thesis, Ohio State University, 1952. 426 pp. [in] Summaries 2: Studies gg Agricultural Education, Vocational Education Bulletin 30. 180, Supplement Ko. 7, No. 255, Agricultural Series No. 64, United States Office of Education, p. 46. 2Bloc. cit. 50 (3) Expansion of the present study to include technical as well as professional needs.29 An interesting and informative study was reported in The Journal g; Educational Research by Mills and Rogers. In this study, which was made at the State University of New York during the summer of 1952, 171 elementary school teachers from all parts of the United States were asked to designate on a check list of 51 personal and professional problems those which they found to be serious, those which were of some concern, and those of practically no importance.50 This study differed from many of the others reviewed in this chapter inasmuch as these were elementary school teachers who were studied, and because teachers were asked to respond to the check list only as the problems were applicable to their present position.31 According to the descending rank of importance, Mills and Rogers found these to be the 20 most important or serious problems of elementary teachers. 29L iontgomery, loc. cit. 50Queenie B. Mills, and Dorothy Rogers, "Personal And Professional Problems of Elementarv Teachers". Journal pf Educational Research, XLVIII:279-286. December 195E."" 51 ' Loc. cit. 51 Teaching dull children, handling seriously mal- adjusted children, grading and marking, promotion or retention, range within groups, financial problems, teaching oversized classes, arranging parent conferences, aiding pupils after absence, teacher load, community demands on time, extrem deviations in maturity, grade level expectancies, teaching bright children, discipline problems, problem parents, pupils who dislike school, find- ing living quarters, course of study requirements, and teaching handicapped children.52 According to the descending rank of importance, these were found to be the 20 least important problems of elementary teachers. Cheating in the classroom, administrative regulations, initial adjustment in the community, professional help with problems, initial adjust— ment in school, evaluation of teaching, personal problems of advanced age, teaching left-handed children, children‘s prejudices, home work problems, teaching problems of advanced age, family responsibilities for single teachers, teacher- supervisor relations, staff relations, teacher- special teacher relations, teacher—principal relations, minority group member of the community, poor health in teaching, dealing with sex episodes, and personal sex adjustment.55 These writers concluded that: Every problem listed was found to be of concern to a considerable number of teachers. Even the problem of least importance to the total group was of some importance to 14 per cent of the group. 32,, 33. foo. cit. ills, and Rogers, Ibid., p. 281. 52 Over three-fourths of the teachers were concerned about 41 of the 44 problems applying to the entire group. Cne-half to three-fourths of the teachers judged 19 of the 44 problems to be of some concern to them and there were three problems that bothered over three-fourths of the group. It is evident, therefore, that teachers are being sent into "the field" without knowing how to c0pe with some of the most difficult problems they will face.54 Valuable information was secured from a list of teacher activities in vocational agriculture developed by Carl G. Koward of the New Mexico College of Agriculture. A list of the 554 activities that teachers of vocational agriculture must carry out were rated numerically by 100 55 educators in the order of most important to least important. The ten activities which were ranked highest in the order of descending rank were: observing adequate safety precautions in the shOp; safe- guarding and inventorying supplies and equipment; securing, organizing and teaching students to use reference materials; securing adequate productive enterprise projects; submitting mileage and expense accounts on request; determining course content for each class; developing good FFA chapter programs of work; checking on and keeping super- vised farming records neat, accurate, and up to date; procuring needed equipment; and participating in conferences with school authorities.56 34Ibid., p. 287. 35Carl G. Howard, "Teacher Activities in Vocational Agriculture". Unpublished Non-Thesis Study, New Mexico College of Agriculture and Mechanical Arts, 1946. 25 pp. 5’ ... 0 Loc. cit. No conclusions or recommendations were made in connection with this list of activities. In light of the analysis of rank that was made, it would seem that significant implications for the improvement of pre- service and in-service professional training promrams can be drawn from these data. Literature Pertaining to the Professional Competencies That Teachers Should Possess Very few studies were reviewed which were specifi- cally concerned with the professional competencies that teachers of vocational agriculture should possess in order to begin teaching effectively. Thus, the writer had to resort to the literature concerning the professional competencies and abilities which are common to all teachers in the broad areas of education. Many interesting and helpful suggestions were received from the literature reviewed on vocational educan— tion in agriculture which was related to this section. hany of the competencies which compose the list developmwi by the writer were derived from these writings. Also, liberal use was made of the procedures and techniques that writers in this area had used. 34 Barr, in his treatment of "Teaching Competencies", in the Enoylopedia of Educational Research, summarized the results of a number of studies concerning the causes L) of failure among teachers.“7 Barr stated that the following are the most common causes of failure among teachers. Lack of control over the technique of teaching. Lack of ability to maintain order and discipline. Lack of mastery of subject matter Lack of intelligence. Lack of effort. Lack of initiative. Lack of adaptibility. lack of common sense. Lack of physical ability. Lack of standards of teaching efficiency. Lack of ability to carry on. Lack of singleness of purpose. lack of sympathetic understanding of pupils. Lack of social background. Lack of knowledge of what people can do. Lack of personality. 78 Lack of moral standards.“ While all of these characteristics cannot be con- sprued to be professional competencies, most of them are of such importance that a lack of one might be one of the direct causes of a teacher's failure. A good teacher in the social studies was described by Barr as one who motivates her work, had good discipline, 2 0 ’7A. S. Barr, "Teaching Competencies", Encylopedla f Educational Research, Revised Edition, 1950. Few York: 0 The Lac Millan Co., 1950; p. 1448. 58Barr, loc. cit. 35 stands most of the time, attends to pupil responses, uses illustrative material frequently, employs some system of appraisal other than teacher appraisal, shows superior knowledge of subject matter, smiles appreciatively, shows patience, follows orderly procedures in the classroom, requires a notebook and outside readings, laughs with the class from time to time, conducts class discussion in a conversational manner, has a well established procedure for examinations, is enthusiastic, uses pupil experiences frequently, possesses a wealth of commentary expressions, is pleasant, asks questions often, makes provisions for individual differences, socializes class discussions, provides definite directions for study, and possesses a a 39 good sense of humor. Barr concluded his article by stating that teachers should possess competencies or abilities to perform the following skills or activities. (A) As a director of learning. (1) Skill in indentifying pupil needs. (2) Skill in setting and defining goals. (5) Skill in creating favorable mind sets. (4) Skill in choosing learning experiences. (5) Skill in following the learning process: (a) In providing for individual differences. (b) In making activities meaningful. (c) In locating and overcoming differences. 59Barr, Ibid., p. 1449. (d) In organizing experiences into meaningful wholes. (e) In supervising study. (f) In directing discussion. (6) Skills in using learning aids. (7) Skills in teacher-pupil relations. (8) Skills in appraising pupil growth and achievement. (9) Skill in management. (10) Skill in instruction. (B) As a counselor and friend of students. (C) As a member of a profession. (D) As a member of a communityf1L0 The above list of professional skills seems to include many of the crucial abilities that beginning teachers should possess and probably Barr has touched upon the core of the teacher competency problem.. An interesting observation was made of a definition of effective teaching stated by Ryans. Even though this author did not go into detail and list the specific competencies or abilities that one should possess in order to live up to this definition, it was felt that these could be implied or assumed. Says Ryans: Teaching is effective to the extent the teacher does things, or behaves, in ways that are favor- able to the deveIOpment of skills, understandings, work habits, desirable attitudes and adequate personal adjustment on the part of the pupils or students.41 40Ibid., p. 1451. quavid G. Ryans, "The Investigation of Teacher Characteristics", Educational Record, 54:571—96. October 1955. 57 Wiggins, in commenting on the requirements for successful high school teaching, seemed to feel that a successful teacher has a good idea of what he is trying to do, and is able to identify objectives and clarify purposes. Wiggins further states that a successful teacher "must work within a network of school and community values and customs. The teacher needs to adjust to the school . . , . n 43 culture in which he works and lives . The successful teacher learns how to operate efchtively as an agent for change in the school connunity.44 Wiggins concluded his article by listing some slants on high school teaching. An examination of these slants showed that they could well serve as statements of com- petency for high school teachers. These slants are listed below. (1) The successful high school teacher must be one who can teach in the area of special education without needing to apologize for inadequacy in subject matter preparation. 42“ g m. . r . r . Dam r. Higgins, "successful High bchool Teaching: Easy or Impossible?" The High School Journal, 58:1—6. October, 1954. 43Ibrd.,;h 1-2. 44Loo. cit. 58 (2) The successful teacher must be effective also in the area of general education. (5) The third area of responsibility for success is guidance and counseling. (4) Most high school teachers are called upon to sponsor or take leadership in some extracurricular activity. (5) Teachers can never achieve their greatest potential unless their relations with colleagues and with parents are wholesome and constructive. (6) The final area of responsibility of the successful teacher is his life as a private citizen. (7) Perhaps a reasonable measure of success has been attained when we can honestly say of ourselves that we are proud of a consistent self—improvement which never gives way to complacency.45 Floyd characterized the minimum qualifications of a teacher of vocational agriculture as: (1) Farm reared or its equivalent. (2) lo major physical handicaps. (3) Satisfactory attitude. (4) Above average in ability and performance of academic assignments and requirements. (5) Rank in upper three-fourths of class in agricultural offerings. (6) Interested in making a career as a teacher of agriculture. (7) Exhibited initiative and was aggressive in work assignments. (8) Takes suggestions gratefully and catches on with minimum of instruction and assistance. 9 Sober in social habits. (10) Has satisfactory ability to become adjustable and adaptable to situations. 45wiggins, Ibid., p. 3. E13 (15> (14> <15) (16) Desirous of growing professionally. Trustworthy. Unlimited energy and desire to get the job done. Satisfactorily completed all requirements for graduation in the prescribed course. Shows evidence of desiring to render full and worthwhile service to the people he is to help by exemplary teaching and living. Shows evidence of being willing to work with associates.46 Like some of the other works reviewed, Floyd did not present research data to sipport h's ideas. It would seem however that in view of his long experience and training in Agricultural Teacher Education that much importance should be attached to these ideas. Anderson, listed some of the professional qualities or traits that a teacher of vocational agriculture should possess which were thought to be of interest. These qualities were: OkOCI) flown ~F‘\NF\)—\ VVV VVV\./\J\J\J A ‘ A AA AAA/\AAA Agricultural information. Subject matter organization. Instructional method. Discipline and class management. Reaction to helpful suggestions. Originality in ideas. Ability to render constructive criticism. COOperativeness. Participation in community activities. Participation in school activities. 46 Arthur Floyd, "The Good Teacher of Agriculture". The Agricultural Education Magazine, 18:228. June, 1946. 4O (11) Willingness to assume new and added responsibilities. (12) manner of meeting and discussing problems with farmers. E13) Professional interest and loyalty. 14 Ability to inspire enthusiasm to agriculture. (15) Professional improvement program.47 It should be mentioned that Anderson used these headings or traits to form the nucleus of a rating scale that he developed to determine a man's worth as a teacher of vocational agriculture. No statistical analysis was presented to support these traits. Probably Professor N. F. Stewart, of Ohio State University best summarizes the case for professional teacher competency in the concluding paragraph of his book, Hethods pf Good Teaching. According to Dr. Stewart: My concluding sentence is this. If your person- ality is such that you maintain cordial relation- ships with your pupils; if you have the good judgment to make a wise selection of appropriate pupil values or needs; if you have the good judgment to introduce apprOpriate interest techniques; if you encourage thinking and develop understanding, and if you introduce apprOpriate repetition, where necessary, for fixation, then I can only predict that you are on the high road to your avowed goal of becoming a good teacher. It shall be my ever continuing wish that you shall achieve your high and worthy goal. I wish you success148 4 m . . . 7C. D. Anderson, "A Rating Scale to Determine a Man's Worth as a Teacher of Vocational Agriculture”. The Agricultural Education Magazine, 10:237 -35. June, 1958. 48W. F. Stewart, Hethods pf Good Teachigg. Columbus: The Ohio State University, 1950. p. 210. 41 fl '5‘ T" f: Summary This is the summary of a review of the literature pertaining to: professional teacher-training programs in agricultural education, the professional needs of teachers, and the professional competencies that teachers should possess. The significant findings and conclusions in each of the above ar as are summarized below. Professional teacher training programs in agricultural education. (1) IrOSpective teacher trainees should be selected very carefully. Priority should be given to those who exhibit an aptitude for teaching and wno possess farm background and experience. (2) Much emphasis should be given to the task of counseling and guiding prospective teachers of vocational agriculture. (5) A practice teaching or internship period should be provided for all teacher trainees. Some of the studies indicated that this period should be extended to include one entire semester. (4) Teacher—training institutions should provide educational services for teachers on the job. Services which are needed most are: graduate courses, follow-up 42 and supervision, in-service meetings and workshops, and the preparation and distribution of teaching aids. (5) The preservice training program should be mostly concerned with the areas of: organizing and maintaining facilities and equipment, advising the FFA Chapter, teaching all-day classes, supervising farming programs, and keeping records and making reports. (6) The in—service training program should be mostly concerned with the areas of: professional improve- ment and maintaining satisfactory relationships. (7) It was indicated that a statement of the factors of competency needed by beginning teachers of vocational agriculture should be developed. The professional needs 9f teachers. (1) Teachers of vocational agriculture need professional training in the areas of: program planning, curriculum, conducting out-of—school activities, teaching classes, supervising farming programs, conducting the FFA program, performing guidance services, community relation- ships, keeping records, making reports, and organizing and maintaining facilities and equipment. (2) host of the teachers surveyed indicated a greater need for training in the area of long—time and annual program planning. 43 essinr professional 0.. (3) The most serious or H n1 problems of teachers were found to be those of: teaching dull children, handling seriously maladjustei children, grading and marking, promotion or retention, range within groups, financial problems, teaching oversized classes, arrarging parent conferences, aiding pupils after absence, teacher load, community demands on time, xtreme deviations in maturity, and teaching brigh children. (4) lost of the studies in this area tended to indicate that the preservice training prOgram of most institutions is inadequate to prepare beginning teachers for most efficient service. The professional competencies that teachers should possess. (1) Teachers should possess the competency or ability to: direct the learning process, counsel students, maintain desirable professional relationships, and main- tain desirable community relationships. (2) The effective teacher develOps skills, under- standings, work habits, and desirable attitudes in his students. (5) Successful teachers are competent in general education, special education, professional education, and human relations. Comparisons. None of the studies reviewed were found to have the same general purposes as this study. A few of the studies used the jury technique which was also employed in this study. A checklist or questionnaire instrument was used to collect data in practically all of the theses reviewed. A similar ilstrument was used in the present study. While many of the studies reviewed were concerned with teachers of vocational agriculture in the southern states, none of the' were concerned with teachers in more than one state. In this context, data were collected from teachers in 16 southern states for the present study. The specific findings of this study will be found in Chapter IV. CHAPTER III THE GENERAL PLAN OF THE INVESTIGATION Introduction The procedures which were followed in the conduct of this investigation are discussed in this chapter. The various techniques and methods used are treated under four general sections. These sections are: (1) the development of the preliminary list of competencies; (2) the use of the jury of professional educators; (5) the survey of the teachers of vocational agriculture; and (4) the analyses of the questionnaire data. The Deve10pment of the Preliminary List of Competencies The major purpose of this study was to develop a list of the professional competencies that teachers of vocational agriculture need to possess in order to begin teaching effectively. In order to accomplish this purpose, a preliminary list of professional competencies was develoPed. The development of this preliminary list of competencies is discussed in this section of the chapter. 46 Data for the professional competencies. Data for the professional competencies were secured from the literature on teacher education. Special attention was given to teacher education in agriculture. The literature which was reviewed is discussed in Chapter II. As the various works were read, ideas and suggestions were recorded. These notes later formed the nucleus of the list of competencies that was deve10ped. Many valuable ideas and suggestions were received from interviews, and discussions held with teacher educators at Michigan State University. Liberal use was also made of the notes taken in graduate courses at the university. Organizing Ehg_l;§§ g; competencies. A preliminary list of professional competencies was developed from the . literature. Competencies dealing with specific phases of work were grouped. There were 14 different groups. Groups of competencies that seemed to be related were placed together in areas. Thus, the groups of competencies were classified in the three general areas of "planning and organizing", "teaching", and "public relations". In the final analyses areas and groups were studied to discover possible implications from a broader point of view. 47 Revising the preliminapy list 2; competencies. The ' members of a research seminar in vocational education at Michigan State University were asked to review the pre- liminary list of professional competencies. Using the suggestions coming from members of the seminar, additions were made to the list. The less important competencies were deleted from the list as a result of this review. During this process of revision, many of the competencies were reworded, some were combined with others, and some of them were divided to form two or three. The revised list consisted of 178 professional competencies. The Use of the Jury of Professional Educators A jury [see appendix A] was asked to verify the revised list of professional competencies. Fifteen jurors were chosen. Of the 15 jurors chosen five were agricultural teacher educators, five were agricultural teacher super- visors, and five were school administrators. Figure 1, shows the geographical distribution of the jurors partici- pating in this study. It will be observed that nine states were represented on.the jury. Criteria for the selection 2; the jury. The follow- ing criteria were used to select persons to serve on the jury. Each juror was expected to possess these qualifications. are: 62 a5 :— a .1. .5. 3:7 7 Ludm Ear—b QmH—ZD mm... ".0 an: 3:50 3.3.33" {.2 8:9 Em/wmso u N copflozom unopao .33.. Ho doapdohnpmw. Hoownmwnmoow one 1;. K: ..:_ size a: is: who pwnpmfiqfiafié Ho onom mHomaPHomdm opopm I H v \ 2.155 anongnalnonoiooa n N r chipmunk 74...! _ ......... v!i .. .. . ._ _ .. .. o . names: I. iiififii J .|.|.I.|.l.ml<.m|zkm._. .- - OSQOQOO . ~. ‘u‘ "-‘ -~- r.'.l_1 ..... l.’ I _ _. .. .Iififiti T hue, aJ ._ ii. _ . m .. a .25? $52 ..... meamhpfi i I I a x / _ ., _. v _ r. ...Ktl..«m.ummE_. ,.. in '..I..'. .. «ZEZOSN .s. 49 (1) Persons were selected who possessed a broad and comprehensive training in professional education. The minimum of the Master's Degree in education was required of all jurors. Three members of the jury possessed the Doctorate Degree. (2) Each of the jurors was required to have acquired experience in the area of education from which he was chosen. Jurors were also considered recognized leaders in their particular field. All of the members of the jury had served as a teacher of vocational agriculture except two. (5) Persons were given priority to serve on the jury who had made significant contributions to teacher education. Some of the types of contributions which were considered in this context were research, books, periodical articles, outstanding leadership, outstanding service to teacher education, and other significant contributions. Instructions £3 the jury. Each member of the jury was written a letter soliciting his cooperation. A copy of the list of professional competencies was attached to the letter. At the beginning of the list, a general state- ment was made concerning the purpose and background of the study. L;— _.-.—_. 50 Specific instructions were given to the members of the jury explaining what they were to do with the competencies. These specific instructions are listed below: As a member of the jury, you are asked to read carefully the attached list of professional competencies and pggpp 32 Egg iigp according to these directions. (1) Please d3 not check 3 competency if you believe it is one that—beginning teachers of vocational agriculture should possess. (2) Please place 3 circle around the number of a competency if you believe it is one thEh eginning teachers of vocational agriculture need not possess. (3) Please Egg to Egg list under Egg appropriate heading, professional competencies which ave een omitted that you believe beginning teachers of vocational agriculture should 2088888. Findingg pf the jppy. Fourteen of the 15 jurors reported. An analysis was made of the number of competencies which were accepted and rejected by the jurors. In case of a rejection, the reason was noted if it was indicated. A compilation was also made of the additional competencies suggested by the jurors. Special notice was given to the suggested changes that some of the jurors made in the word- ing of some of the competencies. All of the jurors reporting indicated that 159 of the 178 competencies need to be possessed by beginning .Iow' F‘- 51 teachers of vocational agriculture. Twenty-six of the competencies were rejected once, 11 of them were rejected twice, and two were rejected three times. A total of 25 additional competencies were suggested by the jury. A study of the suggestions indicated that many of them were similar to some of those already on the list. Egg ngg 2; ppg jupy's recommendations. The recommendations made by the jury were carefully considered in the revision of the list. Those competencies which were rejected by one or more jurors were reconsidered. All rejected competencies were either reworded or removed from the list. It was believed that the reasons given.by the jurors for these rejections supported this action. The competencies suggested by members of the jury, which were not similar to those already on the list, were added to it in the apprOpriate area under the proper group. A rigorous examination was then made of the completed list of professional competencies. Every effort was made to make sure that the list was in good verbal order. A questionnaire was constructed from the revised list of competencies. This questionnaire [see appendix E] was sent to selected groups of Negro teachers of vocational agriculture in the 52 United States. These teachers were asked to rate each of the competencies. The Survey of the Teachers of Vocational Agriculture Tpg participatipg teachers. A list of the Negro teachers of vocational agriculture in the United States was secured. This list was secured from the January, 1955 issue of the County £5333 Egg szgg Teacher Magazine. There were 1,053 Negro teachers of vocational agriculture in the 17 states having separate Negro schools. It was decided that a questionnaire would be sent to all of the teachers having less than three years of experience, and all of the more competent teachers in the 17 states having separate Negro schools. The Negro agricultural teacher educators in 17 states, [see appendix C] were asked to nominate the teachers to be surveyed. Teacher educators were asked to send the writer the names and addresses of all the teachers of vocational agriculture in their states having less than three years of experience. Each teacher educator was also asked to nominate 20 per cent of the teachers in his state as more competent teachers. They were instructed to nominate more than this number if they so qualified, or less than this number if they did not meet the minimum qualifications. 53 The number 9; teachers nominated. The number of less experienced teachers of vocational agriculture nominated by teacher educators in the various States is shown in Table I. TABLE I THE NUMBER OF LESS EXPERIENCED TEACHERS OF VOCATIONAL AGRICULTURE NOMINATED BY TEACHER EDUCATORS BY STATES Name NumberIbf TeachersINominated of Negro *Per cent State Teachers Number of the Total Alabama 54 5 5.6 Arkansas 55 5 9.4 Delaware 5 1a 55.5 Florida 45 0 0.0 Georgia 119 8a 6.7 Kentucky 15 0 0.0 Louisiana 77 9 11.7 Maryland 17 4 25.5 Mississippi 98 29a 29.6 Missouri 4 0 0.0 North Carolina 156 28 20.6 Oklahoma 29 5b 10.5 South Carolina 109 0 0.0 Tennessee 41 5 12.2 Texas 185 52 17.5 Virginia 69 17a 24.6 West Virginia 5 0 0.0 Totals 1,055 144 Per cent of Total 100.0 15.7 aThese States reported no less experienced teachers. bNo report was received from this state. 0f the 17 States, reports were received from 16. Four states reported that they had no less experienced teachers of vocational agriculture. The percentage of less 54 experienced teachers from the states ranged as high as 55 per cent. 0f the 1,055 Negro teachers, 15.6 per cent were classified as less experienced teachers. The number of more competent teachers of vocational agriculture nominated by teacher educators is reported in Table II. TABLE II THE NUMBER OF MORE COMPETENT TEACHERS OF VOCATIONAL AGRICULTURE NOMINATED BY TEACHER EDUCATORS BY STATES *Number of— Minimum No. TeacherstNOminated Name of State Negro of Names Per cent of Teachers Requested Number the Total Alabama 54 11 20 57.0 Arkansas 55 11 24 45.5 Delaware 5 2 2 66.7 Florida 45 9 17 59.5 Georgia 119 24 26 21.9 Kentucky 15 5 4 50.8 Louisiana 77 16 19 24.7 Maryland 17 4 5 29.4 Mississippi 98 20 26 26.5 Missouri 4 2 4 100.0 North Carolina 156 28 28 20.6 Oklahoma 29 6 128 41.4 South Carolina 109 22 O 0.0 Tennessee 41 9 9 21.9 Texas 185 56 56 19.7 Virginia 69 14 18 26.0 West Virginia 5 5 5 60.0 Totals 1,055 220 255 Per cent of Total 100.0 20.9 24.0 aNo report was received from this state. A report was received from 16 of the 17 States. Even though each state was allowed a minimum quota of 55 20 per cent of its total teacher population, most of the States nominated more than the minimum number. 0f the 1,055 Negro teachers, 24 per cent were nominated as more competent teachers. Egg administration 2; Egg questionnaire. The preliminary draft of the questionnaire was first administered to three Michigan teachers of vocational agriculture, and two members of the teacher education staff of Michigan State University. The purpose of this trial run was to determine if the directions were clear and to estimate the amount of time required to complete the instrument. As a result of this trial run, the directions were modified, and some of the competencies were restated. A cOpy of the questionnaire [see appendix E] was sent to 597 teachers of vocational agriculture in 16 states. Each teacher was written a letter [see appendix D] soliciting his cOOperation. Two follow-up letters were sent to some of the delinquent respondents. Using a rating scale with numerical values ranging from "0" to "5", the teachers were asked to rate the degree of importance that each competency is to the success of beginning teachers. They were also asked to rate the degree of development that teachers should have in each 56 competency before beginning to teach. Zero was the lower end of the rating scale, and five was the higher end of the rating scale. The questionnaire returns. The distribution of teachers of vocational agriculture receiving and returning questionnaires by States is shown in Table III. TABLE III THE DISTRIBUTION OF TEACHERS OF VOCATIONAL AGRICULTURE RECEIVING AND RETURNING QUESTIONNAIRES BY STATES Name of *Number Number Per cent State Receiving Returning Returning Alabama 25 17 75.9 Arkansas 29 15 44.8 Delaware 5 5 100.0 Florida 17 11 64.7 Georgia 54 27 79.4 Kentucky 4 5 75.0 - Louisiana 28 19 67.9 Maryland 9 5 55.6 Mississippi 55 45 81.8 Missouri 4 5 75.0 North Carolina 56 41 75.2 Oklahoma 15 5 55.5 Tennessee 14 7 50.0 Texas 68 17 25.0 Virginia 55 24 68.6 West Virginia 5 2 66.7 Totals 597 242 Per cent of Total 100.0 60.9 The percentage of returns by States ranged from a low of 25 to a high of 100. Of the 597 teachers who were sent a questionnaire, 60.9 per cent returned them. Five of the questionnaires returned unOpened. Two of the questionnaires r "1-...1m‘1 1: II! ’ V . 57 were not summarized because the reSpondents misunderstood the directions. These seven questionnaires do not appear in the totals shown in Table III. The distribution of teachers of vocational agriculture receiving and returning questionnaires by States and by experience groups is shown in Table IV. 0f the 144 less experienced teachers sent a questionnaire, 44.4 per cent «ft! 1.1.1.1.: Fir . I returned them. The returns from the various States ranged from a low of 20 per cent to a high of 100 per cent. 0f the 255 experienced teachers sent a questionnaire, 70.5 per cent returned them. The returns from the various States ranged from a low of 55 per cent to a high of 100 per cent. The Analyses of the Questionnaire Data The questionnaires received from the two groups of teachers were tabulated separately. This was done in order that comparisons could be made of the Opinions of teachers of varying experience. The questionnaires were tabulated on International Business Machines. A tally was made of the number of teachers indicating each degree of importance and each degree of development on the rating scale for each competency. Using the actual numerical ratings assigned by the teachers, importance and development ratings were 58 a i r . «1.36.31.11.‘ .4! A .onspadownww Hanoapmoo> Ho muonowop dooquHomMo mmoa on copnomon mopwpm commas 0.05 0.00v e.ee 0.00r Hence no name gem mbr mam em mflopoa 5.00 m m 0.0 0 sagamaa> puma 0.00 or we 0.5: m maqawnfis m.se he on 0.0 0 mesoa 5.00 0 0 0.0m r oommoqqme u.re m we 0.0 0 ssoseaxo m.mm mm mm 0.mm m eqaaonso npnoz 0.0a m e 0.0 0 «usommas 0.00: 0m 0m 0.m0 0 aamammammas 0.00 e m 0.mm r e ensasnas s.mm 4: or 0.mm m 0 wasamasoq 0.mu m e 0.0 0 s0 sausages 0.0m rm 0m 0.ms 0 0 awesome s.e0 re se 0.0 0 s0 seanoam 0.00s m m 0.00s e r onwssaon m.mm 0 4m 0.00s m m «massage 0.0m er 0m 0.00? m m «assuaa mnfinHSpom manHSpom wna>fiooom maHQHSpom quqndpomlwda>aoomm opmpm mace Hem Hopes Honssz pace Hem, Hopfiaz 909852, Ho muonomoa unopo 800 who: muonowoa voodoHnomwm amen mama mmedam Mm 924 mmbomu mozmHmmmNm Hm mmmH mo mMHMUdma ho ZOHBDmHmBmHQ mma bH munda 59 computed for each competency. Levels of importance were also computed for each of the competencies. Rating the competencies. The means of the importance and develOpment ratings [see appendix F] were computed for each competency. These means were construed to be the importance and the development rating of the competency. Competencies with the lower ratings tended to have a {J larger number of responses on the lower end of the rating i scale. 0n the other hand, competencies with the higher ratings tended to have a larger number of responses on the higher end of the rating scale. Correlationsquppg pp Egg 9325. Spearman's rank correlation coefficient was computed to determine the agreement between the less experienced and more competent teachers pertaining to the importance and development ratings of competencies assigned to the 14 groups. A co- efficient of .94 was obtained between the importance ratings made by the teachers. The coefficient Obtained between the development ratings made by the teachers was .95. Both of these coefficients were significant at the one per cent level which would indicate that a high degree of agreement existed between the two groups of teachers on the ratings assigned to the competencies of the 14 groups. 60 Significant correlations ranging from .55 to .58 were found between the importance ratings assigned to examples of the competencies rated by the less experienced teachers. This would signify that the less experienced teachers based the importance rating assigned to one competency on the rating assigned to another. Non- significant correlations ranging from .09 to .17 were found between the importance ratings assigned to examples of the competencies rated by the more competent teachers. This suggests that probably the competent, experienced teachers did not base the importance rating of one competency on the rating assigned to another. Further examination was also made of the relationship existing between the.ratings of importance and the ratings of deve10pment made by both groups of teachers. Significant positive correlations were found between the importance and development ratings assigned to examples of the competencies.. This tended to support the writer's assump- tion that the level of development of a competency'nhould eventually reach the level of importance of the competency. The positive correlations found between these ratings tend. to indicate that those competencies which were rated higher in importance were also rated higher in development. Like- wise, this would indicate that those competencies which were rated lower in importance were also rated lower in development. .,, A: '5‘ 61 Summary The general procedures which were carried out in the planning and execution of this investigation are summarized below. (1) A list of the professional competencies which beginning teachers of vocational agriculture need to possess were compiled from the literature on teacher education. This list was composed of three general areas and 14 groups. (2) The preliminary list of competencies was first reviewed by a group of advanced graduate students of Michigan State University, and later by a jury composed of 15 professional educators throughout the United States. The recommendations of these persons were used to revise the list. (5) The revised list of competencies was used to construct a questionnaire which was sent to selected groups of the Negro teachers of vocational agriculture in the United States. These teachers were nominated by their state teacher educators. (4) The teachers were asked to rate the degree of importance and the degree of development of each of the competencies. A rating scale with degrees ranging from "0" to "5" was used. 62 (5) 0f the 597 teachers sent a questionnaire, 60.9 per cent returned them. Sixteen states were represented in this distribution of returns. (6) Positive Spearman's rank correlation co- efficients, significant at the one per cent level, were computed for the agreement between the two groups of teachers on the ratings assigned to competencies in the 14 groups. (7) Significant positive correlations were found between the importance and the development ratings made by the two groups of teachers. H. n:-..&- m‘h‘ u' v ~. CHAPTER IV THE PRESENTATION OF DATA Introduction This chapter reports the findings pertaining to the professional competencies that teachers of vocational agriculture need to possess in order to begin teaching effectively. The chapter has been divided into five sections in order to facilitate presentation. These sections are: (1) the classification and rating of the competencies; (2) the levels of importance assigned to the competencies; (5) the develoPment of competencies on a higher level of importance; (4) the deve10pment of the other competencies; and (5) the summary. The Classification and Rating of the Competencies Classifying ppg competencies. The 154 competencies which were to be included in the study were organized into 14 groups. 'This organization, shown in Table V, was also used on the questionnaire which was constructed from the list of competencies. This was done to make it more con- venient for the teachers to rate the competencies. Every effort was made to place related competencies in the same group. It was also believed that this organization would 64 be more meaningful to the readers and users of the list of competencies. An examination of Table V will show that the number of competencies in each area and group is indicated. TABLE V THE ORGANIZATION OF THE LIST OF PROFESSIONAL COMPETENCIES The Areas and—Groups TheINEmber of of Competencies Competencies (Area I) Organizing and Administering a Program of Vocational Agriculture (60) Groups . Identifying educational needs of the community 1 0 B. Planning the program of instruction 15 C. Evaluating the program of instruction 12 D. Organizing and maintaining facilities and equipment 15 E. Keeping adequate records 10 (Area II) Teaching Classes and Supervising Farming Programs (65) Groups . Performing guidance services 15 B. Understanding the learning process 7 C. Teaching all-day classes and supervising farming programs 19 D. Teaching young and adult-farmer classes 15 E. Advising the NFA Chapter 11 (Area III) Building and Maintaining Human Relationships (29) Groups . Maintaining desirable professional relationships 11 B. Maintaining desirable interpersonal relationships in the community 5 C. Maintaining desirable personal and family relationships 5 D. Operating a public relations program 8 Totals Areas 5 Groups ' 14 Competencies 154 65 Since some of the groups of competencies were more closely related than others, the writer decided to classify the groups into areas. By studying Table V in more detail it will be observed that the competencies in these areas are in planning and organizing, teaching, and public relations. In this report they will be referred to by a shorter designation such as "area of teaching" or the "teaching area" rather than "Teaching Classes and Super- vising Farming Programs". The area of "planning and organizing" consisted of five groups and 60 competencies; the area of "teaching" consisted of five groups and 65 competencies; while the area of "public relations" had only four groups and 29 competencies. Rating Egg competencies. The teachers of vocational agriculture were asked to indicate the degree of importance that each competency is to the success of beginning teachers. A rating scale with degrees ranging from "0" to "5" was used. Five was considered to be the upper end of the rating scale. The teachers were also asked to indicate the degree of development, using a similar scale, that teachers should have in each of the competencies before beginning to teach. The means of the ratings were computed [see appendix F] using the actual numbers assigned by the teachers. 66 Means for each competency were computed for the ratings assigned by 64 less experienced teachers and 178 competent, experienced teachers. It should be mentioned that a mean was construed to be the rating Of importance or Of development. In order to show the difference between a low and a high rating, examples of the ratings for some competencies are shown in Table VI. TABLE VI THE MEAN RATINGS COMPUTED FOR EXAMPLES OF THE PROFESSIONAL COMPETENCIES Degree of Importance 0 1 2 5 4 5 Mean Less Experienced Teachers (N a 64) Administer tests for guidance purposes...................... 8 Provide guidance information to students...................... 0 Keep records of the farming programs Of students.......... 0 Make reports to administrators and supervisors............... 0 1 20 1O 14 2.98 15 19 25 5.94 4 1O ‘48 4.59 1 6 55 4.76 NNKN 40\D\0 More Competent Teachers (N a 178) Administer tests for guidance purposestOOOOO00.000.00.00... Operate typewriters, duplicators and adding machines........... Guide members in planning and executing the program work.... Maintain the respect of students 14 23 51 47 39 5.55 10 14 28 52 74 5.95 9 5 —9 26 129 4.47 10 O 1 6 161 4.75 0004: It will be Observed that competencies with the lower ratings tended to have a larger number of responses on the lower end of the scale. Competencies with intermediate and 67 higher ratings were found to have a high percentage Of responses on the upper end of the scale. Furthermore, those competencies shown with the higher ratings were assigned a five reSponse by more than 75 per cent of the teachers. The ranges of the ratings assigned to competencies by the two groups Of teachers are shown in Table VII. Less experienced teachers tended to rate competencies lower than the competent, experienced teachers did. TABLE VII THE RANGES OF THE RATINGS ASSIGNED TO COMPETENCIES BY THE TWO GROUPS OF TEACHERS Lowest Highest Type of Rating Rating Rating Range Importance of competency: Less experienced teachers 2.98 4.76 1.78 Competent, experienced teachers 5.55 4.75 1.58 Development Of competency: Less experienced teachers 2.80 4.55 1.75 Competent, experienced teachers 5.02 4.55 1.51 It is evident that all of the competencies were rated relatively high in importance and relatively high in development by both groups of responding teachers. The widest range was Observed for the ratings made by the less experienced teachers. Both groups of teachers rated the competencies higher in importance than in deveIOpment. 68 It should also be noted that a positive correlation existed between the importance and development ratings assigned to the competencies. Thus, those competencies which were rated higher in importance were also rated higher in development. Likewise, those rated lower in importance were also rated lower in development. The Levels of Importance Assigned to the Competencies Levels Of importance were assigned tO the competencies for the purpose of ascertaining implications for teacher education. This section of the chapter treats the levels assigned to the various competencies. Determinipg the levels. The competencies were divided into three levels to indicate the relative importance of each. Levels of importance were determined for each competency by comparing its importance rating with the mean of all the importance ratings. A mean for all ratings made by the less experienced teachers was found to be 4.27 with a standard deviation of .52. The ratings by the competent, experienced teachers had a mean Of 4.21 with a standard deviation Of .26. All competencies with ratings falling more than one standard deviation above the mean were considered to be on the higher level Of importance. Competencies with ratings 69 falling within the range of one standard deviation above or below the mean were classified on the intermediate level Of importance. Those competencies with ratings more than one standard deviation below the mean were placed on the lower level Of importance. The levels Of importance Of the competencies based upon the ratings by both groups Of teachers are illustrated in Figure 2. It will be Observed that the range Of the intermediate level tended to be slightly wider for less experienced teachers than for the experienced teachers. The lowest and highest ratings that were assigned by both groups of teachers are also illustrated in Figure 2. Further examination of Figure 2 shows that the range of the ratings on the higher level of importance was wider for the ratings assigned by the competent, experienced teachers. Among'both groups, the lowest rating was 2.98, and the highest rating was 4.76. Tpg number 2; competencies assigned pp ggpp,lgygl. As it was previously indicated, the competencies were assigned to levels of importance based on their ratings. Separate analysis was made of the number Of competencies assigned to each level Of importance using the ratings by each group Of teachers. These findings are shown in Table VIII. 7O 50 00": 0"-50 OO °--4.7e f * } Higher Level “-75-? ".4059 ‘ i . 4.4 -- ¢ ‘f 7 . . ‘ Intermediate Level A 4 ‘ 4 ‘ 4 4‘000"1 «.4. 00 d""5°95' L 5095-1 ' 4 d Lower Level J 4 1 J A 4 ‘ 4 y 30 35“": * I 4 J : 3~00-1L-2.98 I--3.oo V VVVVVVVVVVVVVVVVVVVVVV VVVVVVVVVVVVVVVVVVVVVW . O 0.00-3 I--O.oo Less Experienced Competent, Experienced Teachers Teachers Fig. 2., The Levels of Importance Assigned to the Competencies Based on the Ratings by the Two Groups of Teachers 71 TABLE VIII THE NUMBER OF COMPETENCIES ASSIGNED TO EACH LEVEL OF IMPORTANCE USING THE RATINGS BY BOTH GROUPS OF TEACHERS Competenciestated By Levels of Less Experienced Competent, Importance Teachers E erienced Teachers Number Per cent fiumber Per cent Higher 14 9.1 19 12.5 Intermediate 117 76.0 114 74.1 Lower 25 14.9 21 15.6 Totals 154 100.0 154 100.0 More of the competencies rated by experienced teachers were above one standard deviation from the mean than were those rated by the less experienced teachers. A majority Of the competencies were classified on the intermediate level of importance. Since in Table VIII there were differences in the number of competencies on different levels, there were also disagreements between the two groups of teachers on the level of importance Of some competencies. Most Of the competencies classified on the higher level 0; importance were so rated by each group of teachers. However, if a competency was rated on the higher level by either group, it was considered to be on that level. These findings are reported in Table IX. 72 TABLE IX THE NUMBER OF COMPETENCIES ASSIGNED TO EACH LEVEL OF IMPORTANCE BASED ON THE JUDGMENT OF THE TWO GROUPS OF TEACHERS Level NO. of'd’bnpetencies ThatThe Grcups OTTeachers Of Concurred Differed Total Importance on the Level on the Level No. Per cent Higher 15 7 20 15.0 Intermediate 108 108 70.1 Lower 14 12 26 16.9 Totals 155 19 154 100.0 Of the 154 competencies, 20 were assigned to the higher level of importance and 26 to the lower level of importance leaving 108 on the intermediate level of importance. It will also be Observed from Table IX that the two groups Of teachers differed on the importance level of 19 competencies. Twelve of these differences were between the lower and intermediate levels, and seven were between the higher and intermediate levels. Competencies classified pp 2 higher $313; pg importance. The competencies which were classified on a higher level of importance were isolated for further study. These competencies are listed below by areas and by groups. Those competencies which less experienced teachers rated low enough to fall into the intermediate level are preceded by one asterisk. Two asterisks precede those which experienced teachers rated on the intermediate level. 73 The Area Of Planning and Organizing Identifyipg educational needs. [N . 10] ’Make a survey Of community needs. Organizing and maintaining facilities. [N = 15] Use adequate safety precautions. Keeping records. [N = 10] Make reports to administrators and supervisors. ‘Keep records Of the farming programs of students. "Keep enrollment and grade records of students. The Area Of Teaching Understanding the learnin rocess. [N a 7] Master tHe squect ma ter to be taught. Teaching all-dgy classes. [N - 19] Maintain a High level Of morale among students. I'Develop desirable attitudes and ideals among students. The Area of Public Relations Maintaining professional relationships. [N = 11] Cooperate with administrators, supervisors, and teacher trainers. Cooperate with fellow teachers and staff members. Adhere to school policies on such matters as disciplining and grading. Practice an acceptable code of professional ethics. Grow professionally while in-service. Maintain the respect of students. 'Cooperate with professional workers in agriculture. Maintaining community interpersonal relationshi s. [N a 5] Fit into the educatiOnal program of the community. Maintain desirable relations with people and groups. Become an active citizen of the community. Maintaining personal and family relationships. [N = 5] Carry out family responsibilities dutifully. ‘Manage personal financial affairs efficiently. 74 The largest number Of competencies classified on a higher level of importance was found in the "public relations" area. Twelve of the 29 competencies in this area were classified on the higher level Of importance. Of the 12 very important competencies in this area: seven were from the group of "maintaining professional relation- ships", three were from the group of "maintaining community interpersonal relationships", and two were from the group of "maintaining personal and family relationships". One group in this area, "Operating a public relations program", did not contain any competencies on a higher level Of importance. The second largest number Of competencies classified on a higher level of importance was found in the area of "planning and organizing". Five of the 60 competencies in this area were assigned to the higher level Of importance. Of the competencies on a higher level of importance in this area: three were from the group Of "keeping records", and one each came from the groups Of "identifying educational needs", and "organizing and maintaining facilities". None of the competencies in the groups characterized as "program planning" and "evaluation" was classified on the higher level Of importance. .I \ i. K \ 75 Only three Of the 65 competencies in the area of "teaching" were classified on a higher level Of importance. Two Of these competencies came from the group of "teaching all-day classes", and one came from the group of "under- standing the learning process". The groups Of competencies pertaining to "performing guidance services", "teaching young and adult-farmer classes", and "advising the NFA Chapter" did not contain any competencies on a higher level Of importance. Competencies classified pp 3 lppgp,lgyg; pg importance. Competencies which were classified on the intermediate level of importance will not be discussed or separated for study. It was believed that competencies at both ends of the rating scale were Of more significance and deserved more attention. However, one section of this chapter will treat the development of competencies on the intermediate and lower levels Of importance. The competencies which.were classified on the lower // * level of importance are listed below. As previously indicated, 26 of the 154 competencies were classified on this level. Those competencies which less experienced teachers rated high enough to fall in the intermediate level are preceded by one asterisk. Two asterisks precede those which experienced teachers rated higher. The competencies are listed according to areas and according to groups. \\ \ 76 The Area Of Planning and Organizing Identif in educational needs. [N - 10] Involve communityIIay leaders. Use a community map to spot needs. 'Analyze customs and habits Of people in the community. "Secure and use pertinent data already compiled. “Analyze family living standards. “Rate community needs according to urgency. Evaluating the program pf instruction. [N . 12] Construct good paper and penEIl tests. Analyze the results of written tests. Assign grades to students. Participate in school evaluation studies. *‘Involve others in evaluating the program. Organizing and maintaining facilities. [N . 15] Store shop projects that students are working on. Kee in records [N s 10] Operate typewriters, duplicators, and adding machines. The Area Of Teaching Performing gnidance services. [N = 15] Teach students how to select and use guidance materials. Provide guidance information to students. Administer tests for guidance purposes. Interpret test scores to students. Observe and record evidences of abnormal behavior. “Aid students to secure placement in agriculture. Teaching all-day classes. [N = 19] se committee organization in the classroom. “Use teacher-pupil planning methods in teaching. Teachin young and adult-farmer classes. [N = 15] IEssist and supervise special instructors. *‘Supervise class recreational and social activities. Advising the NFA Chapter. [N - 11] Serve in an advisory capacity only during meetings. The Area Of Public Relations Operating §_public relations ro ram. [N = 8] Write articles for pro eSSional publications. *Conduct radio and television programs. 77 The largest number Of competencies classified on a lower level Of importance was found in the area Of "planning and organizing". Of the 60 competencies in this area, 15 were assigned to the lower level Of importance. It was interesting to note that six Of the competencies in the group Of "identifying education needs" were classified on the lower level of importance. The second largest number Of competencies rated on the lower level Of importance came from the group of "evaluating". Five competencies came from this group. One competency on a lower level Of importance came from each of the groups Of "organizing and maintaining facilities", and "keeping records". None of the competencies in the group Of "program planning" was assigned to the lower level Of importance. Eleven Of the 65 competencies in the area of "teaching" were classified on the lower level of importance. The largest number of lower rated competencies in this area were found in the group of "performing guidance services". Six of the 11 lower rated competencies were in this group. Two Of the competencies in each of the groups Of "teaching all-day classes", and "teaching young and adult-farmer classes" were classified on the lower level Of importance. Only one of the competencies in the group pertaining to "advising the NFA Chapter" was assigned to the lower level 78 of importance. None Of the competencies in the group pertaining to "understanding the learning process" was classified on the lower level of importance. Only two of the competencies in the "public relations" area were classified on the lower level of importance. Both of these competencies were in the group of "Operating a public relations program". None Of the competencies in the groups pertaining to "maintaining professional relationships", "maintaining community inter- personal relationships", and "maintaining family relation- ships" was assigned tO the lower level. On the basis Of the ratings made, competencies in the "public relations" area were rated highest in importance. Those in the area Of "teaching" were rated second highest, while those in the area Of "planning and organizing" were rated lowest. The Development Of Competencies on a Higher Level Of Importance The teachers were asked to rate the degree of development that one should have in each competency before beginning to teach vocational agriculture. None of the development ratings, [see appendix F] was as high as the importance ratings. The differences between the importance and development ratings were studied. It was believed that 79 these differences would indicate which competencies needed a higher degree of develOpment during the preservice education period. The same rating scale was used to make both the importance and the development ratings. It was assumed that each professional competency should be developed to the level of its importance rating. The high correlation existing between the importance and develOpment ratings tended to support this assumption. In order that the reader might understand how the differences between the ratings were computed, examples are shown in Table X. It will be Observed that differences of various sizes are shown in the table. These differences were studied for implications concerning the develOpment of the professional competencies. It was assumed that those competencies having the smaller differences between their importance and develOpment ratings would require a higher degree of development during the preservice period than those having the larger differences. An examination of Table X will show that the degree of develOpment rating for some Of the competencies is almost as high as the degree Of importance rating. Through- out the remainder Of this section and the following section such data as these will be examined to ascertain implications 80 for the development Of the professional competencies. The balance of this section will deal specifically with the development of competencies on a higher level Of importance. The following section treats the development of the other competencies. TABLE X THE DIFFERENCE BETWEEN THE RATINGS COMPUTED FOR SELECTED COMPETENCIES Type odeating Di er- Competencies IEpor- DeveIop- ence tance ment Between Conduct instruction on the farm 4.28 5.59 .89 Conduct radio and television programs 4.12 5.54 .78 Prepare and make pictures for publication 4-39 5.83 ~56 Supervise class programs in assembly and other occasions 4.11 5.67 .44 Assist students in self- evaluation 4.17 5.84 .55 Secure information from key people 4.19 5.95 .24 Make teaching aids 4.09 5.94 .15 Construct good paper and pencil . tests 5.50 5.46 .04 ' The difference between the pn,§ bigger level 2; importance. ratings of competencies The differences between the importance and the development ratings of competencies on a higher level Of importance are shown in Table XI. It will be Observed that ratings by both groups of teachers are shown in this table. 00. 00.: 00.: mm. 00.: 00.: 00000 mm. 00.: 00.: 0:. 00.: 00.: 000000000 0000000000000000 000000 000 00000 00. 00.: :0.: :0. 00.: 00.: 00000000000 0000000 000000000 00000000 000000 on. 00.: 50.: 00. 00.: 05.: 000000000 000 00 0000000 000000 00 000000 00. mm.: 00.: mm. 00.: :0.: 000000 000 000000 0003 000000000 00000000 0:. 00.: 00.: mm. 00.: :0.: 0000000 00000000000 000000000 000 0000 000 om. 00.: 05.: mm. 00.: 05.: 00000000 00 0000000 000 00000000 :0. 00.: 00.: 00. 00.: 00.: 000>000n00 0000s 00000000000000 3000 50. 0:: 00.: 0... 0:: 00.: 000000 00000000000000 0000 0000000000 00 00000000 00. :0.: 00.: :m. m:.: 00.: 00000000 000000 00 000000 mm. :0.: 0:: mm. :0.: 00.: 0000000 000000000000 000000000000 0000 000000000 0m. :0 .: 50.: 00 . 00 .: 00.: 0000000 00000 000 00000000 000000 0000 000000000 mm. 00.: :0.: mm. 0:.: 50.: 000000000 0000000 000 .mHO00>H0Qsm .msopwnpmaqHsdw £003 00000mooo A00000000m 000000 00 0000 0000 50. NR: 0:: :m. m:.: 00.: 00000000 00000 000000 00 00000 0000 0 00000000 00. :0.: 00.: mm. 00.: 0:.:000000 000 000000000 0000000 000000000 0000000 :0. :0.: 00.: 00. ::.: :0.: 000000 00 00 000000 0000000 000 000000 Amn0n000e HO 00H< 0£Bv 00. 00.: 0:.: mm. 00.: 00.: 00000000 HO 0000mo0m mq0ssmm 000 no 0000000 Q00M mm. 00.: :0.: 00. 00.: 05.:00000000000 000 00000000000000 00 0000000 0000 50. 00.: 00.: mm. 00.: :0.: 00000000 00 0000000 00000 000 0000000000 0000 mm. 00.: :0.: 0:. 0:.: 00.: 00000000000 000000 00000000 000 00. 50.: 50.: 0:. 00.: 00.: 00000 000000000 00 000000 0 0000 nwsfiquwmso 0:0 wanqwam «O 0004 0090 00n0 000s 00000 0000 0000 00am» IH0MMHQ IQOH0>0Q IHOQaH IH0MMHQ IQOH0>0n IHOmsH 0000Q000QBOO 00000000mwm.400000msoo 00000000mwm meH 000n0003 hm0mmwwwwm mmmmomq mmmem 4 20 mflHozmemmSOo OB nmszmmd mwzHadm Mme zmmgsmm mozmmmmmHQ mma HM mqmde 82 Teachers with less than three years of experience rated the competencies higher in importance and higher in development than did the experienced teachers. A larger difference was found between the importance and the develOp- ment ratings made by the experienced teachers. Thus, the data would indicate that less experienced teachers believed most of the development of these competencies should come during the preservice education period. The difference between the importance and the develop- ment rating of each competency was compared with the mean difference between all of the ratings. A mean difference of .25 was computed between the importance and the develop- ment ratings made by the less experienced teachers. The mean difference computed between the importance and the development ratings made by the more experienced teachers was .50. As previously indicated, those competencies with rating differences less than the mean difference were assumed to require a higher degree of preservice develOpment than those with rating differences equal to or greater than the mean difference. An examination was made of the difference between the importance and the development ratings of the competencies shown in Table XI. These differences were used to determine the degree of preservice develOpment that competencies classified on the higher level of importance will require. 85 The degree 2; preservice development needed. The high develOpment ratings given to the competencies on a higher level of importance and the smaller difference found between their ratings suggest that probably all of these competencies should be almost fully develOped during the preservice education of a teacher. However, an examination of the difference between the ratings of these competencies has indicated that possibly certain of them need more pre- service development than others. The data have indicated that those competencies having to do with getting along with others, and the manage- ment of personal and family affairs should receive a very high degree of preservice development. Others of note were those pertaining to the use of safety precautions in teaching, and the mastery of technical subject matter. The data also indicated that certain of the competencies, classified on a higher level of importance, will not need to be developed as high during the preservice education period as those discussed in the preceding paragraph. Competencies pertaining to keeping records, community relationships, developing student ideals, attitudes and morale, and professional improvement were found to require a degree of preservice development not as high as that indicated for the competencies discussed in the preceding paragraph. It should be noted, however, that these competencies were rated relatively high in development. w The Development of the Other Competencies An analysis was made of the development ratings assigned to competencies on an intermediate and lower level of importance. As previously stated, 134 competencies were classified on these two levels. Of the 134, 108 were classified on the intermediate level, and 26 were classified on the lower level. The difference between hhe ratings 2; hhe ehheh competencies. The difference between the means of the ratings of competencies on an intermediate and lower level of importance is shown in Table XII. This difference is shown for the ratings made by both groups of teachers. It should also be noted that the difference between the mean of the ratings was the same as the mean difference between the ratings of each of the 154 competencies. TABLE XII THE DIFFERENCE BETWEEN THE MEANS OF RATINGS ASSIGNED TO 134 COMPETENCIES BY TWO GROUPS OF TEACHERS -—_Type Means of:the Ratings qgge By of LESS Experienced More Competent Rating Teachers Teachers Importance 4.22 4.16 DeveloPment 3.93 3.82 Difference Between the Means .29 .3: . 0 E030 01.. . 85 It will be observed that the same difference pattern existed between the ratings of these competencies as was found between the ratings of competencies on a higher level of importance. Less experienced teachers indicated that these competencies should be develOped to a higher level during the preservice training period than the more experienced teachers did. The data presented in Table XII were used to ascertain the degree of preservice development that the competencies classified on an intermediate and lower level of importance should receive. The same assumptions that were used in the section of the chapter treating the development of competencies classified on a higher level of importance, were used in this section of the chapter. The ratings made by both groups of teachers were also used to ascertain the degree of preservice development needed. Them 93 preservice develgpment needed. A list was made of the competencies classified on an intermediate and lower level of importance that should be almost fully developed during the preservice training period. Of the 134 competencies classified on these levels, 45 were found to require very high preservice development. These competencies are listed below by areas and by groups. 86 The Area of Planning and Organizing Identifying educational needs. [N - 10] iSecure and use pertinent data already compiled. Summarize and interpret data. Determine farming standards and analyze farm practices. Analyze family living standards. Use a community map to spot needs. Planning the progpam of instruction. [N a 13] Formulate annuEI teaching goals and objectives. Formulate annual teaching programs to attain objectives. Develop schedules for classes, meetings and other events. Plan a program to utilize facilities efficiently. Relate instruction in agriculture with other classes. Evaluating. [N - 12] Analyze evidence of the use of approved practices and skills. Evaluate the accomplishments of the NFA Chapter. Assist students in self-evaluation. Construct good paper and pencil tests. Assign grades to students. Organizipg and maintainipg facilities. [N = 15] Requisition needed supplies, tools, and equipment. Make teaching aids. Operate and care for audio-visual teaching equipment. Maintain good housekeeping standards. Arrange facilities for the most flexible use. Keeping records. [N s 10] Keep records of appointments, travel, and correSpondence. File all records according to an accepted plan. The Area of Teaching Performing guidance services. [N a 13] ounseI students and parents concerning vocational agriculture. ~ Teach students how to select and use guidance materials. Administer tests for guidance purposes. Interpret test scores for students. Understanding the learnin process. [N = 7] iUnderstand t 6 problems of child growth and development. Appraise pupil growth and achievement. 87 Teaching all-da classes. [N = 19] M e appropriate plans for a specific lesson or unit. Utilize farming program records in classroom instruction. Use a variety of teaching methods. Prepare students for the various contests in agriculture. Teachin young and adult-farmer classes. [N = 15] glan a year-roufid instructional program. Make appropriate lesson plans. Advising the NFA Chapter. [N - 11] Serve in an advisory capacity only during meetings. Guide the chapter in planning and executing its budget. Assist the chapter reporter with chapter publicity. Supervise recreational and social activities of the chapter. The Area of Public Relations Maintaining professional relationships. [N = 11] Share in school duties. Understand the school administrator's job. Participate in and contribute to professional organizations. Maintaining community interpersonal relationships. [N - 5] Adjust and adapt one's personal phiIOSOphy to that of the school-community without sacrificing personal values. Maintaining personal and family relationships. [N 0 5] Dress appropriately for various activities. Plan for the wise use of leisure time. Operating e public relations ro ram. [N = 8] Participate in the pub ic re ations program of the school. Both groups of teachers indicated that the competencies listed on the preceding pages should be developed to a very high degree during the preservice training period. Those competencies which only one group of teachers assigned very high development ratings are listed in the following section 88 'which treats those competencies that were not rated as high in develOpment. This will account for only 43 of the 134 competencies classified on the intermediate and lower levels of importance appearing on this list. Although the various competencies are listed, it was interesting to note some of the groups of competencies in each area requiring high preservice develOpment. The largest number of competencies found to require a high degree of preservice development was found in the area of "planning and organizing“. As a matter of fact, 49 per cent of the competencies in this area were listed in this category. An examination of the various competencies within this area showed that more of those in the group relating to the identification of educational needs were indicated by the respondents to require a high degree of preservice development. The data also indicated that teachers need to possess high preservice development in competencies relating to evaluation, and program planning. A lower percentage of the competencies pertaining to organizing and maintaining facilities, and keeping records were found to require a high degree of development during the preservice training program. The second largest number of competencies that was assigned a high development rating was found in the area tow-(‘4). a-‘lfi w l l ‘IBW"“ I 89 of "teaching". In this area, the respondents indicated that a high percentage of the competencies relating to advising the NFA Chapter need to be almost fully developed before a teacher goes on the job. It was also ascertained that teachers will need to possess a high degree of pre- service develOpment in the competencies pertaining to guidance and counseling, and understanding the learning process. Only 15 per cent of the competencies classified on an intermediate and lower level of importance in the area of "public relations" were found to require almost full development during preservice training. Percentagewise, more of the competencies in the group pertaining to personal and family relations were found to require high development, while those in the professional relationships group were second. The reader should be reminded, however, that 12 of the 29 competencies in this area were classified on the higher level of importance. Thus, they were discussed in the preceding section of this chapter. Only seven of the competencies in this area were assumed to require high.pre- service development. This leaves 10 competencies in the area of "public relations" to be discussed in the following paragraphs. 90 Those competencies classified on an intermediate and lower level of importance that were not rated as high in development as those competencies discussed in the preceding paragraphs have been listed below. The difference between the importance and the development ratings assigned to these competencies indicated that they will not need as much preservice develOpment as those discussed in the pre- ceding paragraphs. A total of 89 such competencies are included in the list. For the convenience of the reader, the competencies are listed by areas and by groups. The Area of Planning and Organizing Identifying educational needs. [N . 10] Involve communityIIay leaders. Secure information from key peOple. Analyze customs and habits of peOple in the community. Rate community needs according to urgency. Planning the program pf instruction. [N s 13] Formulate long-time objectives for the program. Formulate a long-time program to attain objectives. Use community leaders in program planning. Involve administrators and teachers in program planning. Determine the course content for each class. Integrate all aspects of the program of instruction. Make a plan for summer activities. Secure approval of dates for special activities. Evaluating. [N = 12] Involve others in evaluating the program. Observe community reactions to the program. Evaluate all learning experiences of students in terms of teacher-pupil planned goals and objectives. Analyze the results of written tests. Grade projects in farm mechanics. Evaluate the farming programs of students. Participate in school evaluation studies. 91 Or anizin and maintaining facilities. [N a 15] HeIp determine adequate facilities. Discover and use community resources for teaching. Determine the supplies, tools, and equipment needed. Inventory and store supplies and equipment. Determine the teaching aids needed. Store shop projects that students are working on. Plan and use a system for checking out tools. Classify, file, and store teaching aids. Give first-aid treatment. Keeping records. [N - 10] MEEe departmental maintenance budgets. Supervise the records of the NFA Chapter. Keep follow-up records of all students. Observe and follow systematic office practice. Operate typewriters, duplicators, and adding machines. The Area of Teaching Performing guidance services. [N = 13] Participate in the guidance program of the school. Use all available personnel data for guidance purposes. Guide students in discovering and evaluating their abilities and interests. Assist students to accomplish their vocational objectives. Counsel students individually regarding problems. Provide guidance information to students. Aid students to secure placement in agriculture. Keep cumulative personnel records of students. Observe and record evidences of abnormal behav1or. Understanding the learning process. [N = 7] Recognize different levels of development and maturity. Adapt subject matter to the needs and interests of students. Individualize instruction to meet individual needs. Create and maintain situations conducive to learning. f L.‘ 92 Teaching all-dey classes. [N = 19] ecure cooperation in class behavior. Utilize student experiences in teaching a lesson. Follow accepted instructional procedures in teaching a lesson. Conduct a supervised study period. Use committee organization in the classroom. Use teacher-pupil planning methods in teaching. Integrate instruction with students farming programs. Conduct instruction on the farm. Involve parents in planning the students farming programs. Supervise the farming programs of students. Assist in the development of farm business agreements. Supervise class programs in assembly and other occasions. Teach students to prepare displays and exhibits. Teaching young and adult-farmer classes. [N - 1S] Determine the need for such classes. Create community interest in out-of—school classes. Use advisory groups and class members to plan courses. Recruit class members and organize classes. Use resource persons in the instructional program. Supervise the farming programs of class members. Assist class members in securing placement. Guide class members towards establishment in farming. Serve as advisor for the young farmer club. Supervise class recreational and social activities. Assist and supervise special instructors. Organize class groups for most effective learning. Assist class members to plan and adopt approved practices. Advising the NFA Chapter. [N 8 11] Guide members in planning and executing the program of work. Provide leadership training for officers and members. Supervise contests and contestants. Assist members in applying for membership degrees. Use chapter activities as an instructional medium. Organize a chapter in a new department of vocational agriculture. Guide the chapter in cooperating with other groups. 95 The Area of Public Relations Maintaining professional relationships. [N = 11] Secure policies for the program of vocational agriculture. Maintaining community inteppersonal relationships. [N = 5] Avoid side-line occupations which might interfere with one's efficiency as a teacher. Maintaining personal and family relationships. [N = 5] Make suitable living arrangements in the community. Operating e public relations prpgram. [N = 8] Prepare news articles for publication. Prepare and make pictures for publication. Conduct radio and television programs. Participate in community fairs and shows. Prepare exhibits, displays, and demonstrations. Conduct orientation programs for parents of students. Write articles for professional publications. The data indicated that the competencies included in the above list will not need as much preservice develOp- ment as those included on the preceding list. Those competencies on the preceding list were rated higher in development. It should also be mentioned that the develop- ment ratings assigned to them were almost equal to their importance ratings. On the other hand, the competencies listed above were assigned development ratings which were relatively lower than those for the competencies previously discussed in this sub-section of the chapter. Of the competencies not rated as high in development as those discussed in the beginning of this sub-section, 94. the largest number was found in the area of "teaching". An examination of this area showed that most of these competencies were found in the groups pertaining to teaching young and adult-farmer classes, performing guidance services, and teaching all-day classes. Thirty-seven per cent of the competencies, which were not rated as high in development as those discussed in the beginning of this sub-section, were found in the area of "planning and organizing". In this area, more of the competencies in the groups pertaining to program planning, organizing and maintaining facilities, and evaluating the program of instruction were not rated as high in development as those competencies discussed in the first part of this sub-section of the chapter. Only 10 of the competencies classified on an inter- mediate and lower level of importance in the area of "public relations" were found to require a degree of preservice development which was not as high as that found for the competencies discussed in the beginning of this sub-section of the chapter. Seven of these 10 competencies were found in the group pertaining to the Operation of a public relations program. This was believed to be an interesting finding inasmuch as none of the competencies in this group was classified on the higher level of importance. ‘m~‘iifi1f -.":. 1111“.) ‘1‘ « wufi:w J 95 Summary This was a study of the professional competencies that teachers of vocational agriculture need to possess in order to begin teaching effectively. The more important findings resulting from the analyses of the data are summarized below. These findings are reported in the same general order in which they are presented. Classifying and rating competencies. A total of 154 competencies were organized into 14 groups. These groups were further classified into three general areas, namely: "planning and organizing","teaching", and "public relations". The competencies were rated for importance and the degree of preservice develOpment by two selected groups of Negro teachers of vocational agriculture in 16 states. A rating scale with degrees ranging from "O" to "5" was used to make the ratings. All of the competencies were rated relatively high in importance and relatively high in development. The ratings made by the teachers having less than three years of experience were of a wider range. None of the competencies were ratedas high in development as they were in importance. In no case was the develOpment rating of a competency less than 80 per cent of its importance rating. The importance 96 ratings ranged from a low of 2.98 to a high of 4.76. The development ratings ranged from a low of 2.80 to a high of 4.53. Levels pf importance. The competencies were divided into the higher, the intermediate, and the lower levels of importance. Competent, experienced teachers rated more competencies on a higher level of importance than the less experienced teachers did. Based on the composite judgment of both groups of teachers, 20 competencies were classified on a higher level of importance, 108 were classified on an intermediate level, and 26 were classified on a lower level. The largest number of competencies classified on a higher level of importance was found in the area of "public relations". The second largest number came from the area of "planning and organizing", while the lowest number came from the area of "teaching". The largest number of competencies classified on the lower level of importance was found in the area of "planning and organizing", while the second largest number came from the area of "teaching", and the lowest number came from the area of "public relations". Thus, it was generally concluded that: competencies in the area of "public relations" were rated highest, competencies in the area of "teaching" were rated second highest, and competencies in the area of "planning and organizing" were rated lowest. 97 The develppment pf competencies classified 22.§ higher leyel pf importance. The less experienced teachers indicated that the competencies classified on a higher level of importance should receive a higher degree of preservice development than the more experienced teachers did. However, both groups of teachers rated all of these competencies ! high in development. Of the competencies classified on a 911 31"“, a M”. -f. 01%.. higher level of importance, more of those in the group pertaining to maintaining desirable professional relationships were found to require almost complete development during the preservice training period. The data also indicated that competencies in the group pertaining to keeping records will not need to be developed as high during the preservice training period as some of the others classified on a higher level of importance. The development eg the other competencies. Both groups of teachers indicated that those competencies classified on an intermediate and lower level of importance should receive a relatively high degree of development during the preservice training period. The less experienced teachers rated these competencies higher in development than the experienced teachers did. Forty-five of the 134 competencies classified on the intermediate and lower levels of importance were found to require almost complete Jr .C.. 98 development during the preservice training period. Most of this number of competencies was found in the area of "planning and organizing", while the second largest number was found in the area of "teaching". The data also indicated that 89 of the competencies classified on an intermediate and lower level of importance will not need to be developed as high during the preservice training period as the other 49 competencies discussed previously. Of these 89 competencies, the largest number was found in the area of "teaching", while the second largest number was found in the area of "planning and organizing". An examination was made of the number of competencies in each of the 14 groups found to require almost complete development during preservice training. The groups were also examined to ascertain the number of competencies that were not rated as high in development as those requiring almost complete preservice development. On thetaasis of these numbers, the writer summarized the degree of preservice development that the competencies in each group were found to require. The data have indicated that a majority of the competencies in the groups listed below should be almost completely developed during the preservice training period. The groups are listed according to the descending order of need for preservice development. 99 Maintaining desirable professional relationships. Maintaining desirable interpersonal relationships in the community. Maintaining desirable personal and family relationships. Identifying educational needs of the community. The data also indicated that a majority of the competencies in the groups listed below will not need to be developed as high during the preservice training period as those competencies which were indicated to require almost complete development. The groups are listed in the descending order of need for preservice development. Operating a public relations program. Planning the program of instruction. Teaching young and adult farmer classes. Teaching all-day classes and supervising farming programs. Advising the NFA Chapter. Organizing and maintaining facilities and equipment. Keeping adequate records. Performing guidance services. Understanding the learning process. Evaluating the program of instruction. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary This was a study of the professional competencies that teachers of vocational agriculture need to possess in order to begin teaching effectively. The purposes of ‘WP"“ ‘-M-“A.V‘ LQ.)e1~A .0 ’ . . g" - - ~ . ., I .- I. h, this study were (1) to develOp a list of the professional competencies needed by beginning teachers of vocational agriculture; (2) to determine the degree of importance that each of these competencies is to the success of beginning teachers; (3) to determine the degree of development that teachers should possess in each of these competencies prior to employment; and (4) to ascertain from these data implications for the professional education of teachers of vocational agriculture. Procedure followed. A list of professional competencies needed by effective beginning teachers of vocational agriculture was developed from the literature on teacher education. A jury was used to revise the list. A questionnaire was constructed from the revised list of competencies which was sent to 397 selected Negro teachers of vocational agriculture in 16 states. Returns were 'neceived from 60.9 per cent of the teachers. The teachers 101 rated the degree of importance that each competency is to the success of beginning teachers. They also rated the degree of develOpment that teachers need to possess in each competency prior to employment. A rating scale with degrees ranging from "O" to "5" was used to make the ratings. The ratings by teachers having less than three years of experience, and those by competent, experienced teachers were analyzed separately. Significant findings. The important findings of this study are itemized below. For the benefit of the reader, those findings pertaining to a particular section of the investigation are listed separately. Findings per- taining to the classification and rating of the competencies are treated in the following section. (1) A total of 154 professional competencies seemed to fall into 14 groups. These groups were further classi- fied into the three general areas of "planning and organiz- ing", "teaching", and "public relations". (2) The teachers rated all of the listed competencies 'both high in importance and high in development. (3) The importance ratings ranged from 2.98 to 4.76, While the development ratings ranged from 2.80 to 4.53. (4) Less experienced teachers rated those competencies Classified on a higher level of importance higher and those .u "-.\v 102 classified on a lower level of importance lower than the more competent teachers did. Both groups of teachers rated each competency higher in importance than in development. (5) The mean of the importance ratings made by the less experienced teachers was 4.27 with a standard deviation 0 of .32, while those made by the more experienced teachers . had a mean of 4.21 with a standard deviation of .26. (6) A significant Spearman's rank correlation coefficient of .94 was computed for the agreement between the less experienced teachers and the more competent teachers on the importance of the various competencies of the 14 groups. A significant correlation coefficient of .93 was computed for the agreement between these teachers on the development ratings. (7) Significant positive correlations were found between the importance and the development ratings assigned to the competencies by each teacher. The competencies were classified on the higher, intermediate, and lower levels of importance based on a comparison of each importance rating with the mean and standard deviation of all the ratings. The important find- ings pertaining to these levels of importance are summarized below. (1) More competencies were assigned to the higher level of importance by the more competent teachers than by the less experienced teachers. 103 (2) Of the 154 competencies, both groups of teachers rated: 13 per cent on a higher level of importance, 70 per cent on an intermediate level of importance, and 16.9 per cent on a lower level of importance. (3) The largest number of competencies classified g on a higher level of importance was in the area of "public 0 relations", while the second largest number was in the area “' of "planning and organizing", and the lowest number was in the area of "teaching". 01%..- . (4) The largest number of competencies classified on a lower level of importance was in the area of "planning and organizing". The second largest number was found in the area of "teaching", while the lowest number came from the area of "public relations". (5) Competencies in the area of "public relations" tended to be rated higher in importance to the success of beginning teachers, than those in the area of "planning and organizing", and "teaching" were. The important findings pertaining to the development of the professional competencies are summarized below. (1) The data indicated that prOSpective teachers need to possess almost complete development in 35 per cent of the competencies prior to employment. It was also found that 65 per cent of the competencies will not need 104 to be develOped as high during the preservice period as those requiring almost compete development. (2) In no case, however, was the level of pre- service development desired for a competency less than 80 per cent of the level of its importance rating. . ! a v‘ . ". _- —.,_k (3) A high percentage of the competencies in the . 'J ' - — area of "public relations" was indicated to require almost complete development during the preservice training “qr,” .- _ 34-5. .. 1". -" period. (4) The teachers also indicated that a high percentage of the competencies in the areas of "teaching", and "planning and organizing" will not need to be develOped as high during the preservice training period as those competencies in the area of "public relations". (5) The data have indicated that a majority of the competencies in the groups listed below should be almost completely developed during the preservice training period. The groups are listed according to the descending Order of need for preservice development. Maintaining desirable professional relationships. Maintaining desirable interpersonal relationships in the community. Maintaining desirable personal and family relationships. Identifying educational needs of the community. (6) It was determined that a majority of the COIIllPetencies in the groups listed below Will not need to 105 be as highly develOped during the preservice training period as those which were indicated to require almost complete develOpment. The groups are listed in the descending order of need. Operating a public relations program. Planning the program of instruction. Teaching young and adult farmer classes. Teaching all-day classes and supervising farming programs. Advising the NFA Chapter. Organizing and maintaining facilities and equipment. Keeping adequate records. Performing guidance services. Understanding the learning process. Evaluating the program of instruction. Conclusions The following conclusions have been drawn based on an analysis of the important findings of this study. (1) The professional competencies discussed in this investigation have a direct relationship to effective teaching in vocational agriculture. (2) Since the professional competencies and their inatings are known, this information could.be used to rate t311s development of competency which takes place in a t e acher-t raining program. (3) All of the competencies which were listed in tktis investigation are very important to the success of beginning teachers of vocational agriculture. .15": “A .0_ '1‘ -3." .9“' .3 1 I) ‘ u M"§..|u 106 (4)‘ The degree of preservice develOpment that teachers need to acquire in the various competencies might best be obtained from the development ratings made by the less experienced teachers. (5) Prospective teachers of vocational agriculture should receive a high degree of development in all of the competencies studied prior to employment. «‘JMWOIH ’A'iéi .' ‘ C '0 ' . 5‘ v r (6) Of the competencies on the list, those in the “l ’ “E37” , area of "public relations" will need to be developed to a higher degree during preservice training than those in the areas of "planning and organizing", and "teaching". (7) Teachers of vocational agriculture do not need to acquire all of the development that they will eventually need in a competency, in order to become an effective teacher, during the preservice training period. Recommendations The writer would suggest these recommendations for the consideration of persons re3ponsible for the professional education of Negro teachers of vocational agriculture. These recommendations would also seem to be applicable to the professional education of teachers of vocational agriculture of other races. Some of them might even.be applicable to the professional education of other kinds of teachers. rbl- 107 (1) Teacher educators should use the list of professional competencies and their ratings to construct a rating instrument. Such an instrument should be used to measure the professional competency developed in a teacher-training program. It could also be used to determine the level of development that students possess in the various competencies prior to entry into the teacher- training program. Likewise, prospective teachers and their supervisors should use the rating instrument to evaluate their growth and development in these competencies during various stages of their professional training. It would also seem that administrators and supervisors should make frequent use of the competencies and their ratings while supervising teachers of vocational agriculture. Teachers should be encouraged to use these data for self-evaluation purposes. (2) Every effort should be made by teacher educators to make sure that prospective teachers acquire a high level of development in all of the competencies investigated in this study during the period of preservice training. Priority should be given to the preservice development of those competencies which were classified on a higher level of importance. Such competencies are crucial to the success of beginning teachers and the non-possession of one could " ' 04m. u‘.‘1“’_h_\ .1- h ‘1‘H-0.‘ . 4" 1L . rub-4— l >I 108 mean failure on the part of a teacher in the performance of that specific phase of the program which it encompasses. It might even mean the failure of the teacher entirely. Teacher educators should also examine their professional education programs to make sure that the competencies investigated in this study are being developed to the level suggested by the ratings of importance. The period of supervised practice teaching should provide an Opportunity for prospective teachers to acquire a high level of develOp- ment in these professional competencies. Course outlines for the various professionaleducation subjects should also be evaluated to make sure that they are assisting teachers of vocational agriculture to develop professional competency. (3) The develOpment rating of each competency should be used as a goal and standard for prOSpective teachers of vocational agriculture to strive for during the period of preservice preparation. Teacher educators should consider and use the professional competencies and their ratings to guide and counsel their teacher trainees. Probably a teacher should not be certified to teach vocational agriculture until he has acquired a degree of development in each competency as high as that suggested by its development rating. This might mean that some prospective teachers should.be required to do a longer period of supervised ‘W .001...) A. ‘I c ' a "‘0‘“ - 109 practice teaching than others. It would also seem that the develOpment ratings made by the less experienced teachers should be used as the preservice goals for prospective teachers. These less experienced teachers are closer to their early teaching experiences and probably remember better the difficulties that they encountered as beginning teachers. (4) The difference between the importance and the develOpment rating of a competency should serve as a valid indicator of the degree that it should be developed during both the preservice training period and during the in- service training period. Therefore, it would seem that teacher educators should examine the list of competencies and their ratings very carefully. Throughout all of the areas and groups of competencies there are those which will need to be.deve10ped very highly during preservice training. Likewise, there are those which need to be developed further after a teacher goes on the job. The difference between the importance and the develOpment ratings might also suggest that some of the competencies may be more effectively developed through the preservice training program while some may be more effectively developed after the teacher goes on the job. (5) The high importance and development ratings assigned to a large number of the competencies in the area 110 of "public relations" suggest that teacher educators should give much thought to the development of competency in this area. Prospective teachers should be observed very closely to ascertain how well they get along with others. Those prospective teachers who do not acquire a high level of preservice development in the competencies of this area should probably be guided out of the teaching profession. Beginning teachers found to be deficient in these competencies should be given immediate follow-up instruction. Prospective teachers should be encouraged to enroll in such courses as Sociology, Economics, and Psychology in order to acquire basic understandings in human relations. These competencies should also be emphasized in'Agricultural Education Courses. (6) The larger differences found between the importance and the development ratings of some of the competencies indicate that these competencies will need to be developed considerably through in-service training activities. In this context, more of the competencies in the areas of "planning and organizing", and "teaching" will need considerable in-service development than will those in the area of "public relations". This would imply that teacher educators and supervisors should provide follow-up instruction to beginning teachers during the early part of .yfi"— v . “I? : ox'fiv-J' r v. 0“. .- H C. " VW““ 11:, ...L_ I 111 their teaching career. Conferences and workshops should be held for beginning teachers to discuss their common problems. Teachers should also be encouraged to acquire additional competency through self-improvement techniques. . ,- I-wh‘fl" i Beginning teachers should be encouraged to enroll in such % post-graduate courses in education as: program planning A in vocational agriculture, evaluation and measurement, ~ guidance and counseling, educational psychology, teaching young-farmer and adult-farmer classes, and public relations. g These courses should provide some of the understandings necessary for the development of additional competency in these areas. (7) The conduct of this investigation has suggested to the writer other problems which might be studied. These problems are those which have arisen as a by-product of this study, and are listed below. a. An investigation should be made to ascertain the amount of time to be allocated to the development of each competency during the professional education program for teachers of vocational agriculture. b. A study should be made to ascertain the level of development that prospective teachers have in each of the competencies listed in this investigation prior to entrance into the professional education curriculum. 112 c. The professional competencies listed in this study and their ratings should be used to evaluate the competency that Negro teacher trainees are develOping in the preservice training program of colleges training such teachers. d. A study should be made to determine whether white beginning teachers of vocational agriculture need to possess the same professional competencies as Negro teachers. Such a study should also ascertain whether these teachers need the same level of development in the various competencies as Negro teachers do. e. A study should be made of the competencies needed by beginning teachers of vocational agriculture in technical agriculture. 9;, ‘ m L'.K‘.w 1v"- ,. ‘w’llisvvhpu (IMHO-H.» c Oren-9. n I. in BIBLIOGRAPHY ‘ mu.’ ‘ 1 0 BIBLIOGRAPHY BOOKS American Association of School Administrators, Public Relations for America's Schools, Twenty—Eig t Yearbook, July, 1952. 327 pp. Barr, A. 3., "Teaching Competencies", Enc lo edia e; Educational Research. Revised edition, $950. New York: The MacMillan Co., 1950. 1520 pp. Cook, G. C., et a1, Practical Methods in Teaching Farm Mechanics. Danville: The InterstEte‘Printers and delishers, 1952. 658 pp. Ekstrom, George F., and John B. McClelland, Adult Education in Vocational Agriculture. DanviIIe: The Interstate Prifiters and Publishers, 1952. 490 pp. Good, Carter V., Dictienary eh Education. New York: McGraw-Hill Book Co., Inc., 1945. 495 pp. Greene, Harry A., Albert N. Jorgensen, and J. Raymond Gerberica, Measurement and Evaluation in the Secondany School. New York: Longman, Green and—Co., 1946. Hamlin, Herbert M., Agricultural Education in Community Schools. Danville: he Interstate Printers and Pfitlisfiers, 1949. 487 pp. Hatch, Raymond N., and Paul L. Dressel, guidance Services in the Second School. Dubuque: Wm. C. Brown CEmPany. 5. 179 pp. Kirkland, J. B., "Teacher Preparation in Agricultural Education", What he Studies Show? Reprints from the Agricultural Education Magazine, 1952. Danville: The Interstate Printers and Publishers. 71 pp. Phipps, Idoyd J., and Glenn C. Cook, Handbook 9h Teaching Vocational Agriculture. Danville: The Interstate Printers and Publishers, 1952. 1023 pp. “a , 132'. ‘ ‘91:.“ :n. t . ‘ .. " ori§£ ,.o-c ‘tr. I D'?' 115 Reeder, Edwin H.,Supervision in the Elementary School. Boston: Houghton Mifflin_ Company, 1955.586 pp. Smith, Glenn E., Principles and Practices of the Guidance Program. New York: The Macmillan Company, 1951. 579 pp- Smith, G. Milton, A Simplified Guide to Statistics, New York: Rinehart & Company, Inc., 1950. 109 pp. Stewart, W. E., Methods 9; Good Teaching. 1950. 220 pp. Warters, Jane, Techniques of Counseling. New York: McGraw—Hill Book Company, Inc., 1954. 584 pp. Weaver, Gilbert G. and Elray W. Ballinger, Visual Aids. New York: D. Van Nostrond Company, Inc., 1949. 588 pp. Wittich, Walter Arno, and Charles Francis Schuller, Audio- Visual Materials. New York: Harper & Brothers, Publishers, 1955. 564 pp. BULLETINS Byram, H. M., Advisory Councils for Departments of Vocational Agriculture in liichigan. Division of Education, Michigan State College Survey Report, 1952 9 pp. Byram, H. M., et a1, 0rggnizing,Conducting and Evaluating Adult-Farmer Courses 12 the Central Region. Bureau of Research and Service, Michigan State University, East Lansing, 1955. 42 pp. . Byram, H. M., Selection and Use of Occupational Information Materials in Agriculture. Department of Vocational Education, Michigan State College, East Lansing, 1955. 19 PP- Committee on Teacher Education, The North Atlantic Regional Conference of Teacher-Trainers and Supervisors of Agricultural Education, Teacher Education in Agriculture: A Program for Directed Participating Experience as a Part of the Preparat1on of Teadhers of Vocational—— Amric_lture. Danville: The Interstate Printers and Publishers, Revised April, 1954. 20 pp. 116 Ciernick, Sylvia and Otis Crosby, Pipeline pg Editors: A News Guide for School Su erintendents. Michigan Communications StudyPBul etin, . 9 pp. Department of Vocational Education, and Michigan State Board of Control for Vocational Education, Summaries pf Studies ip Agricultural Education E; Michigan State College, 1957-1955, 1955. 58 pp. Department of Public Instruction, Office of Vocational Education, Lansing, Michigan, Sppervised Farmin Programs in Vocational Agriculture. Bulletin No. 250, Revised, 1950. 61 pp. Educational Objgctives ip Vocational A iculture, Vocational Division Monograph 21, . S. 0 fice of Education, Washington, D. 0., Revised, 1955. 14 pp. Elliot, Eugene B., Teaching Technigues: Instructional Planning for Hi h School Classes ip Vocational Agriculture. TEe Michigan State Board of Control for Vocational Education Bulletin No. 290. Lansing, Michigan, 1948. 49 pp. Federal Security Agency, U. S. Office of Education, Administration of Vocational Education. Vocational Education Bulletin No. 1, General Series No. 1, Revised, 1948. 112 pp. , U. S. Office of Education, and New Farmers of America, N. F. A. Guide for New Farmers 2; America. Baltimore: French-Bray Co., 1952. 64 pp. Garner, Raymond, Improving Programs of Sn ervised Farming in Vocational—A riculture. Division of Education, Michigan State ollege, Research Bulletin, 1952. 8 pp. McMahon, Byron, You and Your Administrator: A Handbook for Teachers 2; Vocational A riculture. Danville: The Interstate Printers and Publishers. 26 pp. Schroeder, W. P., Helps for Evaluating Programs 2; Adult Education ip Vocational Agriculturg. Professional Series Bulletin No. 5, Bureau of Research and Service, Michigan State University, 1955. 27 pp. um-s' 2 \ ”up. -- “I- Ruin-«rd Lotlvll. ,> l‘7pv 117 State Board of Education, Jackson, Mississippi, Standards and Policies Governing the Operation 2; Vocational EddcatiOn ip Mississi . Bulletin No. T28, Vocational Series No. 41, 5949. £5 pp. Sweany, H. P., The Institutional-On-Farm Trainin Program in Michigan with Implications-for Adult Education. Department of Vocational Education, Michigan State College Research Bulletin No. 4, May, 1955. 29 pp. Sweany, Paul H., Some Educational Needs 2; Familes Engaged in Part-Time Farmin in Michigan. Michigan SEate Udllege Division of Eddcation Research Bulletin No. 5, 1951. 59 PP0 Swanson, Herbert B., The State and The Preservice Pre aration of Teddfiers of VddaEidnal Education (Federally Aided Programgi. Vocational Division Bulletin No. 219, General Series No. 6, Federal Security Agency, U. S. Office of Education, Washington, D. C., 1941. 158 pp. LEGAL REFERENCE Public Law No. 547, Sixty-Fourth Congress - Statute 705, Section 10, approved February 25, 1917. PERIODICAL LITERATURE Anderson, C. S., "A Rating Scale to Determine a Man's Worth as a Teacher of Vocational Agriculture". The Agricultural Education Magazine, 10:254-5. June, 1958. Angelle, Roy P., "Necessary Qualifications for a Teacher in Vocational Agriculture". The Agricultural Education Magazine, 25:228. April, 1953. Count A ent, Voc-Ag Teacher Ma azine, 1952 Directory, ‘vg — 7555':— l. ; No. 1. January, ‘Floyd, Arthur, "The Good Teachers of Vocational Agriculture". The Agricultural Education Magazine, 18:228. June, #946. E1 9‘; , 19:3;- _ .'. .5 up .a -‘6' J. .'l‘ . 118 Hutson, Denver B., "A Study Concerning Professional Problems Encountered By Beginning Teachers of Vocational Agriculture". The Agricultural Education Magazine, 26:284-86. June, 1954. Mills, Queenie B., and Dorothy Rogers, "Personal and Professional Problems of Elementary Teachers". Journal pf Educational Research. 58:279-288. December, 1954. Roskie, Gertrude, "Here's Hhat is Expected of You!" Practical Home Economics Magazine, 52:24, and 49. U0 CUOSI‘ , 1 >940 Ryans, David G., "The Investigation of Teacher Characteristics." Educational Record, 54:571-96. October, 1955. Wiggins, Sam P., "Successful High School Teaching: Easy or Impossible?" The High School Journal, 58: 1- 6. October, 1954. UNPUBLISHED MATERIAL Bender, Ralph E., "An Evaluation of the Participating Experiences in the Pre-Service Professional Training Program of Teachers of Vocational Agriculture at Ohio State University". Unpublished Master's Thesis, The Ohio State University, 1940. 221 pp. [in] Summaries of Studies Ln Agricultural Education, Vocational Education Bulletin No. 780, Supplement No. 2, Bulletin No. 257, U. S. Office of Education, p. 8. Howard, Carl G., "Teacher Activities in Vocational Agriculture". Unpublished Non-Thesis Study, New Mexico College of Agriculture and Mechanical Arts, 1946. 25 pp. ‘YHutson, Denver B., "A Study of the Professional Problems Encountered by Beginning Teachers of Vocational Agriculture in Arkansas". Unpublished Doctoral Thesis, University of Missouri, 1955. 272 pp. Kirkland, James B., "A Study of the Professional and Technical Difficulties Encountered by Teachers During Their First Year of Teaching Vocational Agriculture" Unpublished Doctoral Thesis, The Ohio State University. 464 pp. [in] S mmaries of Studies in Agricultural Education, Vocational Education Bulletin No. 180, Supplement No. 2, No. 257, Agricultural Series No. 57, U. S. Office of Education, p. 55. ,_ --.l fur” , . - I- I a 119 Eontgomery, Robert E., "Professional Needs of Teachers of Vocational Agriculture in Alabama and Their Implications for In-Service Education". Unpublished Doctoral Thesis, The Ohio State University, 1952. 426 pp. [in] Summaries 9; Studies lg Agricultural Education, Vocational Education Bulletin No. 180, Supplement No. 7, No. 255, Agricultural Series No. 64, U. S. Office of Education, p. 46. ”I“; Ritchie, Austin Everett, "An Evaluation of the In-Service Training Program for Beginning Teachers of Vocational Agriculture in Ohio". Unpublished Master's Thesis, The Ohio State University, 1951. 175 pp. [in] Summaries of Studies in Agricultural Education, Vocational Education Bulletin No. 180, Supplement No. 6, Bulletin No. 251, U. S. Office of Education, p. 76. :‘T.’ “-r‘Trxn—Ff-rtr-z", , . .17.. n .. 4 __ . Santos, Hilario J., "In-Service Training Needs of Vocational Agriculture Teachers in Colorado". Unpublished Master's Report, Colorado Agricultural and Mechanical College, 1949. 175 pp. [in] Summaries 2; Studies i3 Agricultural Education, Vocational Education Bulletin No. 180, Supplement No. 4, No. 246, Agricultural Series No. 61, U. S. Office of Education, p. 58. Sledge, George N., "Relationship Between Some Pre-Teaching Characteristics and Subsequent Performance of Teachers of Vocational Agriculture". Unpublished Doctoral Thesis, Michigan State College, 1954. 521 pp. (Taylor, Bob E., "An Evaluation of the Pre-Service Professional Training Program in Agricultural Education at the University of Arizona". Unpublished Master's Thesis, University of Arizona, 1955. 566 pp. Thimmons, G. E., "Follow—Up Evaluation Study of Selected Participatory Experiences Gained in Vocational Agricultural Education Training Centers in Michigan". Unpublished Doctoral Thesis, Wayne University, 1954. 151 pp. WKDOdin, Ralph J., "An Evaluation of Selected Aspects of the Pre—Service Professional Curriculua in Agricultural Education at the Ohio State University". Unpublished Doctoral Thesis, The Ohio State Universtiy, 1951. 556 pp. 1...... , .3. .al. 1 lllllaflt. APPEN D ICES 121 APPENDIX "A" THE JURY OF PROFESSIONAL EDUCATORS The following named persons composed the Jury of Professional Educators. I. Teacher Trainers in Agricultural Education (1) Alabama- Dr. R. W. Montgomery (2) Arkansas. Mr. Richmond C. Davis (5) Michigan. Dr. Raymond C. Clark (4) Virginia. Mr. J. R. Thomas (5) Wisconsin. Dr. George Sledge II. Supervisors in Agricultural Education (1) Alabama. Mr. Arthur Floyd (2) Georgia. Mr. T. G. Walters (5) Indiana. Mr. Harold B. Taylor - ~4-—u— ""1 ’0 . ' ‘ ‘fi . ~ . o ‘ . -:-.-_ 0;. - ‘ . \ (4) Mississippi. Mr. A. P. Fatherree (5) North Carolina. Mr. S. B. Simmons III. School Administrators (7') Michigan. Mr. W. G. Bochstahler (2) Mississippi. Mr. J. D. Boyd (3) Mississippi. Mr. J. A. Keller 04) INorth Carolina. Mr. Jimmie v. Morris (5) Virginia. Mr. D. J. Howard 122 APPEKDIX "B" TL: 1NSTRUoiIC"" TO THE EEXBERS CF Th3 JURY Background of the Study This is a study of the professional competencies that teachers of vocational agriculture should possess in order to be in teaching effectively. A list of the pro- fessional competencies has been developed from the litera- ture on teacher competency. As soon as the list has been reviewed by the jury it will be revised. From this revised list a questionnaire will be developed. This questionnaire will be mailed to a sample of the Negro teachers of vocational agriculture in the United States. These teachers will be asked to check the degree of importance that each of these competencies is to the success of beginning teachers. They will also be asked to check the degree of development that beginning teachers should have in each of these competencies. Specific Instructions As a member of the jury you are asked to read care- .fuldy the following list of professional competencies and :react 33 the list according to these directions. (1) Please do not check a competenqy if you believe it is one that beginning teachers of vocational agriculture s-ould,po ssess. (2) Please place a circle around the number of a competer_cv if you believe it is one which beginning teachers of vocational agriculture need not possess. (5‘ Please add to the list, under the appropriate heading, professional competencies which have Been omitted that you believe beginning teachers of vocational agriculture should EOCQQSS. v~v , .m I141}! I: L 123 APPENDIX "c" A LIST OF THE NEGRO TEACLER TRAICERS The following named Negro Agricultural Teacher Trainers were asked to nominate less experienced teachers of vocational agriculture and experienced and more competent teachers of vocational agriculture from their reSpective states to be surveyed. (1) Alabama. Er. Leon W. Bonner (2) Arkansas. Mr. A. G. Kirby (5) Delaware. Mr. R. W. Nynder (4) Florida. hr. L. A. Marshall (5) Georgia. Mr. McKinley Wilson (6) Kentucky. Mr. P. J. Manly (7) Louisiana. Mr. C. H. Chapman (8) Maryland. Dr. Claud C. Marion (9) Mississippi. Mr. A. D. Fobbs (10) Missouri. Mr. J. N. Freeman (11) North Carolina. Mr. C. E. Dean (12) Oklahoma. Mr. D. C. Jones (15) South Carolina. Mr. W. F. Hickson (14) Tennessee. Mr. David Hamilton (15) Texas. Mr. E. E. Norris (16) Virginia. Mr. J. R. Thomas (17) West Virginia. Mr. Jewitt L. White m..fi.'1; Q. ' in. 4va ‘Wm‘r‘t .. . ' ' n-a—ash‘ . 124 APPEIC’ D IX " D " TF7 TEACHERS CF VCCATICNAL AGRICULTURE Michigan State College 809E Birch Road East Lansing, Michigan May 1, 1955 Eh» Teacher of Vocational Agriculture Dear Mr. I should like to solicit your c00peration in <3onnection with a study that I am making of the pro- .fessional competencies that teachers of vocational zagriculture should possess in order to begin teaching esffectively as a Doctoral Thesis at Michigan State College. II am interested in this problem because I taught vocational Eugriculture in Mississippi before entering graduate school, éxnd.I expect to secure employment in Agricultural Teacher Tkraining in one of the Negro Land Grant Colleges when I Cwlmplete my work here. This study is being conducted 'Ullder the direction of Dr. H. P. Sweany, and Dr. H. M. Byram, iEfiPOfessors of Vocational Education, Michigan State College. Mr. has recommended you to me as one (DI? the teachers of vocational agriculture in your state 1Deast qualified to respond to a questionnaire in connection ‘Wisth this study. Will you c00perate in the study by filling ‘DIrt the enclosed questionnaire? Inasmuch as only a sample (Di? the most select Negro teachers are being surveyed, it is 'Vfgry important that your questionnaire be returned. A self-addressed envelope has been enclosed for ZYCNlr convenience in returning the form to me not later than $5867 15, 1955, if possible. I shall appreciate your 0 0Operation. Sincerely yours, Jesse A. Morris . J vg-l " ...!1_. . . ‘Z‘EL'. *‘A.’ 125 3114]. x a .llfid-IUJE. .. . 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