maygIIIIIiIIITIIImIITTIs:23.1%:gzwigpswgugi:aig':I : ;:;:.:'x .. '5 . .4, PERCEPTIONS OF SECONDARY NATIONAL ASSOCIATION OF DISTRIBUTIVE EDUCATION: TEACHERS (NADET) REGARDING THEIR ROLE IN GUIDANCE AND COUNSEUNG Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY STEWART WINTHRDP HUSTED 1977. I I I IIIIIII Michigan State University This is to certify that the thesis entitled PERCEPTIONS OF SECONDARY NATIONAL ASSOCIATION ' OF DISTRIBUTIVE EDUCATION TEACHERS (NADET) REGARDING THEIR ROLE IN GUIDANCE AND COUNSELING presenteo by Stewart Winthrop Husted has been accepted towards fulfillment of the requirements for Ph.D. May 1977 degree in fizz: fining Major professor Date July: .1977 0—7639 ABSTRACT PERCEPTIONS OF SECONDARY NATIONAL ASSOCIATION OF DISTRIBUTIVE EDUCATION TEACHERS (NADET) REGARDING THEIR ROLE IN GUIDANCE AND COUNSELING By Stewart Winthrop Husted THE PROBLEM The problem was to determine the guidance and counseling functions of distributive education teacher- coordinators who were members of NADET and to determine their perception of importance place on these functions today as well as in the ideal future. The purpose of this study was to provide distri- butive education teacher-coordinators with the information they need to better understand their role in providing guidance and counseling services to their students. Another purpose of this study was to provide distributive education teacher-educators and state staffs with findings they could use as a resource for preparing instruction on guidance and counseling, or for reviewing state certifi- cation requirements. Procedures This study involved mailing a questionnaire to 342 secondary distributive education teacher-coordinators Stewart N. Husted who were members of the National Association of Distributive Education Teachers (NADET). The respondents were chosen by use of a proportioned stratified random sample. A 78.3 percent response was received. The questionnaire was constructed from a list Of seven guidance functions and 73 guidance and counseling practices determined by a review of the literature. Using a modified Delphi technique, a group Of 25 distributive education teacher-educators reviewed the list and made suggestions for change. The list was then put into instru- ment format. The questionnaire was divided into two sections, each containing two Thurstone-type attitude scales. The first section was designed to measure the degree of impor- tance on each guidance function. The second section was designed to measure the extent that given guidance and coun- seling practices are presently performed and the extent to which it would be desired to use the practice in the future. The statistical methods used to test the null hypotheses and relationship between variables were the chi- square test of independence and analysis Of variance. The level of significance set was .05. Conclusions The following conclusions are based on the analysis of data: l. The placement function is presently considered as the most important guidance function and Stewart w. Husted the permanent records and inventory function as the least important function by distri- butive education teacher-coordinators. 0n the other hand, in the ideal future the recruitment and selection function is con- sidered the most important and the permanent records and inventory function again is considered the least important. There is a significant difference between the present and ideal future importance which distributive education teacher-coordinators place on the seven guidance functions when they have the prOper guidance training, time, and fiscal resources. The analysis Of data indicated that having a distributive education major apparently has no effect on the degree of importance (present or ideal future) placed on guidance functions. Having a distributive education major apparently has little effect on the extent to which majors, as compared to non-majors, utilize guidance services. Guidance training has little effect on the pre- sent or ideal future importance placed on guidance functions by distributive education teacher-coordinators. Guidance training apparently has an effect on the extent to which distributive education Stewart w. Husted teacher-coordinators utilize guidance services. There was a significant difference in the degree of cooperation with guidance counselors. Those with guidance training cooperated more often with guidance counselors than those with- out guidance training. The location of a school in an urban, suburban, town, or rural area had no effect on the present or ideal future importance placed on guidance functions by distributive education teacher- coordinators. But the location Of a school has an effect on the extent Of use for guidance and counseling practices. The NADET geographic membership region had an effect on the extent to which distributive education teacher-coordinators utilize guidance services. The counselor-student ratio has some effect on the extent to which distributive education teacher-coordinators utilize guidance services. PERCEPTIONS OF SECONDARY NATIONAL ASSOCIATION OF DISTRIBUTIVE EDUCATION TEACHERS (NADET) REGARDING THEIR ROLE IN GUIDANCE AND COUNSELING By Stewart Winthrop Husted A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum August 1977 © Copyright by Stewart Winthrop Husted 1977 ACKNOWLEDGMENTS Although officially the National Association of Distributive Education Teachers neither approves nor condones the results Of this study, this researcher wishes to extend his sincere appreciation to the many NADET members who participated in this study; to those who gave counsel and encouragement; and to those who gave guidance and unfailing support during the entire period Of my career in distributive education. First, I am thankful for having parents who always encouraged me to do my best and who, as teachers themselves, always provided me with positive models to follow. I am indebted to Professor Lucy Crawford, my undergraduate advisor at Virginia Polytechnic Insti- tute and State University, who convinced me to try a career in distributive education and to Miss Mildred Jackson, former Georgia State Supervisor for Distri- butive Education, who persuaded me to reenter the field after a four-year absence. Their dedication to distributive education also served as personal examples to follow. Dr. Peter G. Haines, chairman of my doctoral committee and director of this research, supported me with valuable suggestions and personal encouragement iii during this study. A heartfelt "thanks" is extended to him and the other faculty members, namely, Profes- sors W. J. E. Crissy, Cas Gentry, and Michael White for their contributions and friendship. I would also like to thank the State of Georgia for awarding me an EPDA fellowship to attend Michigan State and to thank the many Georgia distri- butive education teacher-coordinators who assisted me in my preliminary research and pilot study. The final preparation Of this manuscript required the assistance Of many colleagues at Indiana State University. I am especially grateful to Dr. Ralph Mason, Chairman of the Business, Distributive Education and Office Administration Department, for providing me with clerical assistance. Special thanks are in order for my typists Steve Blucas, Sue Woodard, Ginger Bollinger, Judy Bowman, and Kathy Husted. Finally I wish to acknowledge the unlimited assistance, encouragement, and sacrifice of my loving and wonderful wife, Kathy. To her I dedicate this manuscript. TABLE OF CONTENTS ACKNOWLEDGMENTS ....... . . .......... . .. 111 Chapter I. THE PROBLEM. . .. . .. . . ........... 1 Introduction Statement of the Problem Hypotheses Need for the Study Purpose Assumptions Delimitations Limitations Definition of Terms Procedures for the Study Population and Sample Sampling Technique Instrumentation Analysis of Data Chapter II. REVIEW OF THE RELATED LITERATURE ....... 20 The Nature Of Vocational Guidance The Role of the Vocational Teacher in Guidance and Counseling Principles and Practices of Guidance Related to Distributive Education Chapter III. RESEARCH PROCEDURES AND METHODOLOGY. ..... 48 Population and Sample Sampling Technique Instrumentation Statistical Analysis Chapter IV , FINDINGS. . . . . ...... . .......... 6T Respondent Description Beliefs About the Importance of Guidance and Counseling Functions and Practices Importance Of Guidance Furctions Extent Of Present and Future Use Of Guidance and Counseling Practices Relationship of Major Variables to Guidance and Counseling Functions Relationship of Present Importance Of Guidance Functions to Ideal Future Importance for D.E. Teacher-Coordinators Relationship Between Distributive Education COOperative Teacher-Coordinators and ' Project Laboratory Coordinators Relationship Between Distributive Education Majors and Non-Distributive Education Majors Relationship Between D.E. Teacher-Coordinators With Guidance Training and Those With NO Guidance Training Relationship Between D.E. Teacher-Cobrdinators in Urban, Suburban, Town, and Rural Schools Relationships Between NADET Geographic Membership Regions Other Findings Chapter V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. . . . lOl The Problem Hypotheses Need for the Study Purposes Assumptions Delimitations Limitations Procedures for the Study Population and Sample Sampling Technique Instrumentation Analysis of Data Summary of Findings Respondent Description Importance of Guidance Functions Extent of Present and Future Use of Guidance and Counseling Practices Relationship Of Present Importance of Guidance Functions to Ideal Future Importance for D.E. Teacher-Coordinators Relationship Between Distributive Education Cooperative Teacher-Coordinators and Project Laboratory Cobrdinators Relationship Between Distributive Education Majors and Non-Distributive Education Majors Relationship Between Distributive Education Teacher-Coordinators with Guidance Training and Those With No Guidance Training vi Relationship Between D.E. Teacher-Coordinators in Urban, Suburban, Town, and Rural Schools Relationships Between NADET Geographic Membership Regions Conclusions Recommendations Implications APPENDIX A . . . . . . . . . . . . . . . . . . . . . . .132 APPENDIX D . . . . . . . . . . . . . . . . . . . . . . .145 APPENDIX c . . . . . . . . . . . . . . . . . . . . . . .154 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . .l83 vii 10. ll. 12. l3. 14. IS. 00 \l 0301 #00 .N O O o ' LIST OF TABLES A Comparison of the Primary and Secondary Role of The School Counselor and the Classroom Teacher ........................ 31 Number of Secondary Distributive Education Teachers and Teacher-Coordinators ........ 49 Number and Percentage of Returns ........... 54 Composite Profile of Distributive Education Teachers and Teacher-Coordinators ........ 65 Importance of Guidance Functions ........... 69 Extent of Present and Future Use of Guidance and Counseling Practices .. ........... 70 Relationship Between Present and Ideal Future Importance Of Guidance Functions . .. . .. 79 Relationship Between D. E. Majors and Non- D. E. Majors on Present and Ideal Future Importance of Guidance Functions ................ 81 Significant Relationships Between Majors and Non- Majors on the Extent of Present Guidance Services .. ........... Relationship Between D. E Teacher- Coordinators With Guidance Training and Those With No Guidance Training . . .............. 84 Significant Relationships Between D. E. Teacher- Coordinators With Guidance Training and Those With No Training on the Extent Of Present Guidance Service .............. 87 Relationship Between D.E. Teachers and Teacher- Coordinators in Urban, Suburban, Town, and Rural Schools on Present and Ideal Future Importance of Guidance Functions . .. . . .. 89 Significant Relationships Between D. E. Teachers and Teacher-Coordinators in Urban, Suburban, Town, and Rural Schools on the Present Extent of Guidance Services . ..... .. . .. . .. . 9T Relationship Between NADET Geographic Membership Regions on Present and Desired Future Importance of Guidance FunCtions .. . .. . .. . 93 Significant Relationships Between NADET Geographic Membership Regions on the Extent Of Present Use of Guidance and Counseling Practices . .. . 94 viii 16. 17. 18. 19. 20. 21. 22. 23. J M» 25. 28. 3Q . 31. 32. 33. 34. Relationship Between Present and Desired Future Importance of the Recruitment and Selection Function ...................... Relationship Between Present and Desired Future Importance on the Permanent Records and Inventory Function . . . . .. . . .. Relationship Between Present and Desired Futur Importance of the Educational Guidance Function ................... . Relationship Between Present and Desired Future Importance of the Personal- Social Counseling Function . . .. . . .. . .. . .. Relationship Between Present and Desired Future Importance of the Career Counseling and Occupational Information Function ....... Relationship Between Present and Desired Future Importance Of the Placement Function ..... Relationship Between Present and Desired Future Importance of the Follow- Up Function .. . .. Relationship Between D. E. Majors and Non-Majors on Present Use of Aptitude Tests .. . .. . Relationship Between D. E. Majors and Non- Majors on Present Use of Achievement Tests . .. . .. Relationship Between D. E. Majors and Non- Majors on Present Use of Providing Student - Information to Employers ............. Relationship Between D.E. Majors and Non- Majors on Present Use of Advisory Committees ..... Relationship Between D. E. Teacher- Coordinators With Guidance Training and Those With No Guidance Training on the Ideal Future. Importance of the Permanent Records and Inventory Function . . .. .. . .. . . . Relationship Between D. E. Teachers and Teacher-. Coordinators With Guidance Training and Those With No Guidance Training on the Present Use of Program Information Meetings . Relationship Between D.E. Teacher-Coordinators on the Present Use of D.E. Application Files. Relationship Between 0.5 .Teacher-Coordinators on Present Assistance With Counselors on Arranging D.E. Student Schedules .. . . .. Relationship Between D. E. Teacher- Coordinators on Present Assistance to Students on Planning a Post-Secondary Education . .. . .. Relationship Between D.E. Teacher-Coordinators on Present Use of Follow-Up for Satisfactory Job Adjustment . .. . . . .. . .. . .. Relationship Between D. E. ToeacheOr- Coordinators on Present Cooperation With Counselors . .. . Relationship Between D. E. Teacher- Coordinators in Urban, Suburban, Town, and Rural Schools on the Present Importance of the Recruitment and Selection Function .. . .. . .. . .. . .. ix .154 J55 J56 .157 J58 J59 .160 .161 .162 ~163 .164 .165 .166 .167 .168 ~169 -170 -171 -172 35. 35. 37. 38. 39. 40. 41“ 42. 43. 44. Relationship Between D.E. Teacher-Coordinators on the Present Use Of Screening Devices ..... 173 Relationship Between D.E. Teacher-Coordinators on the Present Cooperation With Counselors on Selecting Students ................ 174 Relationship Between D.E. Teacher-Coordinators on the Present Use of D.E. Application F11es ......................... 175 Relationship Between D.E. Teacher-Coordinators on the Present Use of Posting Distributive Job Positions ................. . ..176 Relationship Between D. E Teacher- Coordinators From Schools With Low Counselor- Student Ratios and Those From Schools With Higher Ratios on the Present Review of Student Records Before Selection. ...................... 177 Relationship Between D.E. Teacher-Coordinators From Schools With Low Counselor-Student Ratios and Those From Schools With Higher Ratios on the Present Class Assignment of-D. E. Students By Career Objective ................ T78 Relationship Between D. E. Teacher- Coordinators From Schools With Low Counselor- Student Ratios and Those From Schobls With Higher Ratios on the Present Use Of Achievement Tests ....... 179 Relationship Between D.E. Teacher-Coordinators From Schools With Low Counselor-Student Ratios on the Present Use of Student Information Provided to Teachers ......... T80 Relationship Between D.E. Teacher-Coordinators From Schools With Low Counselor-Student Ratios and Those from Schools With Higher Ratios on the Present Use of Businessmen and Women as Guest Lecturers ........... 181 Relationship Between D.E. Teacher-Coordinators From Schools With Low Counselor-Student Ratios on the Present Use Of Career Brochures ....... . ............... 182 CHAPTER I THE PROBLEM Introduction Most adults spend from one-fourth to one-half of their waking hours in their occupational role. This role provides several consequences. Most of the working public derives a great portion of their sense of self- worth and identity from how well they perform on the job. For example, the choice Of position generally determines the people with whom the individual will associate and also the way people are evaluated by their associates. Likewise, a person's occupation helps to determine their social status, their place of living, their style and manner Of living, their dress, their hours Of work, and their avocations. There is also a psychological satis- faction in working to support oneself and one's family. Work provides security to the individual. In fact, work has an immense influence on the whole life of an indivi- dual. There are many factors that affect the vocational choices of individuals. Major factors are parental occu- pations and pressure, socioeconomic factors, and limited 1 Opportunities in the local community. However, because the individual must ultimately make the vocational choice, the need for good vocational guidance and counseling be- comes not only apparent but essential. Able students must be encouraged to consider dis- tributive occupations and to do so with as much enthusiasm and anticipation as the students who select careers in science or mathematics. Therefore, it becomes essential that the distributive education teacher-coordinator be a team member of the guidance program. Today some students are educated for jobs which may become obsolete in five years. Other students are counseled for occupations which are not now in existence. Thus, the distributive educators must expand the type Of vocational guidance they have done in the past. Some of the things which have been done need to be continued, but much Of the emphasis will change along with the changing occupations. For example, counseling for specific jobs may no longer be applicable, but rather counseling for an understanding and appreciation Of marketing and distribu- tion as a social institution.2 Distributive education teacher-coordinators have been so concerned with equipping students with marketable IF. Kendrick Bangs, "Guidance in Business Educa- tion," National Business Education Quarterly 3l (May 1963) 21bid., p. 73. skills which would enable them to earn a living that they may have failed to prepare them for the job of living in our business society. An important phase of vocational guidance is to help the student find his niche in a work- a-day world.3 Because of the growing affluence Of our society, the average young worker is becoming less concerned about simply making a living. Many young workers take it for granted that they will make a substantial salary. There- fore, work becomes a question of choice, not of necessity. This means that young people can become more selective about their occupations; it sometimes results in a lack of sense of responsibility to the business for which they work. To have that particular job is not a matter Of survival to most. The feeling that the business owes them something may even develop. This seemingly inevi- table resolution in work attitudes is, and will probably continue to be, a major guidance concern for distributive educators.4 Data show that few secondary students take a course which will help them understand business and how it Operates. A thorough knowledge and an understanding 31bid., p. 75. 4Rick Harrington, "Counselor by Circumstance," American Vocational Journal 43 (December l968):30. Of our business system are essential to the continued well-being of the American citizens and to the improvement of the American free-enterprise system. The distributive education teacher-coordinator is a person in the secondary school system who can contribute to this area. Statement of the Problem The problem was to determine the guidance and counseling functions of secondary distributive education teacher-coordinators who were members of the National Association of Distributive Education Teachers and to determine their perception of importance they placed on these functions at present as well as the desired impor- tance of these functions in the future. The following were the questions answered: 1. What are the specific guidance functions which should be performed by distributive education teacher-coordinators as deter- mined by a proportioned stratified random sample of National Association of Distri- butive Education Teacher (NADET) members? 2. A. Which guidance and counseling practices are presently being performed by distri- butive education teacher-coordinators? 8. Of those distributive education teacher- coordinators performing guidance and counseling practices, how often do they perform these practices? How often would distributive education teach- er-coordinators perform guidance and counseling practices in the future if they had preparation in guidance? DO distributive education teacher-coordinators presently work jointly with guidance counse- lors? TO what extent do distributive education teacher-coordinators have guidance preparation? Hypotheses To determine if certain variables affect the ex- tent of agreement on each of the guidance functions, the following null hypotheses were tested: H1. There is no significant difference in the Opinions held by distributive education teacher-coordinators between the present importance of each guidance function and the desired importance. There is no significant difference between the opinions Of distributive education cooperative coordinators and distributive education project lab coordinators on the present and desired future importance of each of the guidance functions. There is no significant difference between guidance services performed by distributive education cooperative coordinators and those guidance services performed by distributive education project laboratory coordinators. There is no significant difference between the Opinions Of distributive education teacher-coordinators who are distributive education majors and those who are not on the present and desired future importance of each of the guidance functions. There is no significant difference between guidance services provided by distributive education majors and guidance services provided by non-distributive education majors. There is no significant difference between the Opinions Of distributive education teacher-coordinators who have guidance and counseling preparation and those who have no training or preparation on the present and desired future importance Of each of the guidance functions. There is no significant difference between guidance services provided by distributive education teacher-coordinators with guidance and counseling preparation and those guidance services provided by teacher- coordinators with no preparation. ”8' There is no significant difference between the Opinions of distributive education teacher-coordinators who teach in urban, suburban, town, or rural areas on the present and desired future importance of each of the guidance functions. 9. There is no significant difference between guidance services provided by distributive education teacher-coordinators who teach in urban, suburban, town, or rural areas. H10. There is no significant difference between guidance services performed by distributive education teacher-coordinators in each of the four geographic NADET membership -regions. Need for the Study An extensive review of the literature indicates that vocational guidance and counseling are very impor- tant to the successful personal and career development of today's high school student. Furthermore, a review of the literature emphasizes the increasingly important role that the vocational teacher has in assisting in the performance of this function.5 Despite the importance of good guidance and counseling, there are many schools where students are unable to receive adequate help from their counselors. This is often the result of heavy counselee loads of 350-600 students.6 The American Personnel and Guidance Association recommends an assigned student load of ap- proximately 250 to one full-time counselor.7 Ashmun has said, "The coordinator's role has changed. They are doing much more counseling than they ever did before. The problems of these kids are be- coming more complex, more diffiCult to solve. The coordinators are getting involved much more, and they're estimating that they are spending 50 percent of their time in the counseling situation. See, we don't do more 5Albert Pender, "Guidance in Business Education," Balance Sheet 52 (September 197T):7-l5; Thomas N. Davis, 1"The EssentTal Role of the Business Education Teacher In A Counseling and Guidance Program," 5l (May l969): 406, 407; Lucy C. Crawford and Warren G. Meyer, Organization and Administration of Distributive Education (Columbus: CfiaFTes E. Merrill, 1972), p.175. 6Theodore J. Cete, "The Counselor's Most Logical Helper,“ American Vocational Journal 43 (December l968) .11 7Merle W. Wood and Jane C. Burhoe, "Guidance and t3e18uziness Student," The Balance Sheet 52(February 7 : . of this in our preservice preparation. We've got to do more of it, but I think it's more meaningful if it's in- service because they're facing an actual problem."8 The president of the National Association of Distributive Education Teachers (1975-76) has said about this study, "After reviewing the material, I would like to indicate to you that I think the study has excellent potential and that NADET members could benefit from your work."9 This study will help enable distributive educa- tion teacher-coordinators to recognize that there is a definite need for them to perform guidance functions. The study should determine the role of the distributive education teacher-coordinator and indicate what guidance functions he should know and understand. Presently there is a need for distributive educa- tion teacher-coordinators to do a more effective job of assisting students in determining their career objec- tives. Effective vocational guidance such as this can increase our job placements and guide students into jobs which will provide them with higher job satisfaction. 8Lorraine T. Furtado, "An Interpretative History of Distributive Education 1936-1972, As Seen by Selected Leaders," (Ph. D. dissertation, Michigan State University, 1973). P. 358. 9Larry K. Christiansen, President, NADET, personal letter, May 2l, 1976. (See appendix.) 10 Teacher-coordinators should have specific guidance practices identified by this study which are within their scope as a vocational teacher to perform. These include such functions as the dissemination of occupational information, recruiting, recordkeeping, educational guid- ance, personal-social counseling, and follow-up which can improve the effectiveness of our programs when properly performed. The performance of these functions is especially important in light of the increasing importance placed on vocational guidance and counseling by Congress in l976 legislation. With more and more workers complaining about job dissatisfaction and with the highest unemploy- ment rate in over 30 years, Congress believes more emphasis should be placed on vocational guidance so that we can assist workers to become employable in all types of jobs and to be satisfied with their work. McDonald, assistant to the executive vice presi- dent and director of professional and governmental af- fairs for the American Personnel and Guidance Association (APGA), testified before the U. S. House of Representative Subcommittee on Elementary, Secondary, and Vocational Education that "current (funding) for vocational guidance and counseling in existing legislation is inadequate, and if this nation wishes to begin to solve its massive ll unemployment and economic problems, it needs to provide funds and programs to suitably guide, direct, and coun- sel in-school and out-of-school youth into vocational jobs which are useful, productive, and have a future."10 In 1976, the Perkins Career Education Bill,H and bills from both the House and Senate, supported this goal. On April 8, 1976, the House passed a bill which increased funding for vocational guidance and counseling from $25 million for fiscal 1978 to $75 million for fiscal 1982.12 Congressman Albert H. Que recently wrote in his monthly newsletter (May 1976): This Bill puts new emphasis on guidance and counseling which I believe to be very important in the field of vocational train- ing.13 On October 12, 1976, President Ford signed the education Amendments of 1976 which includes the bills from the House and Senate.14 IOVocational Education Funding Pushed," Guidepost, February 26, 1976, Section 1, p. l. 11U. S. Congress, The Elementar and Secondar Career Education Act of 1975, HR II023, I976, 94 Congress. 12U. S. Congress, HR 12835, 1976, 94 Congress. 13Albert H. Que, Congressional Newsletter, May 1976, p. 1. 14U. S. Congress, Educational Amendments of 1976, Public Law 94-483, 1976, 94 Congress. 12 Purpose The purpose of this study was to provide distri- butive education teacher-coordinators with a listing of specific attitudes, skills, and knowledges which they need to understand their role in providing guidance and counseling services to their students. The National Association of Distributive Education Teachers has re- quested this information for possible dissemination to their members. 0f further importance to this study were the implications it could have for distributive education teacher-educators. The results of this study could provide teacher-educators with findings they can use as a resource for guidance and counseling preparation in their teacher-education programs. State department of education certification staffs should review state certification patterns. If guidance courses are not presently required, certifica- tion staffs should determine if these courses are necessary for the successful distributive education teacher-coordinator. This study may provide data which indicates that guidance is necessary for the successful distributive education teacher-coordinator. Assumptions There were two assumptions undergirding this study: 13 l. The present and desired future importance on each guidance function can be determined by a questionnaire rather than interviews. 2. Given their proper role in providing guidance and counseling services, distributive educa- tion teacher-coordinators should be able to work successfully as a team with guidance counselors to meet the guidance and counseling needs of distributive education students. Delimitations The following delimitations were imposed on this study: Personnel. Personnel for this study were secon- dary distributive education teachers and teacher-coordi- nators who are members of the National Association of Distributive Education Teachers. Although it is important for all vocational teachers to perform guidance functions, the large number of vocational teachers prohibited this researcher from including them in the study. Furthermore, because this researcher has a distributive education background, the study was performed in an occupational area in which the researcher had experience and knowledge. Type of School. This study is concerned with secondary schools having c00perative or project plan programs for llth and 12th grades. 14 Types of Functions. This study is concerned with guidance functions presently performed by distributive education teacher-coordinators. Limitations Factors which might influence the results of this study: 1. First-year teacher-coordinators may not have performed a full cycle of guidance and coun- seling practices and were therefore excluded from this study. Qualifications for being a certified (Accred- ited, licensed, credentialed) distributive education teacher-coordinator vary from state to state. "Emergency" approval personnel were not included. For purposes of this study, only teacher- coordinators approved to teach and coordinate Distributive Education in grades 9-12 and who are members of the National Association of Distributive Education Teachers are included in the sample. All conclusions made in this study must be specifically limited to the population of NADET members. Definition of Terms Certain terms used frequently in this study are defined below: 15 Distributive Education. A vocational program of study in marketing, merchandising, and related management, designed to meet the needs of individuals preparing to enter, progress, or improve competencies in distributive occupations. Distributive Education Teacher-Coordinator. A qualified, vocationally certified teacher of distributive education instruction who coordinates classroom instruc- tion with on-the-job training or with occupationally oriented learning activities of students. This person teaches at least one period a day and is a member of NADET. Distributive Education Teacher. A qualified, vocationally certified teacher of distributive educa- tion instruction who does not coordinate classroom instruction with on-the-job training or with occupa- tionally oriented learning activities of students. This person teaches at least one period per day and is a member of NADET. The Cooperative Plan. An organizational pattern of instruction which involves regularly schedule part- time employment and which gives students an opportunity to apply classroom learnings in practice. It enables them to develop occupational competencies through train- ing on jobs related to their occupational interests.15 15Crawford and Meyer, p. 11. 16 Project Plan. An organizational pattern of instruction which involves a series of group and/or individually designed learning activities and projects. related to the field of marketing, merchandising, and management, and which are related to a student's occupational interest.16 Guidance. ". . .that part of pupil personnel services--and therefore of elementary and secondary education--aimed at maximal development of individual potentialities through devoting school-wide assistance to youth in the personal problems, choices, and decisions each must face as he moves toward maturity."I7 Vocational Guidance. ". . .the process or pro- gram of assistance to aid the individual in choosing and adJUSting to a vocation."18 Counseling. ". . .to facilitate wise choices of the sort on which the person's later development depends."19 1515111., p. 12. 170. B. Hoyt, "Guidance: A Constellation of Sergices," Personnel and Guidance Journal 40 (April 1962) : 9 . IBJ. 0. Crites, Vocational Psychology (New York: McGraw-Hill, l969), p. 23. 19Leona E. Tyler, The Work of the Counselor (New York: Appleton-Century-Crofts, T969), p. l3. 17 EIEEEIEE; "Habitual or customary performance."20 For the purpose of this study, practice will be those guidance and counseling activities usually performed. Function. "The normal or proper activity of a person."21 For purposes of this study, function will be those guidance services which are performed by the distributive education teacher and/or teacher-coordinator. Role. "A customary function."22 For purposes of this study role will be defined as functions which are performed by distributive education teachers and/or teacher-coordinators. Procedures for the Study This study is analytical in nature. It attempted to ascertain the guidance and counseling functions of secondary distributive education teacher-coordinators who are members of NADET and to determine and analyze the importance placed on those functions today as well as their desired importance in the future. The study procedures involved four areas: (1) population and sample, (2) sampling technique, (3) instru- mentation, and (4) analysis of data. 20The Living Webster EncyclopediC‘Dictionary'of the English Language (Chicago: The English IhstTtute of American, 1975), p. 747. 2110111., p. 394. 22Ibid., p. 832. 18 Population and Sample The population of this study was all secondary distributive education teacher-coordinators in the United States who were members of NADET in 1976 and who had taught a minimum of one year. The study excluded all post-secondary, adult, and middle-school teachers. There were approximately 6,912 secondary distributive education teachers and teacher-coordinators in the United States as reported by the USOE; of these, 2,144 were NADET members. Sampling Technique The pOpulation was divided into four independent groups by geographic NADET membership regions, and participants were chosen proportionately from a strati- fied random sample from each of the regions. The number of members selected varied from region to region, de- pending on the region membership size. In total, 342 NADET members were chosen. Instrumentation The survey form of research was selected for use in this study. A questionnaire was used to measure the attitudes of 342 secondary distributive education teach- ers and teacher-coordinators who were NADET members. The questionnaire was chosen because more participants could be reached from a national cross-sample of NADET members. 19 In addition, with this number of participants, the questionnaire was less expensive and less time con- suming than the interview method. The questionnaire instrument was divided into two sections, each containing two Thurstone-type atti- tude scales. The first section was designed to measure the degree of importance presently placed on each function and to measure the ideal degree of importance placed on each guidance function. The second section was designed to measure the extent that given guidance and counseling practices are presently performed and the extent to which it would be desired to use the practice in the future. Analysis of Data The statistical methods to test the null hypoth- eses and relationships between variables were the chi- square test of independence and analysis of variance. All responses were coded for keypunch use and analysis in the computer at Indiana State University. CHAPTER II REVIEW OF THE RELATED LITERATURE A search of related literature in the Education Resources Information Center (ERIC) and DATRIX was con- ducted; items found are shown in the bibliography. Related information from these and other sources is presented in three categories: (1) the nature of voca- tional guidance, (2) the role of the vocational teacher in guidance and counseling, and (3) principles of guidance related to distributive education. The Nature of Vocational Guidance The 20th century vocational guidance and coun- seling concept was first developed in 1907 as a result of the work of Frank Parsons, the director and one of the founders of the Civic Service House, Boston. The purpose of this guidance concept in the secondary school was "to place every boy and girl in the social, educa- tional, and occupational position where he can make the greatest contribution in line with his interest, atti- tudes, and training."23 23Emery St00ps and Gunnar L. Walhquist, Principles and Practices in Guidance (New York: McGraw-Hill Book Cfimpany,Inc., 1959), p. 12. 20 21 Throughout the years since 1907, the local teacher of vocational education has occupied an important position in youth and adult counseling and guidance services. The vocational teacher was the only source of occupational information during the early years of guidance and pro- grams. Students in many schools at the present time rely upon the advice and counsel of vocational teachers in job placement and adjustment. Vocational teachers also assist school counselors in compiling information about various occupations and provide vocational counseling services to individual students. In addition, vocational teachers have assisted in providing counseling services for out-of-school youths and adults who need assistance in solving personal and vocational problems.24 In 1921 the National Vocation Guidance Associa- tion made the following statement of aims for vocational guidance: The purposes of vocational guidance are: (l) to help adapt the schools to the needs of the popils and the community and to make sure that each child obtains the equality of oppor- tunity which it is the duty of the public school to provide, (b) to assist individuals in choosing, preparing for, entering u on, and making progress in occupations, (CI to spread knowledge of the problems of the occu- pational world and the characteristics of the common occupations, (d) to help the worker to understand his relationship to workers in his own and other occupations and to society as a 24Roy W. Roberts, Vocational and Practical Arts Education, (New York: Harper 8 Row, 1971), p. 364. 22 whole, (e) to secure better cooperation between the school on the one hand and the various commercial, industrial, professional pursuits on the other hand, (f) to encourage the establish- ment of courses of study in all institutions of learning that harmoniously combine the cultural and practical studies. All vocational guidance should help to fit the individual for vocational self-guidance and also for the cooperative solution of the problems of occupational life. It can be interpreted from these statements that vocational guidance was concerned with a very broad educa- tional service. Mays said that vocational education is merely one place of the total process of aiding one in choosing, preparing for, entering upon, and making pro- gress in one occupation.26 In 1938 the President's Advisory Committee on Education emphasized the need for vocational guidance in the 1938 report of the Committee.27 The U. S. Commissioner of Education in 1938, by the interpretation of the Smith- Hughes and George-Deen Laws, authorized states to use federal teacher-training funds provided in these laws for paying salaries and travel expenses incurred in the super- vision of occupational information and guidance services. 25National Vocational Guidance Association, The Principles of Vocational Guidance (Atlantic City: The ASSOCTation, 1921), p.73. 26Arthur B. Mays, An Introduction to Vocational Education (New York: The Century Co., 1930), p. 215T 27R0berts, p. 367. 23 The commissioner, in the same year, established an Occupational Information and Guidance Service in the Vocational Division of the U. S. Office of Education. DuriNQ the 1940's a clinical emphasis was brought to_guidance and counseling by the work of Carl Rogers. The older vocational guidance movement extend- ed to adjustment and developmentguidance.28 The George- Barden Act of 1946 was responsible for a further expansion of vocational guidance, but the program got a great boost in 1958 when federal funds were authorized in Title V of the National Defense Act and in the Vocational Educa- tion Amendments of 1968. Federal funds authorized in the National Defense Education Act were designed to promote guidance programs for the identification and encouragement of able students and for educating coun- selors. Vocational education law funds are used to provide individuals with the information and assistance needed to make wise decisions in matters affecting vocational choices and adjustments. Olson, in his dotoral dissertation, said that. . . Vocational guidance as a part of education guidance has grown from the process of giving to the process of understanding and assisting. To meet these present objectives, information 28Jerry C. Olson, "The Guidance Function of Industrial Arts in Teacher Education," (Ph. D. disser- tation, Ohio State University, 1964). p. 55. 24 is made available to the individual. This may include information of the following types: Interests, aptitudes, and abilities Occupational and employment opportunities Placement and adjustment Interpretation of information Aiding in the solution to individual problems macaw—- o o o o 0 Besides helping the individual student, vocational guidance may also help the teachers and encourage new activities for reorganization and improvement of the school system. 9 The Vocational Education Amendments of 1968 state clearly the importance of guidance functions with the following words: The Congress finds that it is necessary to reduce the continuing seriously high level of youth employment by develOping means for giving college preparation needs of those young persons who end their education at or before completion of the secondary level, too many of whom face long and bitter months of §°b hunting or marginal work after leaving school. 0 The Role of the Vocational Teacher In Guidance and Counseling The National Vocational Guidance Association-- American Vocational Association Commission on Career Guidance and Vocational Education stated in their posi- tion paper on career development that vocational educators are responsible for many of the same tasks as guidance personnel in facilitating the career development of students who are enrolled in vocational education courses. 2915151., p. 55. 30U. S. Congress, The Vocational Amendments of 1968, Public Law 90-576, 32 STAT, 1064, 1968, 90 Congress. 25 Their unique contributions to a comprehensive career education program may include: ll]. "2. "3. "4. "5. "6. "7. "8. "9. "10. "11. Providing realistic educational and occu- pational information to students and staff based on knowledge of occupational fields and continuous contact with workers and work settings. Identifying and recruiting resource persons in the employment community to assist in the school program. Providing exploratory experiences in voca- tional classrooms, labs, and shops for students not enrolled in occupational preparation programs and assisting those teachers who wish to incorporate 'hands on' types of activities in their courses. Identifying basic and academic skills and knowledge needed to succeed in the occu- pations of their field and communicating this information to academic teachers and guidance specialists. Assisting academic teachers and guidance specialists in designing appropriate occu- pational exploration experiences. Providing students with information about vocational offerings and guidance special- ists with information about the kinds of careers for which students are prepared. Assisting students enrolled in vocational programs to analyze and interpret their learning experiences for better understand- ing of self in relation to occupations and the world of work. Planning and providing vocational instruction which prepares students to enter, adjust, proggess, and change jobs in an occupational fie . Assisting students in identifying a wide range of occupations for which their voca- tional instruction is applicable. Encouraging employers to assist in eXpanding student awareness of career opportunities. Arranging observation activities or part- time employment for students and school staff to help them learn more about occu- pations and work settings. 26 "12. Participating in the planning and imple- mentation of a comprehensive career educa- tion program."3 Brown, in his study, determined differences in attitudes existing among teachers, guidance workers, and principals towards the extent to which teachers should participate in various guidance functions. Brown states, "Vocational teachers should participate in var- ious guidance functions." In this study "vocational teachers gave higher mean ratings of the extent to which teachers should perform those functions pertaining to career, vocations, and placement than did academic teachers, guidance workers, and principals."32 Brown further states: Vocational teachers tend to agree that the guidance program is to a large extent their function. Although they often voice reserva- tions about the training needed for guidance work, they continue to assert that these guidance functions are a part of their work in school. Seemingly, no guidance function should be consi- dered as beyond the scope of the vocational teacher.33 3INVGA-AVA Commission on Career Guidance and Vocational Education, "Guidance As An Intervention Pro- cess," National Vocational Guidance Association Position Paper, Washington, D.C., 1973. 320uane Brown, "A Study of the Attitudes of Indiana Academic Teachers, Guidance Workers, Principals, and Vocational Teachers Toward Guidance Functions of Teachers," (Ph. D. dissertation, Purdue University, 1965), p. 14. 33Ibid., p. 62. 27 Willis said, "Guidance services are not the exclusive preserve of a group of counselors."34 Like- wise, White stated: This is an important objective and can be accomplished only with the complete coopera- tion of all the departments and faculty members. The guidance program of the modern secondary school must include not only the guidance personnel but also the entire professional staff of the school. The teacher who is willing to work with students, both as individuals and in groups, makes a distinct contribution to a well- functioning guidance program.35 The 1955 Yearbook Committee of the Association for Super- vision and Curriculum DevelOpment recommended that. . . "classroom teaching be made inseparable from guidance."36 Pender believes the teacher's role in guidance and counseling is great. The teacher's personality, initiative, philosophy, and methodology are important in meeting the challenges of a room full of individual personalities. Because of his sustained contact with students over a period of time, he often figures as the most important person in the guidance program.37 34Benjamin 0. Willis, Guidance Readings for Counselors, ed. Gail F. FarwelT—and Herman J. Peters (Chicago: Rand McNally and Co., 1960), p. 433. 35Ibid., p. 433. 35Yearbook Committee of the Association for Supervision and Curriculum Development, Association for Supervision and Curriculum Development Yearhook (Wash- Thgton D. C.: ACSD, 1955), quoted in Margaret E. Andrews, "Guidance in Business Education," American Business Education Yearbook 18 (Somerville, N. JT: NBEA ahd EBETA, T961) , p . 53. 37Pender, pp. 7-15. 28 Research has been carried out by Koile and Treat to find a means of identifying teachers who can meet student-oriented needs thorugh working with students in teacher counseling, homeroom advising, and in various individual and group guidance functions that tend to be student oriented. They found that teachers of vocation- al subjects attained higher student-oriented interest scores than did teachers in other subject matter groupings. Such evidence leads one to believe that vocational subject teachers are definitely more interested in meeting the needs of students than some other subject areas. Certain- ly no teacher should be more interested in helping students make long-range educational and vocational plans to prepare themselves to make a living in the changed economic milieu resulting from automation.38 According to Davis, a classroom teacher plays an important role by becoming a teacher-counselor. This is realized by taking into consider- ation that the broader concept of teaching is student-centered rather than teacher-centered. The teacher-counselor knows that the student- teacher interaction, group experience, under- standing the individual, feeling with the individual, and accepting the individual are all very important parts of the role he assumes. He realizes that his role gives him the oppor- tunity to find and seek the answer to incipient problems, but in order to function effectively, he knows that he must have some training and knowledge of the counseling process, some concept of the level of personal adjustment he has achieved, some knowledge of the referral 38Earl A. Koele and Carol L. Treat, "Identifying Student-Oriented Teachers," Personnel and Guidance Jour- nal 36 (December 1961): 348. 29 services available for students needing special help, and a code of ethics to guide him in protecting the confidential information he received from the individual.39 Davis believes the teacher's main contributions to the guidance program may be in the classroom. However, there are a number of different ways a teacher may con- tribute to the guidance program; but essentially, the key to contribution is participation towards becoming guidance oriented in the total school program. The teacher then becomes aware that education is concerned with more than developing intellect and capacity; it is accepting the personal point of view. Happock said we need to maintain faculty parti- cipation for four reasons: "1. We cannot eliminate it if we try. Some students will always take some problems to one teacher whom they like. . . "2. Some students will not come to the coun- selor because they do not know him or like him. . . "3. In our lifetime very few counselors will ever have time to provide all the guidance that students need and want. "4. In some areas of guidance some teachers are more effective than some counselors." He also suggested that the guidance help of teachers should be in the form of educational and occu- pational information which they need rather than therapy for a smaller number of maladjusted.40 39Davis, pp. 406-407. 40Robert Happock, "The Place of Guidance in the Instructional Program," Virginia JOUrnal of Education (November 1961):13. 30 Stewart included in his list of findings the following factors which influence the teacher's role in guidance: Women had significantly higher mean parti- cipation scores.than did men. Possessors of graduate degrees had signifi- cantly higher mean participation scores than did nonpossessors. ' The optimal predicators of participation scores were found to be the teachers' attitudes and experience. The correlation between pre- dicted and achieved scores in participation was significant at .01 level. It appeared from this and other evidence that teachers can make a major contribution to the guidance function by individualizing instruction to meet the needs of the students.41 Spinelli also thinks there is a need for the teacher to serve on the guidance team. He believes that the role of the teacher is a primary ancillary role. Spinelli recommends that teachers have guidance courses in preservice and that these should be supplemented by electives in the social sciences. Inservice for teachers in guidance should also be encouraged through course work and readings.42 41James A. Stewart, "Factors Influencing Teacher Attitudes Toward and Participants in Guidance Services," Personnel and Guidance Journal 39 (May 1961): 732. 42George Spinelli, "Vocational Guidance Prepara- tion for Teacher," National Business Education Quarterly 37 (Winter 1969): 222- 225. 31 Kahler made a comparison of the guidance roles played by counselors and those by classroom teachers. Table 1 presents his findings.43 TABLE 1 A COMPARISON OF THE PRIMARY AND SECONDARY ROLE OF THE SCHOOL COUNSELOR AND THE CLASSROOM TEACHER Counselor Classroom Teacher Role Primary Secondary Primary Secondary 1. As an educator x x 2. Responsible for individual coun- seling x x 3. Responsible for group methods in guidance X x 4. Familiar with the use and interpre- tation of stand- ardized tests x x 5. Conductor of follow-up studies x x 6. Have the latest information on college entrance requirements and scholarships x x 43Alfred R. Kahler, Jr., "The Role of the Second- ary School Teacher in the Guidance Program," (M.A. thesis, Ohio State University, 1958), 97-101. 32 TABLE 1 - Continued Counselor Classroom Teacher Role Primary Secondary Primary Secondary 10. 11. 12. 13. 14. 15. 16. Public relations for establishment of the counseling service to stu- dents x Act as a referral agent Information collec- tion for individual inventory Expected to parti- cipate in school activities and to assume his share of extracurricular activities x Provide occupa- tional informa- tion x Placement respon- sibility in class Educational infor- mation not else- where classified x Participation in career days x P1acement--part- time jobs, full- time jobs, and summer jobs X Aid in transferring students from one grade to another or from one school to another x TABLE 1 33 - Continued Counselor Role Primary Secondary Classroom Teacher Primary Secondary 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Assists students to enter colleges, vocational schools, or any training situation found necessary x To assist the pupils in school subjects x Public relations and leadership in interpreting the guidance activities to the community x Called upon to build and main- tain cumulative records x Providing field trips Planning occu- pational studies and community surveys x Keeping ancedo- tal records of students x Observation of students Organizational sponsor Providing assem- bly programs from a guidance point of view x 34 According to Will, each teacher must realize that his greatest contribution to students is his personal influence upon their lives. Will suggests four specific teacher responsibilities in guidance: (1) help parents understand student needs, (2) perform group guidance services in the areas of study skills, social adjustment, certain types of occupational information, and self- appraisal skills, (3) to evaluate with the counselor each student's educational and vocational plan, and (4) help students to utilize counseling services.44 DeYoung suggests that vocational guidance in the classroom can be fostered by (1) providing classrooms filled with occupational information and (2) planning time for the evaluation and dissemination of accurate and current information.45 In the Eastern Business Teachers' Association Yearbook (1971), Nanassy provides 21 specific suggestions on ways business teachers in the classroom contribute to guidance programs.46 44Helen R. Will, "The Role of the High School Teacher in Counseling," National Business Education Quarterly 37 (Winter 1969):27-34. 45Ron C. DeYoung, "Every Business Teacher: An Agency for Vocational Guidance," Balance Sheet 51 (Jan- uary 1969):218. 46Louise C. Nanassy, "Contributions of the Busi- ness Teacher to the Guidance Program," Eastern Business Teachers' Association Yearbook 44 (New York City: New York University Campus Bookstore):l83-l93. 35 The following conclusions drawn by Arbuckle summa- rize the characteristics of a guidance-minded teacher.47 "1. To provide in the classroom a climate and an atmosphere such that learning can take place, since in the long run the criterion of the teacher's success is the learning that occurs. . "2. To provide a psychological adjustment conducive to mental health. This means that the teacher will continually question himself and his curriculum as a possible influence on child adjustment. . . "3. To help the child adjust to a changing, challenging, and too frequently, a hostile and threatening environment so that he will not be overcome by it. . "4. To provide for the child an example of healthy, ethical, and moral behavior. . . "5. To provide for the child an accurate, objec- tive, and truthful picture of the knowledge and the understanding of mankind and to help the child to use his knowledge for his own good and for the betterment of mankind. . ." Principles and Practices of Guidance Related to DistrTbutTve Education The 1965 Crawford study on distributive education basic beliefs identified guidance as a major function of the distributive education teacher-coordinator. The Crawford study listed 14 basic beliefs regarding guidance. They included:48 47Dugald S. Arbuckle, Guidance and Counselingin the Classroom (Boston: Allyn and Bacon, Inc., 1957), pp. 114- 117. 43Lucy C. Crawford, A Competency Pattern Approach to Curriculum Construction in DistrihUtive Teaéher'Educa- tion, ’4 vols. (Blackshurg: Virginia PoTytechnTETnstitute and State University, 1967). "1. "2. "3. "4. "5. "6. I17. "8. "9. 36 The distributive education program should serve peOple of diverse talents, abilities, interests, and cultural backgrounds who want and can benefit from the instruction. A primary goal of each distributive educa- tion teacher-coordinator's guidance activi- ties should be the growth and adjustment of individual students in relation to their occupational interests within marketing and distribution. Each distributive education student should have a distributive occupational interest if he is to give his best effort in develOp- ing the required competencies and in making occupational choices and adjustments. All applicants for the distributive educa- tional program should be carefully considered to assure the inclusion of those students who can and sincerely wish to profit from instruc- tion. In selecting training agencies (stations) for distributive education students, every effort should be made to select those most likely to provide occupational and educational opportunities in keeping with the students' capabilities, interests, objectives, and goals. Distributive education students should be provided continuous assistance in acquiring the knowledge, skills, and attitudes needed in making rational choices, plans, and interpretations essential to job satisfac- tion and to adjustment in the distributive occupations. Each distributive education student is a unique person intellectually, socially, emotionally, and physically, and should be treated individually according to his capa- cities, needs, and interests. COOperative effort should be made to detect and modify conditions that interfere with the distributive education students' advan- tageous use of their edUcational and occupa- tional Opportunities. Students who enroll in distributive education cooperative classes potentially should be able to represent the school in a satisfac- tory manner when in contact with business people of the community they serve. 37 "10. All distributive education students should be made fully aware of the Opportunities and careers in marketing and distribution that are available to them. "11. Through career education, all students, at each educational level, should be exposed to and aware of Opportunities for careers in the field of marketing and distribution. "12. Distributive education students should be counseled periodically by teacher-coordin- ators, employers, and guidance counselors concerning progress toward their career objectives. "13. The distributive education program should provide guidance and vocational counseling for adults wanting to prepare for, or needing training and/or retraining for, occupations in marketing and distribution. "14. Individual student records should be kept by the distributive education teacher- coordinator in cooperation with the student as evidence of competencies achieved either through occupational experiences or through projects and/or simulated learning exper- iences." Crawford and Meyer write that the guidance role of the distributive education teacher-coordinator is of primary importance, for most experienced distributive personnel believe that effective_guidance practices are the key to a successful distributive education program.49 Crawford and Meyer discuss the role of the distri- butive education teacher-coordinator as a career counselor. As a career counselor, the distributive education teacher- coordinator has a responsibility for student recruitment, selection, job placement, and counseling, Crawford and Meyer state, "The primary goal of each teacher-coordinator's 49Crawford and Meyer, p. 175. 38 service to students should be to aid the students' career development in relationship to their occupational inter- ests and capabilities in distribution and marketing.“50 A ten-year follow-up study by Crawford indicated that personal counseling was rated by former distributive education students as the most important high school experience.51 Levitson stated in his 1976 study that only four percent of the students surveyed went to counselors for help with personal problems.52 This is not surprising since the average counselor-pupil ratio for this study was 1:412. If we assume a six-hour day and a l80-day year, this means that he has less than 1,100 hours for counseling--if all his time were available for this service, which it is not. At best, he (the counselor) has approximately a little more than two hours per student per year to assay the student's strong and weak points, to solve his problems, and to suggest to him the type of occupation in which he might be expected to find the greatest satisfaction and success.53 50mm, p. 92. 511bid., p. 93. 52Harvey S. Levitson, "Consumer Feedback on a Secondary School Guidance Program," The Personnel and Guidance Journal 55 (January 1977):242. ' 53Cete, p. 11. 39 Crawford and Meyer further state, "Since all personal relations have an effect on the student's behavior at school and at work, the teacher-coordinator who is a good listener and a skillful counselor will find that counseling and teaching are interdependent."54 In a position statement on guidance, Sampson wrote: Career orientation for all students is a schoolwide responsibility to which the distri- butive educator contributes because of his understanding of distributive occupations. The distributive program should provide career development eXperiences of inquiry, explora- tion, participation and limitations, and permit refinement and self-determination of career objectives. The student should contin- ually be aware of his progress toward and capacity in various occupational competencies. All staff should be prepared to detect and modify conditions that interfere with the student's advantageous use of his educational or occu- pational opportunities.55 A series of articles in Business Education Forum addressed the importance and need for career development in the distributive education classroom, distributive job and the DECA Chapter.56 An article by Abrahamson stresses 54Crawford and Meyer, p. 141. 55Harland E. Sampson, "Distributive Education Statements of Position," Position Paper prepared for Distributive Education Position Paper Committee, Madison, Wisconsin, November, 1971. 55Jack Abrahamson, "Career Development in the Distributive Education Classroom," BusineSs Education Forum 16 (April 1962):12-13; William J. Brady, Jr.:_TCareer Development Through the Club," p. 16; Mary Klaurens, Career Development of the Distributive Job," pp. 14-15; Loren H. Benson and Harold Toupin, "Counseling for Career Develop- ment Through Distributive Education," pp. 10-12. ’ 40 the relationship of the individual student and the busi- ness organization in career development. He believes it is extremely important that the student have a proper occupational perspective and realistic concept of occu- pations. Brady reviews the role of DECA in developing the career objective of the student. He views DECA as a tool for supplementing career information. Recommended activi- ties include manuals, competitive activities, field trips, guest speakers, and social activities. Klaurens discusses the excellent opportunities available through cooperative part-time employment to explore distributive occupations. She feels emphasis should be placed on career opportunities in clusters of occupations and not for specific jobs. It is suggested that training plans are also important in exploring all types of jobs at a place of work. Benson and Toupin view counseling for career development as a two-fold process of (1) providing suitable exposures to the world of work and (2) helping the student to perceive these information experiences in terms of their meaning to him. This hopefully will lead to job satiSfaction and self-realization. It is not enough for distributive education teachers to disseminate OCCUpational information, but they must also make it meaningful to the student. 41 Peters described the five guidance services (functions) as (1) individual inventory service, (2) information, (3) counseling, (4) placement, and (5) follow-up.57 A basic problem in functioning of both coordin- ators and counselors when dealing with the COOperative program is the task of defining which responsibilities under the five services are the province of which specialist. Helling used a questionnaire to study role per- ception of Minnesota distributive education teacher- coordinators and guidance counselors. He listed 40 tasks and forced the respondents (more than 90 percent in each group) to answer the question, "If only one person could handle the job, who should it be?" A chi- square statistic was used to determine if the two groups agreed in the direction of their voting and to determine whether or not a majority was significant in the group as a whole. Six tasks on which there was no agreement were (1) use of the Dictionary of Occupational Titles (0.0.1.) as well as other sources for interpretation to distribu- tive education students, (2) first screening of applicants for the cooperative program, (3) counseling former 57Gail F. Farwell and Herman J. Peters, Guidance Readin s forgCounselors (Chicago: Rand McNally and Co., I960), p. 44 . 42 cooperative program students, (4) assisting pupils in solving their educational problems pertinent to the cooperative program, (5) placement of students not in the distributive education program on jobs, and (6) respon- sibility for the cooperation of business personnel on "Career Days."58 In the HelliNQ study, the status of selected counseling tasks in Minnesota was as follows: three- fourths or more of the responding coordinators and counselors agreed that these tasks should be performed by the coordinator: (1) counsels with an employer on the student's behalf when a problem on the job comes up, (2) assists students in solving their vocational problems pertinent to the distributive education program, (3) counsels and discusses with parents of COOperative class students about students' decisions or progress on the job, and (4) assists pupils in solving their personal problems pertinent to the cooperative program. The agreement on "counsel adults in the evening school pro- gram" and "counsel former COOperative students" was only mildly in favor of the coordinator. There was strong agreement that the counselor should be primarily respon- sible for “counseling and choosing of electives for 58Cliff E. Helling, "A Study of Role Interference Perceptions Among Counselors and Coordinators," (Master's Study, University of Minnesota, 1963). 43 c00perative students" and "counsel students as to the best utilization of their needs in relation to aptitudes and interests (will they profit from the experience?)." There was disagreement among the counselor and coordina- tors on two counseling tasks: (1) counsel students as to the decision to become COOperative enrollees and (2) assist pupils in solving their educational problems pertinent to the COOperative program.59 Reynolds believes coordinators and counselors have the same purposes and goals. He states: The more one views the function of the coordin- ator of distributive education and the school counselor, the more one becomes convinced of the singleness of purpose that exists in the two jobs. Both work for the betterment of the student; both try to bring the student to grips with imself; both endeavor to foster an awareness of a career development in him. At all times the idea of a developing, self-cognizant individual is upper- most in their perception of him. While the coordinator and the counselor are trained differently and approach similar situa- tions differently, both have the same_goals in mind as they affect students in COOperative programs. Both want for the student what will ultimately be best for him. Both have a point of view on how this goal can be attained; neither doubts that it can be attained. Their diver- gence of approach is a positive feature of our school programs and one which can be utilized to the benefit of the student. The counselor's training is rich in the psychological aspects of human behavior; it includes study in testing, guidance, occupational information, and a variety of other fields. The 59Ibid.. pp. 115-116. 44 basic tool of the counselor is his ability to counsel. Add this training to the training necessary for a qualified coordinator and the result is a team which is equipped to handle almost any of the manifold exigencies of the cooperative education program--and handle them well. The two jobs are natural complements; both are specialized; both work toward practical life-adjustment ends; both take account of the panoramic develOpment of the individual student.60 In addition Reynolds states: A definition of duties for each, respecting the particular special talents of each, should be decided on by mutual consent of both the counselor and coordinator. This means a meeting of minds, a getting together physically, mentally, and professionally; a joining of forces, a team- ing up. As a team they can work together for the interests of the students. Only as a team can they do this most effectively. It would seem a natural tendency for special- ists to feel the great importance of their field. If they were not sold on its value, they should not be in it. But it is a natural weakness of those peOple who are most convinced of the importance of their field to tend toward exclud- ing other areas from the realm of value. They become convinced that our little world is self- sustaining and is answerable only to itself. Teamwork, as suggested above, would work toward a lessening of this encapsulization, driving home to team members the lesson that there exists a guidance function in coordination, a coordinating function in guidance. The point being made is that the coordinator is part of the guidance team. In schools where the guidance function of the coordinator has been recognized, where counselor and coordinator work together as a unit, most of the pitfalls caused by lack of communication are avoided. In these schools the counselor shares a commonness of purpose which is facilitated by an all-too-simple technique: placing the coordinator in the suite of offices alongside the counselor. 60Richard J. Reynolds, "Improving Counselor- Coordinator Relations," Business Education Forum 19 (November 1964):18. 45 The benefits of such physical proximity become obvious when some of the basic conflicts between coordinators and counselors are considered.51 The following are a list of selected guidance principles as provided by Crawford and Meyer:62 "PRINCIPLES OF GUIDANCE RELATED TO RECRUITMENT "1. All students who can profit from the distri- butive education program should be made aware of the program offerings and provisions. "2. A continuous effort should be made to keep students, parents, and guidance counselors informed about the distributive education program. "3. The distributive education teacher-coordin- ator should work closely with guidance counselors in providing students with infor- mation about careers in distribution. "PRINCIPLES OF GUIDANCE RELATED TO SELECTION OF STUDENTS "1. Each student admitted to the program should have indicated an interest in a distributive occupations career. This interest suggests that he will give his best effort in learn- ing the technical knowledge and skills and make satisfying occupational adjustment. "2. All applicants for the distributive educa- tion program should be carefully considered so that those students who can and sincerely wish to benefit from the instruction will be included. "3. Students who are admitted to cooperative classes should be potentially able to represent the school in a satisfactory manner when in contact with the business people and customers. "4. The teacher-coordinator should have the final authority in making decisions con- cerning the readiness of students for certain distributive education courses. "PRINCIPLES OF GUIDANCE RELATED TO PLACEMENT "1. Only those training agencies that are willing and able to provide occupational and 52Crawford and Meyer, p. 140. 46 educational opportunities in keeping with the students' capabilities, interests, and goals should be selected to participate in the program. "2. The training agency should make the final selection of student-trainees. "3. The compensation of students should be commensurate with the work performed and consistent with compensation of other part- time employees who are assigned comparable duties. "4. Each cooperative distributive education job should offer opportunities for training that will provide for development toward the student career objective. "PRINCIPLES OF GUIDANCE RELATED TO CAREER COUNSELING "l. The primary goal of each teacher- coordinator' 5 service to students should be to aid the student's career development in relation to their occupational interests and capabilities in distribution and marketing. "2. Distributive education students should be provided continuous assistance in developing the knowledge, skills, and attitudes they need to make adequate choices, plans, and interpretations essential to satisfactory and satisfying adjustment in distributive occupations. "3. Each distributive education student is a unique person intellectually, socially, emotionally, and physically, and should receive individualized instruction and coun- seling accordiNg to his capabilities, needs, and interests. "4. Distributive education students should be counseled periodically by teacher- coordinators, employers, and guidance counselors concerning progress toward their occupational objectives.' The distributive education guidance principles above are inherent in all instructional areas which have employability as one of their primary desired outcomes. They are particularly useful in fields in which prestige among high school students is not great enough to attract 47 sufficient numbers of program applicants. They are most useful in fields in which cOOperative education is an important component of the total program. Mason and Haines, in their test, provide a list of 37 tasks expected of a teacher-coordinator. Of these 37 tasks expected of the teacher-coordinator, 15 (or 40 percent) can be identified as guidance and counseling practices.63 Other comprehensive references are Review and Synthesis of Research in Distributive Education, Guidelines in Cooperative Education, Virginia Teacher-Coordinator's Handbook, Distributive Education Coordinator's Handbook for Georgia, "Office Education and Distributive Education Coordinators: Critical Requirements and Reasoned-Judgment Comparison," and "Critical Requirements for Distributive Education Teacher-Coordinators."64 63Ralph E. Mason and Peter G. Haines, Cooperative Occupational Education (Danville: Interstate Phinters & PubTishers, Inc., 1972), pp. 131-132. 64Review and Synthesis of Research in Distribu- tive Education (Columbus: The Center fer V0cational and TechnicaT Education 1966); Guidelines in Cooperative Education (Columbus: The Center for—VocatTOnaT and“ TechnicaT Education 1967); Vir inia Teacher—Coordinator's Handbook (Richmond: Virginia epartment of'EducatTOn 1966); DTStributive Education Coordinator's Handbook for Georgia (Atlanta: Georgia Department EH T967); E. EdWin HarrTs, "Office Education and Distributive Education Coordina- tors: Critical Requirements and Reasoned-Judgment Compari- sons" (Ph.D. dissertation, Northern Illinois University, 1965); Sampson, Harland E. "Critical Requirements for Distributive Education" (Ph.D. dissertation, University of Minnesota, 1964). CHAPTER III RESEARCH PROCEDURES AND METHODOLOGY The purpose of this chapter is to present the population and sample, sampling technique, instrumenta- tion, and statistical tools used in this study. Population and Sample The population for this study consisted of secondary members of the National Association of Distri— butive Education Teachers (NADET). As shown in Table 2, there were approximately 6,91265 secondary distributive education teachers and teacher-coordinators in the United States of which 33.9 percent are NADET members. This reported total of 6,912 by The United States Office of Education includes teachers of retailing, salesmanship, and other marketing related classes which some states classify as distributive education. The population of NADET secondary members was chosen because there was no available list which contained the names of all secondary distributive education personnel. Many states, including Michigan, will not release this information. Furthermore, there is no research or evidence to suggest that non-NADET members are different from NADET members. 65Edwin L. Nelson, personal letter and statistical FY 1975 tabulation form, December 13, 1976. 48 49 For a teacher-coordinator to be eligible for this study, these requirements had to be met: (1) the teacher must have taught a minimum of one year, (2) the teacher must be a certified (non—emergency) secondary distributive education teacher or teacher-coordinator, and (3) the teacher-coordinator must be a NADET member. Of the total 2,747 NADET members, there were 2,142 eligible for this study. A stratified random sample was chosen in June because all secondary teachers on the list would have taught a minimum of one year. TABLE 2 NUMBER OF SECONDARYDISTRIBUTIVE EDUCATION TEACHERS AND TEACHER-COORDINATORS United States National % SAMPLE Office of Association NADET Education of Distributive Education Teachers (NADET) UNITED STATES 6,912 2,142 33.9 342 Alabama 106 106 100 16 Alaska 10 6 6O 2 Arizona 88 4O 45 8 Arkansas 43 41 95 7 California 253 30 12 6 Colorado 90 3O .33 6 Connecticut 81 29 36 5 Delaware 20 10 50 3 District of Columbia 6 1 l7 0 Florida 432 59 14 9 Georgia 113 100 89 14 50 TABLE 2 - Continued UNITED STATES USOE NADET % NADET SAMPLE *Hawaii 15 0(1) 0 0 Idaho 15 1 7 1 Illinois 413 19 5 3 Indiana 107 51 48 10 Iowa 63 38 60 6 Kansas 46 15 33 3 Kentucky 137 34 25 5 Louisiana 91 43 47 6 Maine 23 O O 0 Maryland 51 29 57 6 Massachusetts 172 7 4 2 *Michigan 341 7(21) 2 1 Minnesota 244 9 4 2 Mississippi 57 22 39 4 Missouri 171 108 63 18 Montana 21 15 71 3 Nebraska 23 23 100 3 *Nevada 14 0(2) 0 0 New Hampshire 19 3 16 1 New Jersey 236 52 22 12 New Mexico 35 16 46 3 New York 305 13 4 2 North Carolina 264 104 39 13 North Dakota 18 18 100 3 Ohio 803 162 20 26 Oklahoma 69 69 100 10 Oregon 41 8 20 2 Pennsylvania 287 39 14 7 Rhode Island 18 7 39 1 South Carolina 83 43 52 6 *South Dakota 32 0 0 0 Tennessee 141 12 9 1 Texas 632 468 74 62 Utah 47 46 98 8 '*Vermont 12 O 9 0 Virginia 376 91 24 13 West Virginia 36 25 69 6 Wisconsin 101 13 13 3 Wyoming 26 23 88 4 *These states did not have state association as of June, 1:76. The number in parentheses represents 1977 member- s p. ‘ 51 Sampling_1echn1gue The first step in selecting the sample was to determine which individuals were secondary distributive education teachers and teacher-coordinators. A careful study of the NADET roster indicated that secondary teach- ers were coded with an H and arranged in order by the zip code. Next, the secondary members were divided into the four geographic membership regions. A minimum of 30 responses was desired from each region so that an even distribution (central theorem) was possible. Therefore, individuals were numerically selected in proportion to the membership in their region. The North Atlantic Region represented 10.0 per- cent of the membership. Anticipating a possible minimum return of 66 percent, it was necessary to add 15 indivi- duals to the stratified random selection (every fifth name chosen from that region) for a total of 45. The Southern Region represented 54.2 percent of the member- ship, and 161 individuals were selected (every 7th name). Twenty-three and two tenths (23.2) percent of the member- ship was from the Central Region, where 86 individuals were chosen (every 6th name). Finally, the Western Region represented 12.5 percent of the membership. Also I '5‘ III II | 52 anticipating a possible minimum of 66 percent, 20 names were added for a total of 50 individuals from the west (every 5th name). The data for this study was compiled from 230 usable questionnaires (67 percent) returned by the strat- ified random sample of 342 secondary distributive educa- tion teachers and teacher-coordinators who were identified in the 1976 (June) listing of 2,747 National Association of Distributive Education Teachers. Table 3 illustrates the number of individuals selected in each of the four geographic membership regions, the number of responses in each region, the number of usable responses in each region, the number of unusable responses, the number of non-respondents, and the per- centages of each category of response in each region. As is shown in Table 3, in the North Atlantic Region, 45 individuals were randomly selected to parti- cipate in the study. Of the 45 individuals, 38 responded and 34 of the returned questionnaires were usable, repre- senting 75.5 percent of usable questionnaires in this region. One hundred sixty-one individuals were randomly selected in the Southern Region. Of the 161 individuals, 125 responded and 106 of the returned questionnaires were usable, representing 65.8 percent of usable questionnaires in this region. 53 From the Central Region, 86 individuals were randomly selected. 0f the 86 individuals, 67 responded and 59 of the returned questionnaires were usable, repre- senting 68.6 percent of usable questionnaires in this region. The Western Region had 50 individuals selected for this study. Of the 50 individuals, 38 responded and 31 of the returned questionnaires were usable, represent- ing 62 percent of usable questionnaires in this region. The 38 unusable responses were categorized into the following: (1) four were incomplete, (2) three were completed by first-year teachers, (3) two were completed by university professors, (4) one was completed by an adult education instructor, (5) two were completed by community college instructors, (6) nineteen replies were received by individuals no longer teaching D.E., and (7) seven refused to fill out the questionnaire and returned It blank. Instrumentation In order to define the guidance functions needed by the distributive education teacher-coordinators, a list of guidance and counseling practices was compiled from an extensive review of the literature. The 14 Crawford basic beliefs regarding guidance in distributive education were used as a guide in compiling this list.66 The list was 66Crawford, p. 3. 54 .meump cmTszmu n ha a: ooze—Low mucmucoammguco: mus—.05. mmgzmr— «mocha m.mA mom S._N ea F.._ mm «.5» emu New 4.-—1 Seldom Occasionally Often 7 7 one 152 __.--. _f-___ -. ,. . To what extent do you Whether or not you presently presently perform each perform the listed practices PhACTICES Ton of the given practices? to what extent vould you rc e one num er want to per orm tncm n t e ids" FUNCTION (Ci 1 b ) f . 1 h future? (Circle one nuober) PRESENT FUTUR£ Seldom Occasionally Often Seldom Occasionally Often 6. Provide students information on educational benefits and training related to distributive occupations available in - the Dilltlfy e o o o 0 e o e I O O O o I s o e 0 e e I O o o g . g 1 2 3 ‘ S 6 7 1 2 3 ‘ 5 s 7 35°36 7. Provide information about students to teachers which uould f‘c111tate th31rtaChj-ng 57a3aeseeeeeeeseeeeoea 1 2 3 ‘ 5 6 7 1 2 3 ‘ 5 6 , PERSORAL-SOCIAL COUNSELING ' 1. Assist the student in developing appropriate social attitudes and beh‘vior.soy-coco.aooeooeeeeeeoooeooe123‘567 123‘567 39~A 2. Promote good relations between the student, home. and the school . by holding parent-teacher conferences . . . . . . . . . . . . . . L 2 3 A S 6 7 l 2 A S 6 7 3. Help students solve minor emgtignal problems . . . . . . . . . . . l 2 3 A S 6 7 l 2 3 A S 6 7 - 4.4. A. Visit student's home to bettgrkénterpret student needs . . . . . . l 2 3 A S 6 7 l 2 3 A 5 6 7 5. Assist the student in develspirg appropriate work habits . . . . . l 2 3 A S 6 7 l 2 3 A 5 6 7 6. Encourage each student to develop methods of making decisions . wisely and to solve problemssiggependcntly . . . . . . . . . . . . l 2 3 A S 6 7 l 2 3 A S 6 7 A ~ , _ . 7. Provide scheduled and unschgduged ecunscling sessions for students 1 2 3 A 5 6 7 l 2 3 A 5 6 7 8. Provide group counseling seggigss for students when appropriate . l 2 3 A 5 6 7 l 2 3 A 5 6 7 9. Assist counselors in identigyigé pnfential dropouts . . . . . . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 lO. Refer students with specialsprgblems to the counselors . . . . . . l 2 3 A S 6 7 l 2 .3 A 5 6 7 [(210171 ‘ - -J CAREER covxsctlsc/OCCUTAIIONAL INFORMATION 1 2 3 i 1. Provide course descriptions go‘students and counselors . . . . . . l 2 3 A 5 6 7 l 2 3 A S A 7 2. Perform job analyses to provid: up-to—date occupational information 1 2 3 A 5 6 7 .l 2 3 A S 6 7 3. Provide occupational descripgifigs to students and counselors.. . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 A. Conduct field trips to providexgccupational information . . . . . l 2 3 A S 6 7 l 2 3 A 5 6 7 5. Invite businessmen and women to serve as guest lecturers and . . resource people . . . . . ll.lA . . . . . . . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 6. Use audio-visuals such as movies, filmstrips, and slides to provide occupational information . is'lé . . . . . . . . . . . . . . . . . l 2 _ 3 A 5 ' 6 7 l 2 3 A 5 6 7 7. Provide brochures to studen§§ t: assist them in making career plans 1 2 3 A S 6 7 l 2 3 A 5 6 7 8. Provide occupational informggigg through DECA activities . . . . . l 2 3 A 5 6 7 l 2 3 A S 6 7 9. Subscribe to trade Journalsztozprovide occupational'information . l 2 3 A 5 6 7 l 2 3 A S 6 7 10. Assist librarian in selecting books. magazines, and AV materials in di‘tributive OCCUpfltionI e e s e o e e e e o o e a o e o a 1 2 3 ‘ 5 6 7 1 2 3 ‘ 5 6 7 23224 11. Assist students in learning how to make career plans, to use occupational information, egg £2 locate jobs . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 6 12. Sponsor a career day to opogliggt distributive occupations . . . . l 2 3 A S 6 7 l 2 3 A 5 6 7 13. Provide a career informatiogecggter . . . . . . . . . . . . . . . l 2 3' A 5 6 7 l 2 3 A 5 6 7 1A. Provide library with books and materials on distributive occu- pations if not available . . - . . . . . . . . . . . . . . . . . . l 2 3 A 5 6 7 1 Al 2 3 A 5 6 7 33.32 ' ,.-.-..- _--_-..-- --_-'|5-3.---- - - . -- PRACTICES FOR 255353111 perform each pertorm the listed practices EACH FUNCTION of the given practices? :to what extent would vou want a (Circle one number.) :to perform them in the future! ... - Circle one numberi) PRESENT v FUTURE Seldom Occasionally Often fSeldom Occasionally Often PLACENEKT , - E 1. Assist recent D.E. graduategainbfinding permanent employment . ' l 2 3 . A S 6 7 A l 2 3 A 5 6 7 2. Use centralized placement provided by the school to assist D.E. - graduates in finding employggng‘. . . . . . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A S 6 7 3. Assist employers in findingaguglified D.E. graduates . . . . . l 2 v 3 A S 6 7 l 2 3 A S 6 7 A. Select training stations to which cooperative D.E. students . 'may be referred for on-the-ggbusrainiog . . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 5. Post distributive job positiongzas they become available . . . l 2 3 A S 6 7 l 2 3 A 5 6 7 6. Provide life-long nlacementuaeizices for 0:5. students . . , , 1 z 3 A 5 5 7 1 2 3 " 5 6 7 7. Provide information to employers regarding student interests, aptitudes, and needs . . .~§ A6. ; . . . . . . . . . . . . . . l 2 3 A 3 6 7 l 2 3 A 5 6 7 8. Provide opportunities for csgnzglors to visit training stations 1 2 3 A 5 6 7 l 2 3 A 5 6 7 9. .Ask businessmen and women to serve on advisory committees for the purpose of improving plageggnts and curriculum . . . , . . - l 2 3 A S 6 7 l 2 3 A S 6 7 ‘0 7 10. Organize credentials and supply student information to employers upon request (with graduategs ggproval) . . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 FOLLOW-UP . ' 6 ~ 1. Conduct followfup to assess present program strengths and weak- nes‘es O O O O O C C C I O I O C O O O O .0 O O I O O C O O O O l 2 3 ‘ 5 6 7 1 z 3 ‘ S 6 ' 7 53-5A 2. Conduct follow-up to help former (including dropouts) students nske satisfactory adjustmengg 92 the job . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 3. Conduct follow-up to assemble information on success and failures of former students . . . . . . . . . . . . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A S 6 7 57-56 . _ A. Conduct follow-up to aid in constructing a more effective curri- ‘ - culu. I O O O O I C C O I O O O I O C O O C C O O O O O O I O l 2_ 3 ‘ 5 6 7 ‘ 2 3 ‘ 5 6 7 59-60 , . 5. Provide counselors and other interested persons with followoup . .1nfor'ation O C O O O O O O O C C C O C O C I O C C O O O O O O l 2 J ‘ 5 6 7 l 2 3 ‘ 5 6 7 6l-62 6. Cooperate with counselors as a team in providing guidance and - counseling functions for D.E. :tudents . . . . . . . . . . . . l 2 3 A 5 6 7 l 2 3 A 5 6 7 Return the opinionnaire within the enclosed self-addressed envelope. Thank you for your assistance. Stewart H. Husted . School of Business Indiana State University Terre Haute, Indiana A7809 - . ‘3’” APPENDIX C 5 6' 7 4 154 TABLE 16 NOT IMPORTANT SOMENHAT IMPORTANT VERY IMPORTANT 2 3 1 OF THE RECRUITMENT AND SELECTION FUNCTION RELATIONSHIP BETWEEN PRESENT AND DESIRED FUTURE IMPORTANCE COUNT RON PCT COL PCT TOT PCT 443 51.32 nu.0.0. 00.0.AU. 000 C O O 0000 355 1420 1] nu.nU.nv. 00.0.0. 30.5 1.4”0.0. 1'0 0.—/.OH 40.2...“ 000 O O O 0000 0.0.0. 00.0.0. 349 231an. 008 . . . 41 004 0 ¢ . 300.1 23 3nU.9 2&50. 1.2 3J9 2360. 1.6 0.an 00.0.0. 01.6 . . . 2085 15 604-]. 83—I.3 31' 95.0.5 14mm 309 285nm 235 o o 1430 000 o O o 0000 553 O 02.39 2611.. 376 O O C 01.14 1.32 309 o o o 2600 2 0.0.nv. 0nU.nU.0. 000 . . o 0000 nU.0.nv. onwo.nv. 000 o o o 0000 .2 35 148 305 O O 1100 000 o . o nZUnunv 000 O I I 0000 000 O O O 0000 46 21.3 68.5 10 4.6 .05 Tevei) 0 (Significant at Number of Missing Observations = 3 0.5 I Raw Chi-Square = 16.70422 Degrees of Freedom = 30 Significance =~0. COLUMN TOTAL 7 6 5 4 155 TABLE 17 RELATIONSHIP BETWEEN PRESENT AND DESIRED FUTURE IMPORTANCE NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 2 3 1 ON THE PERMANENT RECORDS AND INVENTORY FUNCTION COUNT RON PCT COL PCT TOT PCT 065 1010, 2 01.5 I 1020 000 nlununy 000 O O O 0000 0.00. 00.0nv. 1 20. O O 005 1550 000 O O O 0000 884 3841.- 834 C 386.1 693 I o o 7053 2.1. 18 48.6 28.6 8.4 000 O O I 0000 000. 00.00. 000 0000 63 29.3 48 22.3 44 20.5 .05 1eve1) 29 13.5 4 19 4.7 8. = 36 10 0.0 (Significant at 2 Raw Chi-Square = 242.18198 Degrees of Freedom Significance = Number of Missing Observations COLUMN TOTAL 7 6 5 4 156 TABLE 18 3 OF THE EDUCATIONAL GUIDANCE FUNCTION 2 NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 RELATIONSHIP BETWEEN PRESENT AND DESIRED FUTURE IMPORTANCE COUNT RON PCT COL PCT TOT PCT 000 0000 000 O O O nZUnunv 000 0000 035 o o o 1.040 0] 000 O O O 0000 0.00 Onwoo 379‘ O 2310‘ 2:00. I 725990. 749 O . O 465] 21! 369 230.80 1|?- 5 33.3 100.0 2 000 C O I 0000 .3 000 O O O 0000 OOAU. 0000. 0.00. Onwoonw 000 0000 000. 0000. 119 55.3 55 25.6 26 12.1 .05 1eve1) 4 30 0.0 (Significant at Raw Chi-Square = 252.92947 Degrees of Freedom Significance = ’ Number of Missing Observations = COLUMN TOTAL 7 6 5 4 157 TABLE 19 3 2 1 NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT RELATIONSHIP BETWEEN PRESENT AND DESIRED FUTURE IMPORTANCE OF THE PERSONAL-SOCIAL COUNSELING FUNCTION COUNT ROW PCT COL PCT TOT PCT 024 . . 303] nU.nU.nU. 00.0.0. 0.0.5 o 1030 000 o O O 0000 nU.o.nv. 0nU.0.0. 000 0000 1 20.0 100.0 0.5 315 but 14.-Io. 1 984 O C 3241 30.5 1430. 335 . . . 11460 1 0.0.nU. onwo.nv. 305 .1400 1.5 000 O O . 0000 3.15 16.-Io 22 45.8 24 50.0 38.7 11 2 000 0000 000 O O O 0000 23.4 10.2 ) 1| 6 V e .1 5 0 t4 3. = t "5 an CO 1.1 0 ft 6 Ta 4 "V 269ml 83.19 . SS 8..l.\b 3 0 zmo 0.9 ..d0" 9. 4| ee: 5 rm! 5 aFEJI nu CM qfn soaf . CO 15.-l hep—Ir. 69.19 rnb ngm 38.1" RDSN 7 6 5 4 158 TABLE 20 INFORMATION FUNCTION 3 NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 2 1 OF THE CAREER COUNSELING AND OCCUPATIONAL RELATIONSHIP BETWEEN PRESENT AND DESIRED FUTURE IMPORTANCE COUNT ROW PCT COL PCT TOT PCT J69, . 26.:“0. nuoooo. 0nU.0.0. 375 O O 1330 000 O O O 0000 000 0000 0.nU.nU. 00.nU.0. 0.0.0. 00.0.AU. 3J5 114..O.AU. 669 O O O 2830 2 914 O I O 32]] 41... 335 1.430% 13 nwnwnv. 00.nU.nU. 000 o . . 0000 0.0.0. 00.0.nv. 3nu.5 IdunwnU. 000 0000 30.5 140.0. 725 O nu.0.0. 00.0.0. 3nU.5 130.0. 3nU.5 .Iu3fiU.0. nv.nU.nu. 00.nU.0. 603 . O O O 0262 2411 503 . o I 0569 24] 032 . . . 2090 2531' 549 zau—AAU. 000 0000 000 . o o 0000 000 o . o 0000 nU.nU.nU. onwo.nv. 61 100.0 48.8 28 4 O O 0000 000 o o . 0000. 000 0000 o.nv.0. 00.nwnU. 000 . o o 0000 0.nU.nU. 0nU.nv.nU. 125 58.0 56 26.0 0.5 1 COLUMN TOTAL ) .I. e V e .l ,5 0 +f4 a = t "5 an C0 0101 5 ft 2 .1a 0 "V 669%! 93.19» . SS 3:(b 2 0 .Imo 0 .9 ..d0" e ..| ee: 5 rm! 5 aFeJI u CM an soaf . CO 1541 hefr ceale rnb ngm .064!” RDSN 7 6 5 4 159 TABLE 21 RELATIONSHIP BETWEEN PRESENT AND DESIRED FUTURE IMPORTANCE 3 OF THE PLACEMENT FUNCTION 2 NOT IMPORTANT SOMENHAT IMPORTANT VERY IMPORTANT T COUNT RON PCT COL PCT TOT PCT 585 O O O .1200 525 1220 059 I O C 2500 2] 535 128nm 000 0000 000 o o o 0000 000 o o o 0000 535 I O O 1280 535 1230 13 OAU.0. onwnU.0. nU.0.o. onwo.0. 000 O O 0000 nU.o.nU. onv.0.0. 000 0000 000 I O I 0000 0.0.nu. onwnmnu. 130 60.5 46 .8 21.4 19 8 4 36 .4 0.0 (Significant at .05 1eve1) Number of Missing Observations 3 1 Raw Chi-Square = 281.17188 Degrees of Freedom COLUMN TOTAL Significance = 7 A VERY,IMPORTANT 6 4 160 TABLE 22 SOMENHAT IMPORTANT 3 OF FOLLOW-UP FUNCTION 2 1 RELATIONSHIP BETWEEN PRESENT AND DESIRED FUTURE IMPORTANCE NOT IMPORTANT COUNT RON PCT COL PCT TOT PCT 349 o 2320 000 O I O 0000 000 I O 0000 2380 “v.0.nv. 00.0w nU.o.0. OOOAU. 2 33.3 28.6 0.9 309 J49 252nm 5J5 117—THO. 079 2550 504 O 372.].- 3] 000 O O O 0000 000 0000 nwnU.nv. 00v.0.0. 70.2 7263 459 O C C 5626 .131 172 O O C 7953 642 7583 15 33.3 23.4 6 602 O O O 7503 112 1 56.0 6 5 000 O O C 0000 2nU.5 1120.0. 235 O o O .1240 .9 1556 2345 .12] 17 32.7 26 7 21 40.4 60.0 9 7 905 O I O 11.40 000 O O O 0000 000 0000 935 1.1.40 0.nU.0. 000.0. nv.nU.0. 000.0. 000 o O o 0000 295 o a o 1.220 000 0000 000 O O O 0000 0.nu.nw 00.0.0. 369 O O O 2480 2 83 38.4 64 29.6 16.2 35 .05 1eve1) 3 36 169.52971 0.0 (Significant at 7 3.2 Number of Missing Observations COLUMN TOTAL Raw Chi-Square Degrees of Freedom Significance = 161 TABLE 23 RELATIONSHIP BETWEEN D.E. MAJORS AND NON-MAJORS ON PRESENT USE OF APTITUDE TESTS NOT IMPORTANT SOMENHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 D.E. MAJOR Count 35 19 20 20 14 4 7 Row PCT 30.0 15.8 16.7 16 7 11.7 8.8 5.8 001 PCT 50.7 52 8 66.7 71 4 63.6 22.2 63.6 Tot PCT 16.7 8 8 9.3 9 3 6.5 1.9 3.2 NON-MAJOR Count 35 17 10 8 8 14 4 Row PCT 36.5 17.7 10.4 8.3 8.3 14.6 4.2 001 PCT 49.3 47.2 33.8 28.6 36.4 77.8 36.4 Tot PCT 16.2 7.9 4.6 8.7 3.7 6.5 1.9 COLUMN 71 36 30 28 22 18 11 TOTAL 32.9 16.7 13.9 13.0 10.2 8.3 5.1 Raw Chi-Square = 14.11913 Degrees of Freedom = 6 Significance = .0283 (Significant at .05 1eve1) Number of Missing Observations = 3 162 TABLE 24 RELATIONSHIP BETWEEN D.E. MAJORS AND NON-MAJORS ON PRESENT USE OF ACHIEVEMENT TESTS NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 D.E. MAJOR Count 35 14 26 27 9 5 5 Row PCT 28.9 11 6 21.5 22.3 7 4 4.1 4.1 001 PCT 52.2 45 2 70.3 75.0 56 3 27.8 45.5 Tot PCT 16.2 6 5 12.9 12.5 4 2 2.3 2.3 NON-MAJOR Count 32 17 11 9 7 13 6 Row PCT 33.7 17.9 11 6 9.5 7 3 13.7 6.3 001 PCT 47.8 54.8 29 7 25.0 43.8 72.2 54.4 Tot PCT 14.8 7.9 5 1 4.2 3.2 6.0 2.8 COLUMN 67 31: 31 36 16 18 11 TOTAL 31.0 14.4 17.1 16.7 7.4 8.3 5.1 Raw Chi-Square = 2.51165 Degrees of Freedom = 6 Significance = 0.0113 (Significant at .05 1eve1) Number of Missing Observations = 4 163 TABLE 25 RELATIONSHIP BETWEEN D.E. MAJORS AND NON-MAJORS ON PRESENT USE OF PROVIDING STUDENT INFORMATION TO EMPLOYERS NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 D.E. MAJOR Count 8 3 13 25 12 28 32 Row PCT 6.6 2.5 10.7 20.7 9.9 23.1 26.4 001 PCT 88.9 30.0 59.1 67.6 33.3 62.2 58.2 Tot PCT 3.7 1.4 6.1 11.7 5.6 13.1 15.0 NON-MAJOR Count 1 7 9 12 24 17 23 Row PCT 1.1 7.5 9.7 12 9 25.8 18.3 24.7 Co1 PCT 11.1 70.0 40.9 32 4 66.7 37.8 41.8 Tot PCT 0.5 3.3 4.2 5 6 11.2 7.9 10.7 COLUMN 9 10 22 37 36 45 55 TOTAL 4.2 4.7 10.3 17.3 16.8 21.0 25.7 Raw Chi-Square = 17.13058 Degrees of Freedom = 6 Significance = 0.0088 (Significant at .05 1eve1) Number of Missing Observations = 5 164 TABLE 26 RELATIONSHIP BETWEEN D.E. MAJORS AND NON-MAJORS ON THE PRESENT USE OF ADVISORY COMMITTEES NOT IMPORTANT SOMEWHAT IMPORTANT VERY‘IMPORTANT 1 2 3 4 5 6 7 D.E. MAJOR Count 6 5 7 13 22 19 48 Row PCT 5.0 4.2 5.8 10.8 18.3 15.8 40.0 Co1 PCT 50.0 55.6 50.0 65.0 73.3 37.3 60.8 Tot PCT 2.8 2.3 3.3 6.0 10.2 8.8 22.3 NON-MAJOR Count 6 4 7 7 8 32 31 Row PCT 6.3 4.2 7.4 7 4 8.4 33.7 32.6 Co1 PCT 50.0 44.4 50.0 35 0 26.7 62.7 39.2 Tot PCT 2.8 1.9 3.3 3 3 3.7 14.9 14.4 COLUMN 12 9 14 20 30 51 79 TOTAL 5.6 4.2 6.5 9.3 14.0 23.7 36.7 Raw Chi-Square = 12.68087 Degrees of Freedom = 6 Significance = 0.0484 (Significant Number of Missing Observations at .05 1eve1) 165 TABLE 27 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS NITH GUIDANCE TRAINING AND THOSE WITH NO GUIDANCE TRAINING ON THE IDEAL FUTURE IMPORTANCE OF THE PERMANENT RECORDS AND INVENTORY‘FUNCTION NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 2 3 4 5 6 7 GUIDANCE TRAINING Count 0 4 13 . 24 28 31 48 Row PCT 0.0 2.7 8.8 16.2 18.9 20.9 32.4 CO1 PCT 0.0 40.0 68.4 82.8 63.6 64.6 76.2 Tot PCT 0.0 1.9 6.0 11.2 13.0 14.4 22.3 N0 GUIDANCE TRAINING Count 2 6 6 5 16 17 15’ Row PCT 3.0 9.0 9.0 7 5 123.9 25.4 22.4 CO1 PCT 100.0 60.0 31.6 17 8 36.4 35.4 23.8 Tot PCT 0.0 2.8 2.8 2 3 7.4 7.9 7.0 COLUMN 2 1O 19 29 44 48 63 TOTAL 0.9 4.7 8.8 13.5 20.5 22.3 29.3 Raw Chi-Square = 13.46369 Degrees of Freedom =‘6 Significance = 0.0362 (Significant at .05 1eve1) Number of Missing Observations = 4 166 TABLE 28 RELATIONSHIP BETWEEN D.E. TEACHERS AND TEACHER-COORDINATORS WITH GUIDANCE TRAINING AND THOSE WITH NO GUIDANCE TRAINING ON THE PRESENT USE OF PROGRAM INFORMATION MEETINGS NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 ' GUIDANCE TRAINING Count 28 22 9 34 21 11 21 Row PCT 19.2 15.1 6.2 23.3 14.4 7.5 14.4 CO1 PCT 60.9 71.0 37.5 73.9 75.0 84.6 80.8 Tot PCT 13.1 10.3 4.2 15.9 9.8 5.1 9.8 NO GUIDANCE TRAINING Count 18 9 15 12 7 25 5 Row PCT 26.5 13.2 22.1 17 6 10.3 2.9 7 4 CO1 PCT 39.1 29.0 62.5 26 1 25 O 15.4 19 2 Tot PCT 8.4 4.2 7.0 5 6 3 3 0.9 2 3 COLUMN 46 31 24 46 28 13 26 TOTAL 21.5 14.5 11.2 21.5 13.1 6.1 12.1 Raw Chi-Square = 16.48419 Degrees of Freedom = 6 Significance = 0.0114 (Significant at .05 1eve1) Number of Missing Observations = 5 167 TABLE 29 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS ON THE PRESENT USE OF D.E. APPLICATION FILES NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 2 3 4 5 6 7 GUIDANCE TRAINING Count 19 4 3 10 13 32 64 Row PCT 13.1 2.8 2.1 6.9 9.0 22.1 44.1 CO1 PCT 54.3 36.4 60.0 55.6 72 2 72.7 78.0 Tot PCT 8.9 1.9 1.4 4.7 ‘6.1 15.0 30.0 NO GUIDANCE TRAINING Count 16 7 2 8 5 12 18 Row PCT 23.5 19.3 2.9 11.8 7.4 17.6 26.5 CO1 PCT 45.7 63.6 40.0 44.4 27.9 27.3 22.0 Tot PCT 7.5 3.3 0.9 3 8 2.3 5.6 8.5 COLUMN 35 11 5 18 18 44 82_ TOTAL 16.4 5.2 2.3 8.5 8.5 20.7 38.5 Raw Chi-Square = 16.93416 Degrees of Freedom = 6 Significance = 0.0304 (Significant at .05 1eve1) Number of Missing Observations = 6 168 TABLE 30 RELATIONSHIP BETWEEN D.E. PRESENT ASSISTANCE WITH COUNSELORS ON ARRANGING D.E. STUDENT SCHEDULES TEACHER-COORDINATORS ON THE NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 GUIDANCE TRAINING Count 20 9 8 12 20 31 46 Row PCT 13.7 6.2 5.5 8.2 13.7 31.2 31.5 CO1 PCT 54.1 52.9 57.1 92.3 71.4 64.6 80.7 Tot PCT 9.3 4.2 3.7 5.6 '9.3 14.5 21.5 NO GUIDANCE TRAINING Count 17 8 6 1 8 17 11 Row PCT 25.0 11.8 8.8 1.5 11.8 25.0 16.2 C01 PCT 45.9 47.1 42.9 7.7 38.6 25.4 19.3 Tot PCT 7.9 3.7 2.8 0.5 3.7 7.9 5.1 COLUMN 37 17 14 13 28 48 57 TOTAL 17.3 7.9 6.5 6.1 13.1 22.4 26.6 Raw Chi-Square = 14.04944 Degrees of Freedom = 6 Significance = 0.0291 (Significant Number of Missing Observations = 5 at .05 1eve1) 169 TABLE 31 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS ON PRESENT ASSISTANCE TO STUDENTS ON PLANNING A POST-SECONDARY EDUCATION NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 2 3 4 5 6 7 GUIDANCE TRAINING Count 2 4 6 21 19 46 50 Row PCT 1.4 2.7 4.1 14.2 12.8 31.1 33.8 CO1 PCT 28.6 100.0 66.7 65.6 52.8 73.0 75.8 Tot PCT 0.9 1.8 2.8 9.7 8.8 21.2 23.0 N0 GUIDANCE TRAINING Count 5 0 3 11 17 17 16 Row PCT 7.2 0.0 4.3 15.9 24.6 24.6 23.2 CO1 PCT 71.4 0.0 33.3 34.4 47.2 27.0 24.2 Tot PCT 2.3 0.0 1.4 5.1 7.8 7 8 7.4 COLUMN 7 4 9 32 36 68 66 TOTAL 3.2 1.8 4.1 14.7 16.6 29.0 30.4 Raw Chi-Square = 13.40206 Degrees of Freedom = 6 Significance = 0.0371 (Significant Number of Missing Observations = 2 at .05 1eve1) 170 TABLE 32 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS ON PRESENT USE OF FOLLOW-UP FOR SATISFACTORY JOB ADJUSTMENT NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 GUIDANCE TRAINING Count 32 18 13 23 24 26 12 Row PCT 21.6 12.2 8.8 15.5 16.2 17.6 8.1 CO1 PCT 52.5 78.3 61.9 69.7 68.6 92.9 75.0 Tot PCT 14.7 8.3 6.0 10.6 11.1 12.0 ‘5.5 NO GUIDANCE TRAINING Count 29 5 8 10 11 2 4- Row PCT 42.0 7.2 11.6 14 5 15.0 2 9 5.8 COLUMN 61 23 21 33 35 28 16 TOTAL 28.1 10.6 9.7 15.2 16.1 12.9 7.4 Raw Chi-Square = 16.65393 Degrees of Freedom = 6 Significance = 0.0106 (Significant at .05 1eve1) Number of Missing Observations = 2 171 TABLE 33 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS ON PRESENT COOPERATION WITH COUNSELORS NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 GUIDANCE TRAINING Count 10 8 6 18 3O 32 44 Row PCT 6.8 5.4 4.1 12.2 20.8 21.6 29.7 CO1 PCT 41.7 100.0 75.0 69.2 68.2 71.1 71.0 Tot PCT 4.6 3.7 2.8 8.3 12.8 14.7 20.3 N0 GUIDANCE TRAINING Count 14 O 2 8 14 13 18 Row PCT 20.3 0 0 2.9 11.6 20.3 18.8 26.1 CO1 PCT 58.3 0 O 25.0 ‘20.8 31.8 28.9 29.0 Tot PCT 6.5 0 0 0.9 3.7 6.5 6.0 8.3 COLUMN 24 8 8 26 44 45 68. TOTAL 11.1 3.7 3.7 12.0 20.3 20.7 28.6 Raw Chi-Square = 12.09972 Degrees of Freedom = 6 Significance = 0.0598 (Significant Number of Missing Observations = 2 at .05 1eve1) 122 TABLE 34 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS IN URBAN, SUBURBAN, TOWN, AND RURAL SCHOOLS ON THE PRESENT IMPORTANCE OF THE RECRUITMENT AND SELECTION FUNCTION NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 URBAN Count 1 1 3 8 7 15 15. Row PCT 2.0 2.0 6.0 16.0 14.0 30.0 30.0 CO1 PCT 14.3 10.0 20.0 32.0 21.9 29.4 19.2 Tot PCT 0.5 0.5 1.4 3.7 3.2 6.9 6.9 SUBURBAN Count 1 3 3 3 9 17 20 Row PCT 1.8 5.4 5.4 5.4 16.1 39.4 35.7 C01 PCT 14.3 30.0 20.0 12.0 28.1 33.3 25.6 Tot PCT 0.5 1.4 1.4 1.4 4.1 7.8 9.2 TOWN Count 0 2 7 10 1O 18 36 Row PCT O O 2.6 9 O 12.8 12.8 16.7 46.2 C01 PCT 0 O 20.0 46 7 40.0 31.3 25.5 46.2 Tot PCT O O 0.9 3 2 4.6 4.6 6.9 16.5 RURAL Count 5 4 2 4 6 6 7 Row PCT 14.7 11.8 5.9 11.8 17.6 17.6 20.6 CO1 PCT 71.4 40.0 13.3 16.0 18.8 11.8 9.0 Tot PCT 2.3 1.8 0.9 1.8 2.8 .2.8 (3.2 COLUMN 7 10 15 25 32 51 78. TOTAL 3.2 4.6 6.9 11.5 14.7 23.4 35.8 Raw Chi-Square = 35.59744 Degrees of Freedom = 18 Significance = 0.0079 (Significant Number of Missing Observations = 1 at .05 1eve1) 173 TABLE 35 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS ON THE PRESENT USE OF SCREENING DEVICES NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 URBAN Count 9 1 12 4 7 8 9 Row PCT 18.0 2.0 24.0 8.0 14.0 16.0 18.0 CO1 PCT 23.1 6.7 50.0 16.7 25.0 17.4 .22.0 Tot PCT 4.1 0.5 5.5 1.8 3.2 3.7 4.1 SUBURBAN Count 9 4 4 10 5 14 10 Row PCT 16.1 7.1 7.1 17.9 8.9 25.0 17.9 CO1 PCT 23.1 26.7 16.7 41.7 17.9 30.4 ‘24.4 Tot PCT 4.1 1.8 1.8 4.6 2.3 6.5 4.6 TOWN Count 9 8 4 7 13 16 20 Row PCT 11.7 10.4 5.2 9.1 16.9 20.8 26.0 CO1 PCT 23.1 53.3 16.7 20.2 46.4 34.8 48.8 Tot PCT 4.1 3.7 1.8 3.2 .6.8 7.4 9.2 RURAL Count 12 2 4 3 3 8 2 Row PCT 35.3 5.9 11.8 8.8 8.8 23 5 5.9 CO1 PCT 30.8 13.3 16.7 12.5 10.7 17.4 4.9 Tot PCT 5.5 0 9 1.8 1.4 1.4 3.7 0.9 COLUMN 39 15 24 24 28 46 41 TOTAL 18.0 6.9 11.1 11.1 12.9 21.2 18.9 Raw Chi-Square = 32.94403 Degrees of Freedom = 12 Significance = 0.0170 (Significant at .05 1eve1) Number of Missing Observations = 2 174 TABLE 36 RELATIONSHIP BETWEEN D.E. SELECTING STUDENTS TEACHER-COORDINATORS ON THE PRESENT COOPERATION WITH COUNSELORS ON NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 URBAN Count 4 3 3 3 5 18 14 Row PCT 8.0 6.0 6.0 6.0 10.0 36.0 28.0 CO1 PCT 13.3 17.6 17.6 11.5 17.9 30.0 35.0 Tot PCT 1.8 1.4 1.4 1.4 2.3 8.3 6.4 SUBURBAN Count 9 4 6 4 6 19 8 Row PCT 16 1 7.1 10.7 7.1 10.7 33.9 14.3 CO1 PCT 30.0 23 5 35.3 15.4 21.4 31.7 20.0 Tot PCT 4.1 1.8 2.8 1.8 32.8 8.7 3.7 TOWN Count 8 4 8 13 13 18 13 Row PCT 10.4 5.2 10.4 16.9 16.9 23.4 16.9 CO1 PCT 26.7 23 5 47.1 50.0 46.4 30.0 32.5 Tot PCT 3.7 1.8 3.7 6.0 6.0 8.3 6.0 RURAL Count 9 6 O 6 4 5 5 Row PCT 25.7 17.1 0.0 17.1 11.4 14.3 14.3 CO1 PCT 30.0 35.3 0.0 23.1 14.3 8.3 12.5 Tot PCT 4.1 2.8 0.0 2.8 1.8 2.3 2.3 COLUNN 30 17 17 26 28 6O 40 TOTAL 13.8 7.8 7.8 11.9 12.8 27.5 18.3 Raw Chi-Square 29.50362 Degrees of Freedom Significance Number of Missing Observations = 1 0.0426 (Significant at .05 1eve1) TABLE 37 175 RELATIONSHIP BETWEEN D.E. PRESENT USE OF D.E. APPLICATION FILES TEACHER-COORDINATORS ON THE NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 URBAN Count 8 2 0 3 7 11 17 Row PCT 16.7 4.2 0.0 6.3 14.6 22.9 35.4 CO1 PCT 22.9 18.2 0.0 16.7 38.9 25.0 20.7 Tot PCT 3.8 0.9 0.0 1.4 3.3 5.2 8.0 SUBURBAN Count 6 2 0 9 1 14 23 Row PCT 10.9 3.6 0.0 16.4 1.8 25.5 41.8 CO1 PCT 17.1 18.2 0.0 50.0 5.6 31.8 28.0 Tot PCT 2.3 0.9 0.0 4.2 O 5 7.6 10.8 TOWN Count 12 6 1 2 6 16 33 Row PCT 15.8 7.9 1.3 2.6 7.9 21.1 43.3 CO1 PCT 34.3 54.5 20.0 11.1 33.3 36.4 40.2 Tot PCT 5.6 2.8 0.5 0.9 2.8 7.5 15.5 RURAL Count 9 1 4 4 4 3 9 Row PCT 26.5 2.9 11.8 11.8 11.8 8.8 26.5 CO1 PCT 25.7 9.1 80.0 22.2 22 2 6.8 11.0 Tot PCT 4.2 0.5 1.9 1.9 1.9 1.4 4.2 COLUMN 35 11 5 11 18 44 82 TOTAL 16.4 5.2 2.3 8.5 8.5 20.7 38.5 Raw Chi-Square 38.87823 Degrees of Freedom Significance Number of Missing Observations 18 6 0.0030 (Significant at .05 1eve1) PRESENT USE OF POSTING DISTRIBUTIVE JOB POSITIONS 126 TABLE 38 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS ON THE NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 URBAN Count 13 1 7 1 4 14 9 Row PCT 26.5 2.0 14.3 2.0 8.2 28.6 18.4 CO1 PCT 26.0 6.7 41.2 4.0 21.1 43.8 15.8 Tot PCT 6.0 0.5 3.3 0.5 1.9. 6.5 4.2 SUBURBAN Count 7 4 1 11 2 9 21 Row PCT 12.7 7.3 1.8 20 0 ,3.6 16.4 38.2 CO1 PCT 14.0 26.7 5.9 44.0 10.5 28.1 36.8 Tot PCT 3.3 1.9 0.5 5.1 0.9 4.2 9.8 TOWN Count 22 7 5 9 6 5 22 Row PCT 28.9 9.2 6.6 11.8 ,7.9 6.6 28.9 CO1 PCT 44.0 46.7 29.4 36.0 31.6 15.6 38.6 Tot PCT 10.2 3 3 2.3 4.2. . 2.8 2.3 ..... 10.2 RURAL Count 8 3 4 4 7 4 5 Row PCT 22.9 8.6 11.4 11.4 20.0 11.4 14.3 CO1 PCT 16.0 20.0 23.5 16.0 26.8 12.5 8.8 Tot PCT 3.7 1.4 1.9 1.0 ‘3.3 1.9,. 2.3 COLUMN 50 15 17 25 19 32 57 TOTAL 23.3 7.0 7.9 11.6 8.8 14.9 36.5 Raw Chi-Square 42.28533 Degrees of Freedom Significance Number of Missing Observations = 4 0.0010 (Significant at .05 1eve1) 177 TABLE 39 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS FROM SCHOOLS WITH LOW COUNSELOR-STUDENT RATIOS AND THOSE FROM SCHOOLS WITH HIGHER RATIOS ON THE PRESENT REVIEW OF STUDENT RECORDS BEFORE SELECTION NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 1-250 Count 6 0 2 3 2 1 2 Row PCT 37.5 0.0 12.5 18.8 12.5 6.3 12.5 CO1 PCT 15.8 0.0 10.0 11.5 10.5 2.3 4.2 Tot PCT 2.9 0.0 1.0 1.4 1.0 0.5 ,1.0 251-349 Count 7 3 7 15 8 10 13 Row PCT 11.1 4.8 11.1 23.8 12.7 15.9 30.6 CO1 PCT 18.4 23.1 35.0 57.7 42.1 23.3 27.1 Tot PCT 3.4 1.4 3.4 7 2 3.9 4.8 6.3 350-449 Count 13 4 7 6 6 11 16 Row PCT 20.6 6.3 11.1 9.5 9.5 17.5 25.4 CO1 PCT 34.2 30.8 35.0 23.1 31.6 25.6 33.3 Tot PCT 6.3 1.9 3.4 2.9 2.0 5.0 7.7 450-OVER Count 12 6 4 2 3 21 17 Row PCT 18.5 9.2 6.2 3.1 4.6 32.3 26.2 CO1 PCT 31.6 46.2 20.0 7.7 15.8 48.8 35.4 Tot PCT 5.8 2.9 1.9 1.0 1.4 10.1 8.2 COLUMN 38 13 20 26 19 43 48 TOTAL 18.4 6.3 9.7 12.6 9.2 20.8 23.2 Raw Chi-Square = 31.21727 Degrees of Freedom = 18 Significance = 0.0272 (Significant at .05 1eve1) Number of Missing Observations = 12 178 TABLE 40 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS FROM SCHOOLS WITH LOW COUNSELOR-STUDENT RATIOS AND THOSE FROM SCHOOLS WITH HIGHER RATIOS ON THE PRESENT CLASS ASSIGNMENT OF D.E. STUDENTS BY CAREER OBJECTIVE NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 2 3 4 5 6 7 1-250 Count 13 O O 0 0 3. 0 Row PCT 81.3 0.0 0.0 .0.0 0.0 -18.8 0.0 CO1 PCT 10.5 0.0 0.0 0.0 _0.0 27.3 0.0 Tot PCT 6.5 0 0 0.0 0.0 *0.0 1.5 0.0 251-349 Count 37 6 7 2 4 .2 4 Row PCT 59.7 9.7 11.3 3.2 6.5 3.2 '6.5 CO1 PCT 29.8 30.0 46.7 20.0 57.1 18.2 28.6 Tot PCT 18.4 3.0 3.5 1.0 ‘2.0 1.0 42.0 350-449 Count 34 6 1 8 2 2 6 Row PCT 57.6 10.2 1.7 13.6 3.4 3.4 10.2 CO1 PCT 27.4 30.0 6.7 80.0 28.6 18.2 42.9 Tot PCT 16.9 3.0 0.5 4.0 1.0 1.0 3.0 450-0VER Count 40 8 7 0 1 4 4 Row PCT 62.5 12.5 10.9 0.0 1.6 6.3 6.3 CO1 PCT 32.3 40.0 46.7 0.0 14.3 36.4 28.6 Tot PCT 19.9 4.0 3.5 0.0 0.5 2.0 2.0 COLUMN 124 20 15 10 7 11 14 TOTAL 61.7 10.0 7.5 5.0 3 5 5.5 7.0 Raw Chi-Square = 33.51671 Degrees of Freedom = 18 Significance = 0.0144 (Significant at .05 1eve1) Number of Missing Observations = 18 179 TABLE 41 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS FROM SCHOOLS WITH LOW COUNSELOR—STUDENT RATIOS AND THOSE FROM SCHOOLS WITH HIGHER RATIOS ON THE PRESENT USE OF ACHIEVEMENT TESTS NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 '2 3 4 5 6 7 1-250 Count 6 1 0 6 0 0 3 Row PCT 37.5 6.3 0.0 37.5 0.0 0.0 18.8 C01 PCT 9.2 3.2 0.0 18.2 0.0 0.0 27.3 Tot PCT 2.9 O 5 0.0 2.9 0.0 0.0 1.5 251-349 Count 20 11 12 9 5 2 3 Row PCT 32.3 17.7 19.4 14.5 8.1 3.2 4.8 CO1 PCT 30.8 35.5 88.3 27.8 35.7 12.5 27.8 Tot PCT 9.7 5.8 5.8 4.4 2.4 1.0 (1.5 350-449 Count 19 14 12 10 3 3 :2 Row PCT 30.2 22.2 10.0 15.9 4.8 ,4.8 3.2 CO1 PCT 29.2 45.2 33.3 30.3 21.4 18.8 18.2 Tot PCT 9.2 6.8 5.8 4.9 1.5 1.5 1.0 450-OVER Count 20 5 12 8 6 11 3 Row PCT 30.8 7.7 18.5 12.3 9.2 16.9 4.6 CO1 PCT 30.8 16.1 33.3 24.2 42.9 68.8 27.3 Tot PCT 9.7 2.4 5.8 3.9 2.9 5.3 ,1.5 COLUMN 65 31 36 33 14 16 11 TOTAL 31.6 15.0 17.5 16.0 ,6.8 7.8 5.3 Raw Chi-Square = 33.01317 Degrees of Freedom = 18 Significance = .0166 (Significance at .05 1eve1) Number of Missing Observations = 13 180 TABLE 42 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS FROM SCHOOLS WITH LOW COUNSELOR-STUDENT RATIOS AND THOSE FROM SCHOOLS WITH HIGHER RATIOS ON THE PRESENT USE OF STUDENT INFORMATION PROVIDED TO TEACHERS NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 1-250 Count 0 3 O 2 3 2 5 Row PCT 0.0 20.0 0.0 13.3 20.0 13.3 33.3 CO1 PCT 0.0 16.7 0.0 4.9 7.3 4.9 22.7 Tot PCT 0.0 1.5 0.0 1.0 1.5 1.0 2.4 251-349 Count 6 7 3 14 12 17 4 Row PCT 9.5 11.1 4.8 22.2 19.0 27.0 _6.3 CO1 PCT 30.0 38.9 13.6 34.1 29.3 41.5 18.2 Tot PCT 2.9 3.4 1.5 6.8 5.9 8.3 .2.0 350-449 Count 3 7 9 15 1O 10 8 Row PCT 4.8 11.3 14.5 24.2 16.1 16.1 12.9 CO1 PCT 15.0 38.9 40.9 36.6 24.4 24.4 36.4 Tot PCT 1.5 3.4 4.4 7.3 4.9 14.9 .3.9 450-OVER Count 11 1 10 10 16 12 5 Row PCT 16.9 1.5 15.4 15.4 24.6 18.5 7.7 CO1 PCT 55.0 5.6 45.5 24.4 39.0 29.3 22.7 Tot PCT 5.4 0.5 4.9 4.9 7.8 5.9 2.4 COLUMN 20 18 22 41 41 41 22 TOTAL 9.8 8.8 10.7 20.0 20.0 20.0 10.7 Raw Chi-Square = 33.55630 Degrees of Freedom = 18 Significance = .0143 (Significant at .05 1eve1) Number of Missing Observations - 14 181 TABLE 43 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS FROM SCHOOLS WITH LOW COUNSELOR-STUDENT RATIOS AND THOSE FROM SCHOOLS WITH HIGHER RATIOS ON THE PRESENT USE OF BUSINESSMEN AND WOMEN AS GUEST LECTURERS NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 1-250 Count 0 3 0 1 O 4 8 Row PCT 0.0 18.8 0.0 6.3 0.0 25.0 50.0 CO1 PCT 0.0 33.3 0.0 3.2 0.0 7.1 13.6 Tot PCT 0.0 1.4 0.0 ,O.5 0.0 _1.9 3.9 251-349 Count 0 3 5 11 6 18 20 Row PCT 0.0 4.8 7.9 17.5 9.5 28.6 31.7 CO1 PCT 0.0 33L3 31.3 35.5 17.7 32.1 33.9 Tot PCT 0.0 1.4 2.4 5.3 2.9 8.7 _9.7 350-449 Count 2 2 6 6 18 17 18 Row PCT 3.2 3.2 9.5 9.5 19.0 27.0 28.6 CO1 PCT 0.0 11 1 31.3 41.9 47.1 30.4 22.0 Tot PCT 0.0 0.5 2.4 6.3 7.7 8.2 ;6.3 COLUMN 2 9 16 31 34 56 59. TOTAL 1.0 4.3 7.7 15.00 16.4 27.1 28.5 Raw Chi-Square = 30.47754 Degrees of Freedom = 18 Significance - 0.0331 (Significant at .05 1eve1) Number of Missing Observations = 12 182 TABLE 44 RELATIONSHIP BETWEEN D.E. TEACHER-COORDINATORS FROM SCHOOLS ‘WITH LOW COUNSELOR-STUDENT RATIOS AND THOSE FROM SCHOOLS WITH HIGHER RATIOS ON THE PRESENT USE OF CAREER BROCHURES NOT IMPORTANT SOMEWHAT IMPORTANT VERY IMPORTANT 1 2 3 4 5 6 7 1-250 Count 1 0 1 0 3 O 11 Row PCT 6.3 0.0 6.3 0.0 18.8 0.0 68.8 CO1 PCT 20.0 0.0 7.1 0.0 9.1 0.0 19.0 Tot PCT 0.5 0.0 0.5 0.0 1.4 0.0 5.3 251-349 Count 0 3 3 15 6 16 20 Row PCT 0.0 4.8 4.8 23.8 9.5 25.4 31.7 CO1 PCT 0.0 42.9 21.4 39.5 18.2 30.8 34.5 Tot PCT 0.0 1.4 1.4 7.2 2.9 .7.7 9.7 350-449 Count 0 3 4 11 13 16 16 Row PCT 0 O 4.8 6.3 17.5 20.6 25.4 25.4 CO1 PCT O 0 42.9 28.6 28.9 39.4 30.8 27.6 Tot PCT 0 O 1.4 1.9 5.8 6.3 7.7 7.7 450-0VER Count 4 1 6 12 11 20 11 Row PCT 6.2 1.5 9.2 18.5 16.9 30.8 16.9 CO1 PCT 80.0 14.3 42.9 31.6 33.3 38.5 19.0 Tot PCT 1.9 0.5 2.9 5.8 5.8 9.7 5.3 COLUMN 5 7 14 38 33 52 58 TOTAL 2.4 3 4 6.8 18.4 15.9 25.1 28.0 Raw Chi-Square = 34.90973 Degrees of Freedom = 18 Significance = 0.0097 (Significant at .05 1eve1) Number of Missing Observations = 12 BIBLIOGRAPHY BIBLIOGRAPHY BOOKS Crawford, Lucy C., and Meyer, Warren A. 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Ph.D. dissertation. Ohio State University, 1964. Sampson, Har1and E. "Critica1 Requirements for Distributive Education." Ph.D. dissertation. University of Minnesota, 1964. OTHER Christianson, Larry K. Persona1 Letter. May 21, 1976. Ne1son, Edwin L. Persona1 Letter and Statistica1 FY 1975 Tabu1ation Form. December 13, 1976. NVGA-AVA Commission on Career Guidance and Vocationa1 Education. "Guidance as an Intervention Process," Nationa1 Vocationa1 Guidance Association Position Paper, Ju1y 1973. 187 Sampson, Har1and E. "Distributive Education Statements of Position." Paper prepared for Distributive Education Position Paper Committee, Madison, Wisconsin, November 1971. U.S. Congress. The E1ementary¥and Secondary Career Educa- tion Act. 94 Congress,_T976, HR 11023. U.S. Congress. The Educationa1 Amendments of 1976. 94 Congress, 1976, PuBTic Law 94-483. MICHIGAN STATE UNIV. LIBRARIES {NI THIN TIIHII 1111“” 11111111111 11111111111 31293102418682