A STUDY OF PART-TIME INSTRUCTORS IN VGCATIDNAI.~TECHNIGAL EDUCATION AMONG COMMUNITY COLLEGES IN MICHIGAN Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY DALE HARVEY MESSERSCHMIDT 1967 This is to certify that the thesis entitled presented by Dale Harvey Messerschmidt has been accepted towards fulfillment of the requirements for Ph.Do degree in Education Major professor Date June 30; 1967 0—169 ABSTRACT A STUDY OF PART-TIME INSTRUCTORS IN VOCATIONAL-TECHNICAL EDUCATION AMONG COMMUNITY COLLEGES IN MICHIGAN by Dale Harvey Messerschmidt Statement of purpose The purpose of this study was to determine the practices used by community colleges in the State of Michigan to recruit, hire, and prepare part-time instructors in vocational-technical education, and to compare certain attitudes of part-time vocational-technical instructors with full-time vocational-technical instructors on six selected variables. Procedure An interview instrument was designed to facilitate the data gathering section of this study. Administrators of vocational-technical programs at twelve community colleges in Michigan were then interviewed to determine the procedures they used to recruit, select, hire and prepare part-time vocational-technical instructors. Discussions took place in the office of each administrator, and each of these informal interviews involved approximately one hour and thirty minutes. Later, the Minnesota Teacher Attitude Inventory, along with a personal data sheet, was administered by mail to three-hundred and twenty- seven instructors who were employed by the community colleges. Returns from the original mailing included thirty-nine of one-hundred fourteen full-time instructors and seventy-eight of two-hundred thirteen part-time Dale Harvey Messerschmidt instructors. Specific hypotheses concerning instructors' attitudes toward students were tested with a point biserial correlation coefficient or the analysis of variance statistic. Findings Results obtained from the interviews showed that: l. The primary source of part-time instructors for vocational- technical education in the community colleges was local business and industry. 2. Attempts to use retired personnel from industry and the military were not successful. 3. Administrators who utilized several sources (five or more) for recruiting activities had an easier time obtaining services of part- time instructors than administrators who used fewer than four sources. 4. The supply of and demand for part—time instructors appeared to be growing at similar rates. Therefore, the difficulty involved with finding instructional personnel has not increased appreciably in the recent years. 5. Most administrators relied on department chairmen, other administrators, and faculty to assist in the selection of part-time instructors. However, some administrators made the selection decisions without consulting anyone. 6. Topics which part-time and full-time instructors stated they would desire to be included in an in-service education program included: teaching methodology, examination item writing, lesson plan preparation, and the philosophy of the community college. ——juuIIIIIlIIE:2Eas=aaaaaa====aaiiiiii”————————————————————— Tests of hypotheses concerned instructors'attitudes toward students showed that: l. The length of teaching experience and course work in education has an effect on the attitudes of part-time instructors 2. The length of teaching experience and course work in education has no effect on the attitudes of full-time instructors 3. The age at which part-time and full-time instructors started teaching has no effect on instructors' attitudes toward students. A STUDY OF PART-TIME INSTRUCTORS IN VOCATIONAL-TECHNICAL EDUCATION AMONG COMMUNITY COLLEGES IN MICHIGAN By Dale Harvey Messerschmidt A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1967 ACKNOWLEDGEMENTS The writer wishes to express his sincere appreciation to those persons who participated in this study. Community college administrators and instructors provided their time and efforts to complete attitude inventories and submit to interviews. Appreciation is also expressed to Dr. C. Blair MacLean, Chairman, Dr. John A. Fuzak, Dr. Edward Blackman, Dr. Willa Norris, and Dr. John Useem, members of the Guidance Committee. ii Chapter I. II. TABLE OF CONTENTS THE PROBLEM . . . . Introduction. . . . . . . . . . . . Evidence of Need. . . . . . . . . . . . . . . . . Statement of Purpose. . . . . . . . . . . . . . Hypotheses to be Tested . . . . . . . . . . . . . . Importance of the Study . . . . . . . . . . . . . Definitions of Terms Used . . . . . . . . . . . . . Limitations of the Study. . . . . . . . . . . . . . Procedure . . . . . . . . . . . . . . . . . . . . . Expected Outcomes . . . . . . . . . . . . . . . . . REVIEW OF LITERATURE. . . . . . . . . . . . . . . . The General Problem . . . . . . . . . . . . Goals of Community Colleges in Michigan . Faculty Recruiting in Community Colleges. Recommendations for Adequate Staffing . . . . . . Deficiencies Among Community College Staff Members. Sources of Community College Instructors. . Areas Difficult to Staff in Community Colleges. Comparison of Vocational-Technical Staff and Academic Staff . . . . . . . . . . . . Sources of Vocational-Technical Instructors Problems of Vocational-Technical Education. Faculty Selection, Characteristics, and Education . Selection Process . . . . . . . . . . . . . . . Instructors Personal Characteristics. . . . . Problems of Beginning College Instructors Part-Time Instructors . . . . . . . . . Extent of Part-Time Instructional Staff . . . . Reasons for Part-Time Instructors . . . . . . Appointment Standards . . . . . . . . . The Minnesota Teacher Attitude Inventory. . . Description . . . . . . . . . . . . . Reliability . . . . . . . . . . . . . . . . . . . Validity. . . . . ... . . . . . . . . . . . . Fake Ability. . . . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . iii Page H p—J r—IOO\I\JUIr—‘ 12 12 13 l7 18 18 20 23 25 26 28 29 32 33 35 36 37 38 41 43 44 45 48 48 49 50 51 52 Chapter Page III. DESIGN OF THE STUDY.. . . . . . . . . . . . . . . . . . 53 Sources of Data . . . . . . . . . . . . . . . . . . . . 54 Construction of Survey Instruments. . . . . . . . . . . 55 Procedure . . . . . . . . . . . . . . . . . . . . . . . 56 Treatment of the Data . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . . . . 61 IV. PRESENTATION OF DATA. . . . . . . . . . . . . . . . . . 62 College Control . . . . . . . . . . . . . . . . . . . . 62 Administrative Titles . . . . . . . . . . . . . . . . . 64 Experience. . . . . . . . . . . . . . . . . . . . . . . 64 Previous Positions. . . . . . . . . . . . . . . . . . . 64 Sources of Part-Time Instructors in Vocational- Technical Education. . . . . . . . . . . . . . . . . 66 Methods of Contacting Part—Time Instructors in Vocational-Technical Education . . . . . . . . . . . 68 Degree of Difficulty to Obtain Part-Time Instructors in Vocational-Technical Education. . . . . . . . . . 71 Change Noted in the Degree of Difficulty to Recruit Part-Time Instructors. . . . . . . . . . . . . . . . 72 Minimum Qualifications for Part-Time Instructors in Vocational-Technical Education. . . . . . . . . . 75 Qualifications Most Difficult to Find in Part-Time Instructors. . . . . . . . . . . . . . . . . . . . . 78 Qualifications Least Difficult to Obtain With Part-Time Instructors. . . . . . . . . . . . . . . . 79 Recommendations Required for Part-Time Instructors in Vocational-Technical Education. . . . . . . . . . 80 Participants in the Selection Process . . . . . . . . . 85 Invitations for Visits and Personal Interviews. . . . . 87 Number of Part-Time Vocational-Technical Instructors. . 89 Inservice Education Programs for Part-Time Instructors. 92 Topics to be Included in an Inservice Education Program. 0 O O O O I I O O O O O O O O O : O I O O 95 Contributions of Part-Time Staff in the Community College. . . . . . . . . . . . . . . . . . . . . . . 97 Comparison of Attitudes Between Part-Time and Full- Time Instructors of Vocational-Technical Education . 101 Returns on the Attitude Inventory . . . . . . . . . . . 101 Statistics Used . . . . . . . . . . . . . . . . . . . . 101 Tests of Hypotheses . . . . . . . . . . . . . . . . . 102 Summary . . . . . . . . . . . . . . . . . . . . . 106 Results of Interviews with Administrators . . . . . . . 183 Results of Hypotheses . . . . . . . . . . . iv Chapter Page V. SUMMARY, DISCUSSION AND RECOMMENDATION . . . . . . . . 110 Procedure . . . . . . . . . . . . . . . . . . . . . . . 110 Conclusions . . . . . . . . . . . . . . . . . . . . . . 111 Discussion. . . . . . . . . . . . . . . . . . . . . . . 113 Recommendations for Further Study . . . . . . . . . . . 116 Bibliography. . . . . . . . . . . . . . . . . . . . . . 117 APPENDICES O O O O O O O 0 O O O O O O O O O O O O O O C O O O O O 125 TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE 10 ll 12 13 14 15 16 LIST OF TABLES TYPE OF CONTROL BACKGROUND OF THE ADMINISTRATOR SOURCES OF PART-TIME INSTRUCTORS IN VOCATIONAL- TECHNICAL EDUCATION METHODS USED TO CONTACT PART-TIME INSTRUCTORS IN VOCATIONAL-TECHNICAL EDUCATION DEGREE OF DIFFICULTY IN OBTAINING PART-TIME INSTRUCTORS IN VOCATIONAL—TECHNICAL AREAS FUTURE DIFFICULTY IN OBTAINING PART-TIME INSTRUCTORS FOR VOCATIONAL-TECHNICAL PROGRAMS MINIMUM QUALIFICATIONS FOR PART-TIME INSTRUCTORS IN VOCATIONAL-TECHNICAL EDUCATION QUALIFICATIONS MOST DIFFICULT TO OBTAIN QUALIFICATIONS LEAST DIFFICULT TO OBTAIN LETTERS OF RECOMMENDATION EFFECTIVENESS OF RECOMMENDATIONS TECHNIQUES FOR GATHERING AND VALIDATING INFORMATION ABOUT CANDIDATES PARTICIPANTS SELECTING PART-TIME INSTRUCTORS IN VOCATIONAL-TECHNICAL EDUCATION APPLICATION INTERVIEWS ONE YEAR SUCCESS RATE IN RECRUITING PART-TIME VOCATIONAL-TECHNICAL INSTRUCTORS VOCATIONAL-TECHNICAL INSTRUCTORS HIRED BY SURVEYED COMMUNITY COLLEGES FOR 1966-67 63 65 67 7O 73 74 76 79 79 81 82 84 86 88 9O 91 TABLE 17 EXISTING IN-SERVICE EDUCATION TABLE 18 IN-SERVICE EDUCATION NECESSARY TABLE 19 TOPICS TO BE INCLUDED IN AN IN-SERVICE EDUCATION PROGRAM TABLE 20 WORK PATTERN OF PART-TIME VOCATIONAL- TECHNICAL EDUCATION INSTRUCTORS 93 94 96 100 CHAPTER I THE PROBLEM Introduction The total population of the United States is growing and according to current educational statistics, the percentage of persons eighteen years of age and older attending institutions of higher education has increased from twenty-six percent in 1953 to thirty-six percent in 1963, and the proportion is expected to increase to forty-four percent by 1973.1 In Michigan the results of both the growing population and the higher percentage of persons attending college are an increased number of community colleges and increased enrollment figures at community colleges. Since 1960, there has been an increase of eleven community colleges within the State. This increase, approximately forty percent, brings the total number to twenty-seven. At the same time, student enrollments have climbed from a total of 27,229 in 1960 to 68,250 in 1966.2 The rate of student enrollment increase within the given six-year span is in excess of 150 percent. Problems caused by expansion of institutions and enrollment make it vital that administrators who are responsible for educational programs within community colleges become increasingly knowledgeable concerning instructional problems which will face them. g 1Kenneth A. Simon and Marie G. Fullam. Projections of Educational §tatistics to 1973-74. (Washington, D.C.: U.S. Government Printing Office, 0E-10030 #754, 1964) 17. 2Community College Files in the Research Office of Higher Education, State Department of Education, East Lansing, Michigan. -2- Community college curriculums are usually designed to fulfill a dual role: first, they provide transfer academic programs; second, they provide terminal vocational programs. Regardless of the curricular area considered, the instructional staff is primary to the success or failure of the college as an institution of higher education. Vairo stated: Unless the two-year college has an instructional staff of qualified teachers, its objectives cannot be achieved. Thus the insufficient supply of competent teachers for junior colleges--indeed for all institutions of higher education-- is a matter of increasing concern. Ivey, voicing a like concern, stated: ". . .administrators of higher education should be concerned about the recruitment, selection, and orientation" of the instructional staff.2 Staff recruitment, hiring, preparation, and evaluation are not simple problems. These problems become even more acute when one recruits, hires, and prepares a staff for part-time instruction in vocational- technical education at the community college level. One part of the problem is the multiplicity of course offerings which demand such diverse backgrounds as listed by Kuhns: Across the nation positions held by part-time faculty members represent a broad cross-section of business and professional life: construction management engineer, radio advertising salesman, social worker, superintendent of boys' training school, staff artist, naval astronomer, physicist, research chemist, insurance analyst, supervisor of instrumental music, operation analyst, aerospace technologist, ICC attorney-adviser, chief statistician, 1Philip D. Vairo. "Faculty Quality: A Challenge to the Community College," Journal of Higher Education, XXXVI (April, 1965), 217. 2Nathan A. Ivey. "The Part-time Instructor and Effective Teaching," gggior College Journal, XXXI (September, 1960), 40. ll“ [ ll |l ' l' l l I l ll‘l ‘II II , . ‘ l III. III -3- NIMH educational specialist, merchandise manager, internal revenue agent, economist, personnel director, home maker, biological oceanographer, chemical research chief.1 Conversations between the writer and administrators of community colleges in the State of Michigan showed that part-time instructors fill a genuine and continuing need especially in the areas of technical and indus- trial education, business education, and engineering technology. The above mentioned programs comprise what are sometimes called the "applied" offerings of the community college. Regardless of the specific specialty considered in vocational-technical education, a combination of skill and knowledge is required. Then,"The high and scarce level of ability necessary for vocational-technical education areas translates itself into economic demand" which means it is costly to hire instructors for these areas.2 If a community college wished to provide course offerings in all of the areas mentioned by Kuhns, it is obvious that it would be virtually impossible to justify all faculty positions on a full-time basis. Relative to the diversity, it becomes apparent that one of the staffing problems concerns those faculty members hired as part-time staff. Kuhns said: American junior colleges would be hard pressed to offer the wealth and vaiety of programs currently available were it not for the dedicated instruction provided by hundreds of part-time faculty members. The proportion of part-time to full-time faculty is almost one to one in many colleges. 1Eileen P. Kuhns. "Part-time Faculty,” Junior College Journal, XXXIII (January, 1963), 8. 21bid., 11. 3Ibid., 9. -4- Concerning the part-time instructor in vocational-technical education at the community college level Specifically, Park observed that: The regular staff could not provide the services needed in the specialized courses. In these, the part-time instructors bring, besides their vocational or management experience, a considerable prestige to the college, interpretations essential to the specific applications made of the subject matter taught in the service-oriented industry, and a degree of community interest and inter-relatedness unequalled in many other situations. 1 However, hiring part-time instructors for complete staffing of the vocational-technical education area in the community college must not be considered the means to solving the problems arising from the need to offer widely diversified subjects. Part-time instructors can indeed fulfill a definite need and eliminate some of the staffing problems; however, at the same time, they create additional problems. Horton pointed out two problems with part-time instructional personnel. First, ". . . some part-time teachers are not on campus enough to become fully identi- fied with the college and second . . .sometimes communications with them is difficult.”2 In addition to the problems of identification and communication, Sutton said: Part-time instructors are engaged so fully in their work that it becomes difficult to obtain and then retain their specialized services when heavy demands by the primary employer are necessary.3 1James D. Park, cited by Eileen P. Kuhns. "Part-time Faculty," ignior College Journal, XXXIII (January, 1963), 10. 2Robert E. Horton, cited by Eileen P. Kuhns. "Part-time Faculty," iflflior College Journal, XXXIII (January, 1963), 11. 3Frederick Sutton, cited by Eileen P. Kuhns. "Part-time Faculty," Junior College Journal, XXXIII (January, 1963), ll. -5- Thus, while part-time instructors in vocational-technical education areas of the community colleges do provide assistance in bringing about a solution to the total staffing problem, they also create additional problems because the nature of their employment by the community college is on a part-time basis. If individual problems of the community college, such as part-time staffing, are isolated, studied, and resulting data are made available to persons in responsible decision-making capacities, means may be devised whereby the frequency of adminiStrative error is reduced. Error reduction in itself is desirable. Therefore, it is intended that this study will contribute some of the information which is needed to make better decisions regarding the use of part-time instructional personnel in vocational- technical programs at the community college level. Evidence of need Literature in the field of community college administration frequently cites potential sources of instructional personnel. Included in the recommended sources are persons involved in various phases of business and industry, retired industrial personnel, retired military personnel, high school teachers with advanced degrees, housewives, and others with professional level skills. Teaching in the vocational-technical education areas requires high skill levels and the ability to communicate with students. But where does the administrator find this individual; how does he select him; and, what does the college do to assist him in becoming a better teacher? While these questions may have been asked repeatedly by those facing the staffing problems, a systematic study of the part-time instructor of vocational-technical education subjects at the community college level has not been made. Therefore, the position taken by this writer is: ~6- It is possible to suggest, consider and test intelligent modifications for programs after present positions are known, but not before a survey of the current situation has been completed. Part-time instructors of vocational-technical education have never been studied, and a report presenting factual data can be of significant value to administrators and other interested groups. Because technological changes occur at a rapid pace, people with salable skills and abilities will be engaged in the business and industrial world, and may not be available for teaching positions. Therefore, it is assumed that community colleges will be faced with the necessity of providing instruction in newer fields, but competition for qualified full-time staff members will be exceptionally keen. As an alternative solution to the staff problem, an administrator will look for someone engaged in the occupational field to teach on a part-time basis. Gowin reported large numbers of part-time teaching personnel employed by institutions of higher education. The need for employment of part-time instructors is in part the result of the non- availability of qualified personnel for full-time positions.1 Before beginning the present study, peOple on various levels of educational authority were consulted, and queried about the problems of staffing vocational-technical education programs. Persons consulted included administrators from the Michigan Department of Education responsible for coordinating programs among community colleges, administrators re8ponsible for vocational education, professors in community college admin- istration, and administrators of vocational-technical education at the 1D. B. Gowin. A Rgport of An Experimental Study of Part-time lelege Faculty, (Bridgeport, Connecticut: University of Bridgeport Press, 1957). (Is 1' ea. 5» Vs! DC (I: ’1! community colleges. The usual response which occurred to questions, on all levels of authority, was, "I really do not know; but I think. . . ." It is, therefore, believed that results of this study will be useful and helpful in clarifying related topics for further investigation. Statement of_purpose The purpose of this study was to determine the practices used by community colleges in the State of Michigan to recruit, hire, and prepare part-time instructors in vocational-technical education, and to compare selected attitudes of part-time vocational-technical instructors with full- time vocational-technical instructors on six selected variables. More specifically, this study was concerned with: l. The sources of part-time instructors for vocational-technical programs 2. The methods or processes employed in recruiting part-time instructors for vocational-technical education areas 3. The ultimate selection process of part-time instructors in vocational-technical programs 4. The in-service education programs designed to better the effectiveness of part-time instructors in vocational-technical education. 5. A comparison of attitudes between part-time and full-time vocational-technical programs on six variables Hypotheses to be tested 1. The length of teaching experience significantly influences the attitude of part-time and full-time instructors of vocational-technical Subjects. 2. Teachers of vocational-technical subjects with more extensive formal educational experience show more positive attitudes toward students than teachers with less extensive formal educational experience. -3- 3. Full-time instructors of vocational-technical subjects have more positive attitudes toward students than do part-time instructors of vocational-technical subjects. 4. Both full-time and part-time instructors who profess to like teaching manifest greater positive attitudes toward students than will part-time and full-time instructors who do not like teaching. 5. Full-time vocational-technical instructors who have had more than six semester hours of course work in education manifest more positive attitudes toward students than do full-time instructors who have had less than six semester hours of course work in education. 6. Part-time vocational-technical instructors who have taken more than six semester hours of course work in education manifest more positive attitudes toward students than do part-time instructors who have taken less than six semester hours of course work in education. 7. Part-time instructors who have entered teaching after age thirty-five manifest less positive attitudes toward students than part- time instructors who entered teaching before age thirty-five. Importance of the study Prior to legislation providing federal funds for vocational-technical education, the major difficulty for this field was funding. Now, however, the financial strain has been relieved somewhat by the expenditure of federal monies, and the locus of the problem has shifted to finding qualified instructional personnel. Dobrovolny stated: With funds available for the expansion of post-high school technical education programs, the problem that faces program administrators is that of engaging sufficient numbers of competent faculties for these programs. 1Jerry S. Dobrovolny. "Preparation of Junior College Teachers of Technical Subjects," Junior Collgge Journal, XXXV (December, 1964), 9-10. -9- One solution to staffing diverse program offerings is the use of part-time instructional staff. Community College administrators must be aware of sources of part- time teaching personnel, techniques used to recruit and hire instructors and methods for improving their classroom effectiveness. Many writers have said that the quality of the educational program cannot be any better than the quality of the people who make up the staff. What qualifications do community college administrators desire when recruiting instructors for the vocational-technical areas? Current materials on this topic are limited. Since the two-year, post-high school, technical programs have emerged so recently in our educational system, it has been difficult to establish a national standard to measure the competency of the staff teaching in these programs. There is no consistent pattern of training that has been followed by those teachers involved in technical programs. This study was concerned with the problems of recruiting, hiring, and preparing part-time instructors of vocational-technical education, and comparing part-time instructors with the full-time instructors on selected variables which could, or could not, affect teacher-student relationships. Evidence of concern for difficulties brought about by the employment of part-time instructional staff were shown by the following studies. A project reported by Gowin and associates showed that on responses from 399 urban universities widely differing standards for appointment exist. While smaller universities placed more emphasis on degrees held, the criteria for employment in the larger universities were professional Competence and teaching ability. These two factors, and ability, ranked ‘ lIbid., 11. -10- higher than degrees held, personal qualities, and practical experience. Moreover, there was no reported evidence that the part-time teacher was encouraged to utilize his professional competence in such areas as counseling of students, planning curricula, or participating in activities of the full-time faculty.1 Gowin's study also included questionnaires returned by members of the Association of Evening Colleges which showed that only nineteen of ninety- five reporting colleges employed part-time teachers in less than twenty percent of their classes. Seventeen colleges reported that twenty to forty percent of their classes were staffed by part-time teachers; twenty-eight colleges reported that forty to sixty percent of their classes were staffed by part-time teachers; twenty colleges reportedly employed part-time teachers in sixty to eighty percent of their classes; and, eleven colleges employed part-time teachers in more than eighty percent of their classes.2 Results of Gowin's work were important to this study of part-time instruction in vocational-technical areas of community colleges because these instructors taught in the late afternoon, evening, and Saturday. The National Education Association in a survey of Salaries Paid gpd Salary Practices in Universities, Colleges, and Junior Colleges, 1959-60 found that of 752 degree-granting institutions 404 or 53.7 percent employed twenty or more part-time teachers; only forty-nine, or 6.5 percent, 1D. B. Gowin. A Report of An Experimental Study of Part-time College Faculty (Bridgeport, Connecticut: University of Bridgeport Press, 1957). 21bid. -11- of the surveyed institutions employed no part-time teaching faculty; in all 752 reporting institutions, 46,702 part-time teachers were employed.1 Part-time instructional personnel fill a crucial role in higher education programs. Without some degree of uniformity in selecting personneL in understanding purposes advocated by the institution, and in actions by part-time staff, there can be little sequential order of subject matter, and continuity within the instructional program. Definitions of terms used Administrators in the community colleges surveyed in this study are those persons whose primary responsibilities are in the direction and management of programs in the vocational-technical education areas. Administrators Essentially the terms community college and junior college are interchangeable. The term refers to a two-year, post-high school institution which provides both academic and vocational-technical education programs. Community colleges The faculty refers to the personnel who do the actual teaching in the community colleges. For purposes of this study, both part-time and full-time teachers are included in the term, but only persons engaged in teaching the vocational-techni- cal subjects will be considered. Faculty Staff members whose primary job reaponsi- bility is that of classroom teaching on a full-time basis are full-time faculty members. Full-time faculty Persons whose primary job responsibilities are something other than teaching, but who teach as a secondary occupation are part-time faculty members. Part-time faculty 1Selaries Paid and Salary Practices in Universities, Colleges, and Junior Colleges, 1959-60, Research Report 1960-R3, (Washington, D.C.: National Education Association, 1960). -12- Limitations of the study Because of geographic and financial considerations, only community colleges within the State Of Michigan were included in the study. While implications for future community colleges do exist, (it must be understood that) this study was confined to the geographic limits of Michigan and the transfer of generalizations to other geographic regions is limited. This study was governed essentially by the restrictions of the normative-descriptive survey research methodology; therefore, subjective analyses and evaluations were used in order to arrive at conclusions and to produce recommendations. Further limitations were imposed by the assumptions inherent to the specific statistical techniques employed in testing the stated hypotheses. Procedure Administrators and instructors of vocational-technical education subjects at the community college level were the heart of this study. Administrators were contacted to determine specific practices they performed in recruiting, selecting, hiring, and educating part-time instructional staff. Instructors provided data about themselves and their attitudes toward stu- dents which were used for testing the stated hypotheses. After discussing the problem of part-time instructors in vocational- technical subjects with several people experienced in community college administrafion, an interview instrument was constructed, tested, and revised. Later, using the prepared schedule, interviews were conducted with the chief administrators responsible for Vocational-technical education in twelve of Michigan's community colleges. Following the interviews, a personal data sheet and a Minnesota Teacher Attitude Inventory were mailed to both part- time and full-time instructors. They completed the requested materials and returned them. -13.. The data were compiled, reported, and hypotheses were tested. Conclusions based upon presented data were drawn and subsequently recommendations for further study of the part-time instructional staff were developed. Expected outcomes Before entering into the actual procedures of reviewing literature, preparing instruments to guide the study, and gathering data, certain outcomes were eXpected. These outcomes were: 1. 10. Administrators of community colleges located in large, industrial metropolitan areas would not experience any difficulty in recruiting part-time instructional personnel for vocational- technical subjects. It was expected that administrators would seldom do the actual selecting of part-time staff on an individual basis. This activity would be delegated to specific departments or supervisors. Qualifications for part-time instructors of vocational-technical education would differ in terms of educational preparation and vocational experience. Few, if any, in-service education programs designed to assist part-time instructors of vocational-technical education would exist. Administrators would advocate in-service education programs for the professional growth of part-time instructors in vocational- technical education. Differences of attitudes toward students between part-time instructors and full-time instructors would exist. The current age of the instructor would affect the instructor's attitudes toward students. The amount of educational preparation would cause differences in attitudes toward students. The length of teaching experience would create differences in attitudes toward students. The age at which one entered teaching would be a factor influencing instructor's attitudes toward students. -14- 11. The degree of satisfaction derived from teaching would reflect upon an instructor's attitude toward students. Overview of the study Chapter I described the total study. Chapter II prepares a structure for the study and reviews pertinent literature and research to clarify the design of the study and population characteristics. The design of the study and characteristics used are presented in Chapter III. Chapter IV presents an analysis of the data; Chapter V presents the conclusions with implications for further study. CHAPTER II REVIEW OF LITERATURE Literature concerning the community college movement has been appearing with growing frequency in both lay and professional books, journals, periodicals, and newspapers. While the latter source has been generally focused upon local issues, there has been a growing awareness that one community college's problems may be very similar to the problems which other community colleges are experiencing, and therefore the means for solving these problems, or the actual solution itself, can be successfully duplicated or used in modification by another institution. Recent periodicals contain ever increasing numbers of articles relating to the total entity of the community college. Not only are the articles concerned with the community college concept, but also to the Specific problems involved in establishing goals relevant to the population and community to be served, administrative procedures, Staff relations, record keeping, curriculum development, and the Procuring of faculty members. Writers have discussed this latter aspect and more specifically the desirable qualities which should be manifested by community college instructors. However, the coverage has been primarily in generalities. The literature shows little concern for the precise qualities which do exist, should exist, or any explora- tion of the situation in which community colleges must operate when attempting to recruit faculty members with necessary qualifications. \5 -17- -l8- This chapter is divided into four specific sections to provide a framework which is pertinent to the problem. Commensurate with the literature available, the materials are divided into the general problem of supply and demand in community college teaching; the literature surrounding actual recruitment and selection of faculty; materials about the part-time instructor are reviewed; and the reported literature on the Minnesota Teacher Attitude Inventory is surveyed. THE GENERAL PROBLEM Goals of community colleges in Michigan Money was appropriated by the Michigan Legislature to perform a total study on higher education throughout the State, and one part of the above study, completed by Sebastian V. Martorana, was concerned with the goals of community colleges. In listing the objectives of Michigan's community colleges, Martorana stated: (1). The Michigan community colleges on the whole accept and are making energetic efforts to accomplish the five functions usually associated to local, public, community and junior colleges. The five purposes generally aSSIgned to these institutions: (a) providing general education for all students; (b) offering transfer and college-parallel courses in pre—professional fields and in the arts and sciences; (c) providing organized occupational programs for students who will seek to enter employment immediately after leaving the local college; (d) offering adult and community-service programs of a wide variety; and (e) pro- viding a full program of student personnel and counseling services for the students enrolled. (2). Although they are doing significantly greater work than the private colleges or the State colleges in the. provision of organized occupational programs, the Michigan leges are still placing major emphaSis on offerings in pre-professional fields and in the lower division arts and science programs for transfer credit. Even so, the community colleges are the chief source if: SuPply for technicians and semi-profeSSional personneffin Michigan, as shown by the fact that as a group they 0 er community col -19- more organized occupational programs of less-than-bachelor's degree length than do either the State colleges and universities as a group or the private institutions as a group, more students are enrolled in these programs in the community colleges than in either of the other types of institutions of higher education. Community college acceptance of this important educational assignment in Michigan is evident, further, in that they have established more programs in recent years than the other two types of institutions have established.1 Martorana then recommended to the Michigan Legislature that the community colleges within the State should continue efforts not only to maintain the supply of skilled personnel but also to increase the number of technicians and semi-professional personnel for the economy of the State. And therefore, he pointed out that the community colleges should receive recognition and fiscal support for being the chief source of such workers. Consequently, Michigan's community colleges and local industry have worked cooperatively in providing facilities and support for education which will maintain a supply of technical and semi-professional manpower necessary for the State's economic needs. But the State of Michigan has not been alone in realizing the necessity for vocational-technical education at the post-high school level. In 1947 the Vocational Education Committee of the California Junior College Federation pointed up the necessity for increasingly effective vocational and other terminal programs within the community colleges of that state. The committee's report stated that: A significantly large number of high school graduates feel the need for further education, particularly vocational in 1Sebastian V. Martorana, The Community College in Michigan, (Lansing, Michigan: Michigan Legislative Study Committee on Higher Education, 1957), 3-4. -20- nature; yet, because of economic, social, or intellectual limitations, these individuals will not or cannot go to a four—year college or university.1 It was determined that the California community colleges would be in a better position to handle vocational programs rather than the regular K-12 school district because of its more extensive geographic area, and larger tax base, as well as service to a larger population. The same criteria have applied in Michigan. Faculty recruiting in communigypcolleges Although it has been emphasized in mass communication media that the shortage of qualified instructional staff has reached a critical stage, it must be pointed out, however, that the current problems of faculty recruitment facing higher education are neither completely new nor are they completely unique. In 1920, McConaughy wrote: The serious situation which college administrators face, in trying to find suitable recruits for next year, is so obvious to us all that it needs no comment. The main cause of this crisis is also patent; the financial situation in teaching today is such that few self-respecting college graduates are willing to consider it as a career. In addition, there has been concern about class size, McConaughy continued: "Classes must be smaller; some of our State universities report that this year they have recitation classes with over a hundred in them. No wonder teachers leave such tasks, or 'jobs,' to seek service in other fields."3 Then in 1964 when he discussed the problem of class size, Heffner stated: 1"Vocational Education in the Junior Colleges," California figurnal of Secondary Education, XX (January, 1947), 56. 2James L. McConaughy. "Recruiting of Teachers for Colleges," §£hool and Society, XI (June 19, 1920), 721. 3ibid., 723. -21- Class size needs to be examined to make sure it is most desirable for the area under consideration. Classes of 100 are probably the least efficient, since it is not possible to give more individual attention in a group of this size than in one of 500.1 But yet the problem of staffing with capable people appears as a primary issue whenever representatives of institutions of higher education discuss their current concerns. Continuing growth in the number of two-year colleges in the present decade has made a definite imprint on the recruiting program. According to Vairo, "Unless the two-year college has an instructional staff of qualified teachers, its objectives cannot be achieved. Thus the insufficient supply of competent teachers for junior colleges--indeed for all institutions of higher 1earning--is a matter of increasing concern.”2 Ingalls was much more Specific in his demand for instructors to teach in community colleges, and he described the personal and professional characterisitics which he thought were necessary. We are looking for men and women with an adequate philosophy about comprehensive community college education; with training, academic and employment to fit the job; with sharpened skills, with motivations, and with enthusiasms for teaching in our community college.3 Another writer, Wickam, speaking on recruitment of college teachers, emphasized that providing college teachers of good quality was the most pressing problem of higher education during 1955.4 1"Meeting the Need for College Teachers; Recruiting More Women,” §phool and Society, LVIIC (February 8, 1964), 42. 2Vairo. "Faculty Quality: A Challenge . . .,” 217. 3Rosco C. Ingalls. "Problems of Staffing the Community College," National Association of Secondary Schools Principals Bulletin, XXXVII (April, 1953), 399. 4nRecruiting College Teachers,” School and Society, LXXXI (April 16, 1955), 123. -22- It was shown in the first chapter of this paper that a growth of approximately forty percent in the number of community colleges, and one hundred-fifty percent in the number of students has occurred within the State of Michigan in this past decade. Therefore, the problem of recruiting instructors must continue to be critical because our burgeoning technology opens new fields where instruction is necessary; however, few people are prepared to teach in the new areas. Brunner and Lindquist surveyed administrators in community colleges to determine what practices were being followed in staff recruiting. Brunner's data showed that the community colleges will eventually be forced to compete with the four-year colleges for staff members. ". . .this means that the junior college administrators will either have to become aware of the need to treat the instructional staff better or they will lose their personnel in increasing numbers to senior institutions."1 Efforts to uncover potential instructors for the community colleges led to some discussion about the present college student popu- lation as an area for recruiting new college teachers. In a recent survey to determine whether or not there was an adequate number of undergraduates who would eventually be interested in college teaching, Hatch concluded that certain faculties, especially technological areas, would continue to have keen competition due to industrial demands, wages, and opportunities for advancement.2 It does appear that a shortage of ¥ 1Ken August Brunner and Clarence B. Lindquist. "Recent Faculty And Instructional Practices,9 Junior College Journal, XXX (February, 1960) 339. ZStephan Hatch. "Where Will the Teachers Come From?” New Society, II (1964), 17-21. .p‘. p. B. .l -23- qualified community college teachers will continue in the future. But what personal and professional qualifications have been recommended for adequate instruction? Recommendations for adeguate staffing There was a large body of literature concerned with the community college instructor. Hence, the following information was extracted from those articles considered representative, pertinent to the topic, and most comprehensive in scope. Charles and Summerer, discussing the community college faculty in terms of its base of origin, age range, and experiential background reached the following conclusions: it is desirable to have a broad range of geographic origin represented among the teaching staff thus lessening the manifestations of geographic provincialism; it is desirable for the community college faculty to be composed of a broad age range among its members so that, theoretically, the younger members could provide enthusiasm, new ideas and vigor, while older members could provide the necessary stability; and it is essential that the staff have both professional and personal experience.1 Garrison, in discussing the problem of staffing within community colleges reiterated this need for professional preparation. He stated: We are going to have to find young people with subject Master's Degrees-~and perhaps even only Bachelor's Degrees plus out-of-college experience-~who Show the possibility of growth into full professional capability in the classroom and laboratory. But we can't simply throw them into a classroom without some kind of knowledge of the teaching skill that our particular situations both require and strive for.2 _ 1Searle F. Charles and Kenneth H. Summerer. "Building A Junior College Faculty," Junior College Journal, XXIX (March, 1959), 422-423. 2Roger H. Garrison. "Professional Teacher or Dedicated Amateur?" §£hool and Sociegy, VIIC (October 30, 1956), 391. .u. bu n. I“ 'I~‘ -24- Pyle's recommendations for strengthening community college teaching staffs listed: 1. Employ more women, more retired military personnel, and part-time people generally. 2. Use master teachers on television. 3. Use teaching machines. 4. Experiment with new class sizes and arrangements. 5. Use all college facilities fully and on a year-round basis. 6. Employ more clerical people to take care of routine details in the college, thus permitting professional personnel to devote full-time to the task of teaching. 7. Make certain that state requirements for teaching at the junior college level are realistically related to professional needs and conditions of the market.1 Subsequently, Pyle discussed the more acute problem of staffing vocational-technical education areas within the community college. "The experience and education needed for the proper preparation of teachers of technical and vocational subjects poses an even greater problem than we find in academic areas. What is needed here are persons who have both practical experience and the ability to teach."2 Indeed, the ideal combination of practical experience and formal educational preparation could be a long-term investment on the part of an individual instructor. Questions can be raised concerning the seQuence of preparation. Should practical experience precede educational eXperience or vice versa? If one happened to have both prerequisites, he should also have opportunities to continue his study in both areas. ¥ 1Gordon B. Pyle. "Strengthening the Junior College Teaching Profesion," Junior Collegngournal, XXXII (May, 1962), 529. 21bid., 530. -25- However, the rapid rate of technological growth which has been occurring in the advanced nations of the world has made it exceedingly difficult for both college instructors and men engaged in industrial research to remain abreast of research findings, and publications pertinent to the individual fields. One recommendation for alleviation of this conflict has been advanced by E. L. Moreland, Dean of Massachusetts Institute of Technology, who stated: . . .one of the most effective ways of increasing cooperation between university and industrial research might be to have scientific men engaged in industrial research to teach courses at a university, giving the students their background of experience in research in industry. At the same time a professor, expert in some field of research, would go into industry and bring to its research problems a fresh approach.1 Certainly carrying out the above recommendation was not without difficulty for both the industry and the educational institution which participated in the common venture. Most research men from industry will require some extended assistance in teaching preparation, methods of instruction, evaluation and other details involved with the educational process. Most college professors will, in turn, need assistance before they can be productive additions to the industrial corporation. Qg_iciencies among communitypcollege staff members Regardless of the original source of its staff members, the community college faculty, as any teaching faculty, has its deficiencies which must be corrected. In an effort to forestall serious conflict with new staff members, some community college administrators have prepared ¥ —_ 1E. L. Moreland, cited by Robert D. Potter. "Proposed Exchange Professorships Between Industries and Universities,” Science, IXC (May 3, 19m), 10-11. -25- in-service programs to assist newly hired faculty. Pugh and Morgan surveyed community college administrators to obtain a list of perceived deficiencies which they expected with their new staffs.1 Because most administrators surveyed were dependent upon the graduate schools to fill their needs, it was perceived that the following areas would be most deficient: 1. Training in guidance and counseling 2. Understanding of the philosophy and background of the community college 3. Student teaching and observation in the community college 4. Having experiences and understanding necessary for under- lying committee assignments and faculty services 5. The community nature of the two-year college Sgprces of communigy college instructors It was pointed out previously in this chapter that college students were considered as a recruiting area for the community college staff. But differences of opinion have existed among community college administrators regarding the desired experiential factors for instructors. The facts, regarding true sources of instructors, as gathered by the National Education Association report, showed: Junior colleges. . .took only 23.1 percent of their new teachers from.graduate school. At the same time, they attracted 29.3 percent from high school teaching, and 11.0 percent from business corporations. As many as 15.4 percent were full-time teachers in universities and colleges the preceeding year.2 1David B. Pugh and Roy E. Morgan. "Faculty Needs and Requirements," Lumor College Journal, XIII (May, 1953), 427-435. 2"College Teachers Demand Exceeds Supply; Summary of Teacher SuPply and Demand in Universities, Colleges, and Junior Colleges, 1959-60 and l960-61,“ National Education Research Bulletin, XIL (October, 1961), 81. -27- Maul, although he did not state the source of data from which he derived his facts and figures, reported figures similar to those found in the NEA Bulletin. .the fact stands out that the high school classroom is the largest single source of new junior college teachers. Each biennial report shows that just about three of every ten new junior college teachers were engaged in high school teaching the preceding year. . . . Just under one-fourth of the new junior college teachers were principally engaged‘ in graduate study the preceding year. and industrial . From business 'ccupations the junior colleges attract about one of ten new teachers.1 Merson identified the same three sources of teachers for the community colleges. Three major sources of junior college instructors are: (1) high schools: successful high school instructors frequently are eventually promoted to junior college jobs; (2) colleges: many instructors are employed in junior colleges directly from graduate schools of colleges and universities; these instructors frequently have had experience in university and college teaching; (3) business and industry: an increasing number of instructors are being recruited from business and industry to teach vocational-technical subjects; these instructors are frequently employed to teach in the evening program.2 The survey conducted by Eckert and Stecklein was indeed, more revealing than any other article found on the sources of community college instructors. Source materials used in their report were obtained by questionnaire from a total of 130 persons teaching in eleven community colleges in the State of Minnesota. They reported that the instructors frequently entered community college teaching through accident rather than by intent and/or design“ "They usually begin their services as 1Ray C. Maul. "Can We Get Enough Good Teachers?" Junior College Journal, XXXIV (December, 1963), 7. 2Thomas B. Merson. "Preparation and Selection of Instructors for Community Colleges," California Journal of Secondary Education, XXXI (December, 1956), 499. u.- >— I ~.. RV v. ll“ ‘ -28- high school teachers, pursuing whatever graduate work they take on a part-time basis. In consequence, they seldom secure the amount of advanced training needed for upper-level college posts."1 The report also revealed that the work loads for instructors were so great that seldom could they complete the graduate programs they had outlined for themselves; nor could the individual do any writing to contribute to his professional field. It was found too that community college instructors definitely felt a lack of recognition and appreciation on the part of the general public being served by the community college. Probably because of the manner in which the instructors obtained their present positions, . . .more than two-thirds of these junior college faculty members said that they were satisfied with their careers and wished to continue in this field. The minority, who were uncertain or who said that they would not again select this field, was significantly larger than in four-year programs, indicating that junior colleges face special problems in recruiting and holding qualified staff members.2 Areas difficult to staff in community colleges The supply and demand of personnel with specific skills such as those needed to teach in vocational-technical education fluctuate with the development of a new area, and the usual cyclic pattern of job opportunities. Supplies of teachers seem to rise and diminish in a similar pattern. From a survey on full-time faculty made among community college administrators in Michigan, Vaccaro found: "Subject areas that were listed most frequently as ones difficult to fill were: 1. Women's physical education 2. Nursing education 1Ruth E. Eckert and John E. Stecklein. "Career Motivations and Satisfactions of Junior College Teachers," Junior College Journal, XXX (October, 1959), 89. 2 Ibid., 89. -29- 3. Physics, mathematics, chemistry and other sciences 4. Technical subjects such as electronics and mechanical technology." From the same study, qualifications among vocational-technical instructors which administrators found difficult to obtain were: 1. Formal educational background 2. Industrial work experience 3. Professional course work in education 4. Other qualifications such as positive attitudes toward teaching and the community college Seay, when associated with the Kellogg Foundation, pointed out why the difficulty existed: It is difficult to recruit instructors for semi-professional and technical curricula. In the main, an instructor for occupationally oriented courses must have had a rich industrial, business, or professional career, and in addition, he must have had substantial formal and professional preparation. Many of those qualified by experience lack substantial formal preparation. Thus in-service education is important. In-service education can be useful, but only after an instructor has been hired. (he solution to the problem, however, may be to select a group of potential instructors and prepare them before they actually begin teaching. The literature, however, had reported no programs of such nature. Comparison of vocational-technical staff and academic staff Levy's study using data from structured interviews with instructors of academic courses and terminal courses revealed: 1Louis C. Vaccaro. "A Survey and Evaluation of the Practices Used by Michigan Community Colleges in the Recruitment and Selection of Faculty," (Unpublished Doctoral Dissertation, College of Education, MichiganState University), pp. 81-82. 2Maurice F. Seay. "Grants for Technical Education; A New Kellogg Grant Program,” Junior College Journal, XXXIV (March, 1964), 10. j“ -30- . . .the academic course teacher claims the more complicated teaching problems as a result of the wide range of student abilities and scholastic objectives. The terminal course teacher indicates that he spends a greater percentage of time in the classroom, and attributes this fact to the necessarily time-consuming development of skills and dexterities based upon a broad general background.1 Differences seemed to exist in the educational outcomes which academic instructors and instructors of vocational-technical programs desired as the end result of the educational process. Levy found ". . .the academic instructor aims at student development as a part of general community--citizenship development; the teacher of the terminal students is directing the evolution of the economic competence of the individual student and the community as a whole."2 Instructors of academic courses and instructors of vocational- technical courses differed on the topic of their individual job preparation requirements. Instructors of academic courses felt that in order to offset personal weaknesses they should have work in areas such as methods of teaching, evaluation, curriculum planning, philosophy of the community college, and adult education. Moreover, the academic course instructors favored a broad general educational background. In contrast to the above position, Levy concluded: The composite teacher of terminal courses is largely a practical specialist, teaching without degree or professional training in education. While acquiring in-service teaching experience, he is aware of having certain inadequacies as an educator. They are in the areas of methods of teaching at the community college level, understanding the community 1Leonard Levy. "Signigicance of Similarities and Differences Between Community College Teaching Groups," Junior College Journal, XXIIX (April, 1958), 445. 2Ibid., 446. -31- college student, and the general education field. Recommen- dations by the terminal course faculty member include courses in (1) methods of teaching, (2) adult education, and (3) functions and philosophy of the small community college. In general, the terminal course instructor's recommendations for subject matter training stress practicality.1 The teacher of vocational-technical courses was found to value teaching experience at the high school level, teaching experience at the college level, work in the subject matter field, and experiences involving people. But the teacher of vocational-technical education rejects certain background criteria as being necessary. The teacher of terminal courses does not rely upon professional organizations or reading for professional growth. While he would welcome improvements in professional organizations, the terminal course teacher fundamentally a subject matter specialist, is inclined to limit himself to business and industrial meetings. He has a high regard for in-service training, which he describes as his most practical source of assistance and development as a teacher.2 Koos surveyed 1,089 teachers in forty-eight community colleges across the United States to determine the highest degree held by teaching staff members. He found that more than sixty-seven percent of the teachers of academic subjects held a master's degree or doctorate; while less than fifty percent of the teachers of special subjects, including vocational-technical instructors, held at least the master's degree. Nine percent of the special teachers held no degrees at all.3 Koos, in a 1Ibid., 21bid., 3Leonard V. Koos. "Junior College Teachers: Degrees and Graduate Residence," Junior Collegngournal, XIIX (April, 1948), 77-89. -32- supplementary survey, reported that teachers of special subjects taught fewer courses than did teachers of academic subjects. This fact was attributed to the specialization of the courses and the individual preparatory background. Koos also reported that instructors in vocational-technical education programs frequently taught mathematics,1 physics, and chemistry when these subjects were related to the vocational-technical areas, in addition to teaching the laboratory type courses where skill development was paramount. Sources of vocational—technical instructors In July, 1962, the American Association of Junior Colleges met to discuss the problem of providing vocationabtechnical education. By providing the required liaison between educational institutions and industrial corporations, it would be possible for teaching aspirants to have gained experience in both fields so that one could fulfill something greater than minimum requirements in each field. How can junior colleges obtain teachers who are properly educated and yet have firstehand experience in the fields they will teach? This question came up frequently and finally resulted in a recommendation that liaison between industry and the university be strengthened in order that more graduate- level programs be developed for those who will teach in the technical education fields.l Federal monies were available to operate programs of vocational- technical education, but the teacher shortage was the crucial factor because so many instructors were demanded immediately that the training Program never had an opportunity to really prove itself in meeting the demand. —* 1”Cooperation Between Industry and Junior Colleges," School 33d Society, XC (October 20, 1962), 340. -33- Every factor will have to be explored to recruit new teachers for technical programs. Industry provides one of the best sources of new teachers. For these new recruits, who have not had any formal pedagogic training, in-service training courses have to be conducted. Additional academic training either in subject matter or pedagogy can be obtained by attending summer school at some university. The problem has not been solved, however, Harris stressed the point that while community college is the only institution in the United States today which accepts the responsibility for offering specialized occupational education at the college level, and is uniquely fitted to provide educational programs in the occupational areas which will rise in employment figures, the programs will never materialize unless they receive adequate financial, moral, and personal support of the administration. Harris directly questioned the community college administrators when he asked, "Are you willing to support vocational- technical education programs?" Problems of vocational-technical education Redemsky, discussing areas needing research in the vocational- technical programs of the community colleges, asked the question, "If there is to be a vocational-technical education program, on what bases Will it be justified, planned, and structured?" It seems that the junior colleges should:. (1) conduct more follow-up studies of their graduates in order to determine to what extent inclusion of vocational-technical courses in the curriculum is warranted; (2) survey the community to secure a perspective of the occupational pattern; (3) conduct a survey of high school seniors in order to determine if more seniors would attend the junior college if vocational-technical curricula were offered; (4) conduct a survey to determine what percent of the high school graduates 1Dobrovolny. ”Preparation of Junior College Teachers. . . ," l3. -34- remain in the community; (5) make an analysis of the type of occupations in which these high school graduates are engaged in order to determine if the junior college could offer curricula which would train them for these occupations; (6) discuss with employers the types of training junior colleges could offer to aid prospective employees; and, (7) organize a citizens committee to discuss and contemplate the expansion of the vocational-technical curricula in the junior college. Following Redemsky's writings of 1952, Karnes no longer raised the question of should vocational-technical education exist, he stated that the question has become one of how should vocational-technical education be organized. Of the many problems in the field of technical education which demand research effort, that of organization and administration structure is singled out as the most crucial to the development of this phase of education. . . . Remaining unanswered stands the question of the kind of institution and the type of administrative structure within which semiprofes- sional education can be most effectively developed. . . . Uniformity of administrative pattern is neither desirable nor essential, but surely the choices can be narrowed through research in depth and through planning and coordination within an entire State. Regardless of whether or not institutions of higher education have solved, for themselves, the problems of organization, administration, and philosophy which permits vocational-technical curricula to exist, the fact remains that these curricula are presently in operation and staff members are mandatory for the program, a basis for selection and a set of desirable characterisitics for instructors must exist. 1Louis W. Redemsky. "Vocational-Technical Aspect of Junior College Terminal Education," Junior College Journal, XXIII (December, 1952), 224. 2M. Ray Karnes. "Technical Education,” Review of Educational Research, XXXII, (October, 1962), 430-431. as It -35- FACULTY SELECTION, CHARACTERISTICS, AND EDUCATION Within institutions of higher education, controversy about the preparation of instructors has existed. Some departments suggested that teaching methodology was not an important consideration when selecting an instructor. Yet other departments have believed that all instructors should have had preparatory experiences in teaching methodology. Dierkhoff supported the latter idea when he said: If teaching is an art which requires no study, no deliberately planned practice, which is based on no principles, and comprises no skills that must be mastered, surely it is unique.amdhg the arts. But it is not unique. There is a theoretical base in philosophy, psychology, history, and sociology that may beldearned by study; there is a body of skills that may be learned by practice. The study may be private study or guided study. The practice may be fumbling, empirical trial and error, or it may be planned, supervised, and subject to criticism. Which will bring the neophyte more quickly (and more likely) to professional competence ought to be clear; and a college employing a young scholar has an obligation to its students, if not to him, to provide guidance in his study of his profession and supervision in his practice of it. It must assume that teachers are born to be made, that an inept teacher can improve his practice of his profession, that a good teacher can become a better teacher, and that the improvement of teaching may be fostered by study, thought, practice, criticism, practice, thought, and study.1 Depending upon the philosophy of the institution, administration, faculty, and board of control, the importance placed on the art of teaching will be distinctly manifested in the recruitment, selection, and education of the teaching and administrative staff. Unrah wrote: If the college attempts to imitate the four-year liberal arts school, it will attempt to enforce a policy for the similar training of its staff. If, however, the college makes a genuine effort to serve the community, and it sets up a terminal curriculum, it will insist upon a different type of training on the part of its personnel."2 1John S. Diekhoff. "Untaught Teachers," Saturday Review, VIIL (October 15, 1960), 90. 2Adolph Unrah. "The Special Training Needed for Teachers in Junior Colleges or Community Colleges," Education, LXXI (November, 1950),139' (I) 11'. -36- Interpretation of the institution's basic philosophy, then, became a basis upon which personnel were selected, and the process through which the selection will take place in the future. Selection process A growth process or evolution has occurred in the selection and hiring procedures used by colleges and universities. Educational history shows that in early periods teachers' appointments were dependent upon the approval of clergymen, church boards of laymen, and other governing bodies of colleges and universities which did the actual interviewing. Today, however, more authority rests in the hands of individual department chairmen or college deans. But the problem remaining is still constant: How can the college he sure it has obtained the services of the best qualified man? Goodhartz and Cloud advocated the use of a committee to determine a candidate's selection. Goodhartz wrote: The relative value of making a selection of a candidate either by the chairman himself or by the chairman together with a committee of members of the department is something to be carefully considered. There is much to be said for the latter plan. The judgment of three or four colleagues who 'look over' the candidates is apt to be sounder and more representative of department feeling.1 It would, according to Cloud's thesis, be unfortunate to have one man or a committee hire personnel to staff an area in which there would be no familiarity with the program, demands, and expectations of the personnel involved. 1Abraham S. Goodhartz. "Selection and Induction of New Faculty Members, Journal of Educational Sociology, XXVI (January, 1953), 190. -37- The personnel of this board may be kept flexible-- that is, be constituted of different members for varying types of applicants. The administrators can profit largely from composite judgments arrived at in this manner. Numerous other writers agreed with Goodhartz and Cloud because faculty members wanted to feel they had some voice in selecting fellow instructors. In addition, the candidate had a greater opportunity to determine whether or not he really wished to be employed within the interviewing department. Instructors' personal characteristics Writings of Price, Colvert and K003 are characteristic of those which described the personal attributes deemed desirable for community college instructors.2’3’4 A composite list of characteristics follows: 1. Broad academic preparation, preferably in two major areas, but a master's degree in at least one teaching area 2. Sound moral character 3. A feeling for people, and their individualities 4. One who seeks perfection for himself and others 5. One who is prompt Trabue surveyed 204 community college presidents to determine the administrator's opinions about the degree of importance attached to 1A. J. Cloud, "Selecting Junior College Instructors," California Jeurnal of Secondarijducation, XXXIV (May, 1947), 281. 2Hugh C. Price. "The Role of Administration in Excellent Teaching," lEBiOr College Journal, XXIV (September, 1953), 37-42. 3C. C. Colvert. "Ideal Junior College Teacher," Junior College M, XXII (May, 1952), 502-507. 4Leonard V. Koos. "Programs of Junior College Teacher Preparation ImPeritive,” Junior College_Journal, (April, 1948), 423-424. -38- instructor's personal characteristics. College presidents want instructors who have the ability to: l. Inspire student to think for themselves and to express their ideas 2. Have students seek his advice on intimate personal matters Areas which the 204 community college presidents did not report as being significant dealt with having done research in the instructor's field, or having written scholarly papers.1 Community college students polled by Stearns to find the personal characteristics desired in instructors by students, showed that students desire instructors who: 1. Do not expect complete perfection 2. Do not coddle, interfere, or pry into student's lives 3. Avoid emotional responses to student's behavior 4. Understand individuality among human beings 5. Avoid using the power of the faculty role2 ngblems of beginning_college instructors Problems of the neophyte college teacher were, of course, dependent upon the background which the individual brought to his new job. Although a wide variety of problems were encountered, Stripling reduced the data obtained from eighty-six faculty members in seventy-nine institutions, covering thirty-one states, to the following nine items 0f commonality. 1. Understanding the policies relating to grading students 2. Understanding institutional organization 1M. R. Trabue, "What Traits Should Junior College Teachers Possess?" Junior College Journal, XXI (November, 1950), 140-142. 2Doris Stearns. "Attitudes of Instructors," Junior College mm. XVI (September, 1945), 21-23. -39- 3. Understanding faculty-trustee relationship 4. Learning the administrative routine of the institution 5. Getting a clear and workable knowledge of the philosophy of the institution 6. Acquiring adequate secretarial assistance 7. Access to auxiliary teaching materials 8. Understanding policies regarding leaves and travel for professional meetings 9. Inability to obtain information from students' records1 Additional difficulties can exist when an institution deals with the wide variety of individuals' abilities to adjust to new or different circumstances, background, and preparation. Buechel described the experience his institution had with recently-hired community college instructors. Our experience with persons who have come from these sources has indicated that those who have had practical experience in the industrial or professional field develop into better instructors. The individual who has faced the everyday problems in the business world has acquired a strong taste for a community attitude. The individual who has been forced to make decisions, to direct activities, or to meet the public has undoubtedly realized the value of practical experience. However, Buechel also found that persons hired from business and industry for teaching positions generally lacked skills and techniques in handling the counseling functions associated with teaching. Hence, the in-service program had to be established to rectify deficiencies of this nature. ¥ 1Robert O. Stripling. "Problems of New Members of the College Faculty," Clearing House, XXVII (February, 1953), 356-362. 2J. F. Marvin Buechel. "Desirable Background for Community College Teachers, " Junior College Journal, XIX (November, 1948), 117. -40- Writers, such as Unrah, have written widely on the necessity for in-service education programs not only for beginning community college teachers but also for the more experienced teachers as well. It is generally agreed that teaching in the community college is different from teaching in the four-year college or university, and distinctly different from high school teaching. Grade level, student characteristics, abilities, schedules, and administrative procedures are all different from that found in the high school. It had been pointed out previously that approximately one-third of all new community college teachers were recruited from high school programs; hence, it is mandatory that in-service programs assist new instructors to make the necessary adjustments in their work habits, and outlooks. If teachers are promoted from the high school, the special training will be in terms of deficiencies, omissions, or none at all. Inexperienced teachers may often be inducted into an in-service training program by the junior college dean. In some instances junior colleges set their own requirements. A junior college organization, perhaps state- wide may seek to enforce certain standards. And thus it may be somewhat of a cursory examination of the problem that the special training of teachers has a varied and rather unpredictable solution. Therefore, an in-service education program must fulfill three purposes for the community college: (1) the in-service program must provide instruction when knowledge is deficient or non-existent; (2) the in-service program must re-awaken skills which have been dormant; and (3) the in-service education program must change behavior patterns which are not desirable in the new environment. 1Unrah. "The Special Training Needed. . . ," 139. -41- PART-TIME INSTRUCTORS Several writers have advocated the use of part-time instructors in community colleges to both alleviate the shortage of teachers in certain areas and to provide instruction in several programs which were not large enough to justify hiring full-time staff members. Questions Of primary concern to administrators responsible for hiring part-time instructors were: from where do part-time instructors originate; how do part-time instructors compare with full-time instructors; and, what proportion of a faculty can be made up of part-time instructors? In writing about the utilization of part-time instructors within the community colleges, Kuhns said: Across the nation positions held by part-time faculty members represent a broad cross-section of business and professional life; construction management engineer, radio advertising salesman, social worker, superintendent of boy's training school, staff artist, naval astronomer, physicist, research chemist, insurance analyst, aerospace technologist, supervisor of instrumental music, operation analyst, ICC attorney advisor, chief statistician, NIMH educational specialist, applied mathematician, research scientist, merchandise manager, internal revenue special agent, economist, personnel director, homw maker, biological oceanographer, chemical research chief. The broad gamut of offerings, as described by Kuhns, necessitated the use of part-time instructors. When one moves into the vocational- technical areas specifically, the necessity becomes even more evident because salary demands prohibit many institutions from hiring full-time Staff members. Figures gathered by the United States Bureau of the Census showed that there is a teaching reserve in existence within the United States. The problem, however, is that women make up the bulk of the reserve and —_ 1Kuhns. "Part-time Faculty. . . ," 8. 42- an extremely small percentage of women are vocational-technical instructors. The 1960 census identified over one-half million people who had been employed as teachers at the time of the 1960 census. Of this figure, men comprised approximately seven percent, and of that seven percent only 6.8 percent had formerly been employed at the college level.1 Therefore, it will be necessary for community college administra- tors to find potential instructors from other areas rather than the teacher reserve. Nystrom looked to industrial research laboratories in an effort to determine the academic and professional capabilities of research workers as part-time teachers.in community colleges.2 In addition, he questioned the willingness of the employing company, and individuals, to teach on a part-time basis. Nystrom's results were based on 151 people with master and doctoral degrees employed by an electronics research laboratory; results, regarding industrial corporations reactions were based upon a total of sixty-nine bushess establishments. The study showed that thirty-one percent of his 151 subjects had from one to five years of college teaching experience. Usually the experience was as a graduate student.3 If released time could be made available by the employing company, eighty-five percent of the respondents would agree 1"Teaching Reserve; Based on U.S. Census of Population; 1960; Special Reports, Characteristics of Teachers," National Education Association Research Bulletin, VIIIL (October, 1964), 75. 2J. W. Nystrom. ”Can Industrial Laboratories Supply Part-time College Teachers," College and University, XIL (Winter, 1964), 135-146. 3Ibid., 140. -43- to teach part-time, even though they recognized that class preparation and other details would interfere with their regular work assignment. Slightly more than one—third (25/69) of the companies contacted reported a willingness to permit part-time teaching on a released time basis because they felt it would be beneficial to both the educational institution and the industrial research laboratory.1 The question was asked, "If a preparation for teaching seminar were offered (including orientation to a Specific college's policies and procedures, philosophy of education, theories of learning, teaching methods and techniques) would you want to participate in it?" For the responding group of 128, 84 or 66 percent answered yes.2 Extent of part-time instructional staff In 1959 the National Education Association reported a survey made on the topic of salaries. Although this study was not concerned with the salary aspect, the NEA report did contain some data pertinent to this study. The National Education Association surveyed 752 degree- granting institutions and found that 404 or 53.7 percent, employed twenty or more part-time teachers, while only forty-nine or 6.5 percent, employed no part-time teachers. In all 752 reporting institutions, there were 46,702 part-time teachers in service.3 AS technological changes occur, the organization which usually adopts the advantage first has been industry. Consequently, a hardship on educational institutions has been created through the lack of personnel available for instructional purposes. Industry with its competitive bidding has another advantage over colleges with structured pay scales. ¥ 1Ibid., 145. 2Ibid., 145. 3National Education Association, "Salaries Paid and Salary Practices. . . ," 57. -44- Reasons for part-time instructors Various reasons for the employment of part-time instructors in vocational-technical education have been alluded to in previous sections of this study. Following are several statements by writers dealing with the topic. American junior colleges would be hard1ressed to offer the wealth and variety of programs currently available were it not for the dedicated instruction provided by hundreds of part- time faculty members. The proportion of part-time to full-time faculty is almost one to one in many colleges. According to Park: The regular staff could not provide the services needed in the specialized courses. In these, the part-time instructors bring, besides their vocational or management experience, a considerable prestige to the college, interpretations essential to the specific applications made of subject matter taught in the service-oriented industry, and a degree of community interest and inter-relatedness unequalled in many other situations.2 DeCrow's study of data from questionnaires returned by ninety- five of the 142 members of the Association of University Evening Colleges revealed: nineteen employed part-time teachers in less than twenty percent of their classes; seventeen reported from twenty to forty percent of the classes staffed by part-time teachers; twenty employed part-time teachers in sixty to eighty percent of the classes; and eleven colleges employed part-time instructors to teach in more than eighty percent of their classes.3 1Kuhns. "Part-time Faculty. . . ," 9. 2James D. Park, cited by Kuhns, ”Part-time Faculty. , 10. 3Roger DeCrow. Administrative Practices in University Evening Colle es, (Chicago: Center for the Study of Liberal Education for Adults, 1962), 163. ‘11— O -45- Appointed standards Gowin and his associates at the University of Bridgeport conducted one of the most noted studies concerning criteria for appointment of part-time instructors. Responses from 399 urban universities revealed widely differing standards for appointment. The criteria for employment in the larger universities were professional competence and teaching ability; these two factors ranked higher than degrees held, personal qualities, or practical experience. The smaller universities placed more emphasis on degrees held. According to Gowin, there was no evidence to Show that the part-time teacher was encouraged to utilize his professional competence in areas such as counseling of students, planning curricula, or participation in activities of the full-time faculty.1 Bullough reported responses obtained on a fifty-three percent return (110 subjects) from an institution he identified only as an urban university. In his effort to describe the appointment standards for part-time instructors, Bullough said, "The overwhelming majority have some type of advanced degree and a surprising number, 22, or 20 percent, had had previous teaching experience on the college level."2 When part-time instructors were requested to compare their preparation and ability with the full-time teaching staff, they responded with the following: In their own estimation the part-time faculty ranked themselves on the whole with the full-time faculty. Twenty (18.2 percent) of the part-time faculty felt that they were much more knowledgeable about the developments in their own 1Gowin, A Report of An Experimental Study. . . , 76. 2Vern L. Bullough. "Will New College Teachers Be Adequately Prepared?" Association of Americai Colleges Bulletin, VIL (December, 1958), 613. -46- field than were the full-time faculty members in their departments, while another 46 (41.8 percent) felt that they were at least as well informed as the full-time faculty. It is perhaps significant that the people who ranked themselves more qualified than the full-time teachers came for the most part from the business school and the more technical departments of the institution. 0n the whole, these were the people who degree-wise were the least qualified, who had the fewest publications and who had the least desire to continue their schooling. This same group also tended to think that the part-time teachers did a better classroom job than the full-time instructor.1 Reports prepared on the qualification, preparations, and abilities Of part-time instructional staff members have been written about rather small samples of the total population. Some authorities claim there is no information. Maul stated: What are the qualifications of that host of part-time teachers who carry a substantial part of the whole instructional load? Here again, we have no answer to one question--the scholarship attainments of part-time teachers.2 A study made at Los Angeles State College of Applied Arts and Science examined the relationships among attitudes, interests, academic standards, relationships to students, and knowledge Of subject fmra matched group of thirty-five part-time and thirty-five full—time faculty. Data obtained from student and faculty questionnaires gave general conclusions: (1) the full-time staff felt that the part-time teacher contributed to a lowering of academic standards, decreased the effective- ness of the instructional program, and failed to advance the interests of the full-time staff; (2) students, however, rated part-time teachers more favorably than full-time teachers; (3) a Q sort of the "ideal college —_ lIbid., 616-617. 2Ray C. Maul. "Will New College Teachers Be Adequately Prepared?" Educational Record, XL (October, 1959), 327. -47- teacher" gave a correlation of 0.85 rewuiing little difference in the teaching goals of the two groups. Differences in attitude within the same division were greater than differences between divisions; (4) student expectations, reported grades, and the distribution of grades did not differ significantly between the two groups; (5) while the department chairmen felt that greater participation of part-time teachers in non- teaching functions was desirable, little or no opportunity had been offered the part-time staff to participate in such activities. The findings as reported in the latter statement, (5) above, differed with a statement made by Robert E. Horton, Dean of Educational Services at Los Angeles City College. Horton said that part-time teachers were not on campus enough to become fully identified with the College and that communication with part-time instructors was sometimes difficult. Hence, a difference of opinion or fact exists.1 Nathan Ivey, writing about the part—time instructor and effective teaching, presented some ideas for administrators to follow regarding the recruitment, selection, and appointment procedures.2 He said that selection must be made in advance so that actual hiring can occur on a short notice basis; and, orientation to truly welcome the part-time instructors must be planned; part-time instructors must be familiarized with regulations and procedures; they must be informed about students, institutional philosophy, available services, and departmental policies. 1Robert E. Horton, cited by Eileen P. Kuhns, "Part-time Faculty," ignior College Journal, XXXIII (January, 1963), 11. 2Ivey, "The Part-time Instructor. . . ," XXXI, 40-43. .- IS -48- In addition, the part-time instructor must be assisted with his teaching, preparations, and classroom techniques. Ivey also advocated encouraging the part-time teacher to use the library facilities, attend faculty meetings, and to take advantage of opportunities for professional growth. Finally the part-time instructor must be encouraged to participate in a self-evaluation program. THE MINNESOTA TEACHER ATTITUDE INVENTORY Description The Minnesota Teacher Attitude Inventory was developed as an instrument to assist in selecting candidates for teacher education programs, and to assist administrators in the selection of teachers for employment. In developing norms for the inventory, the authors, Cook, Leeds, and Callis, mailed the inventory to 1,934 teachers with 1,714 or 88.6 percent returning the completed instrument.1 Attitudes which the inventory was designed to measure were in the following areas: 1. The moral status of students 2. Discipline 3. Principles of human development 4. Principles of education 5. Personal reactions of the teacher According to the manual accompanying the Minnesota Teacher Attitude Inventory, reliability figures between responses of teachers and students showed a product moment correlation of .93; the same statistic between __ . 1Walter W. Cook, Carroll H. Leeds, and Robert Callis. Highesota Teacher Attitude Inventor , (New York: The Psychological Corporation), 10. -49- teachers and principals was .87; and, the reliability between the MTAI and Baxter's RatingpScale of the Teachers Personal Effectivéness was .92. The Minnesota Teacher Attitude Inventory_was constructed for use with public school teachers, and when Burkard Tested the inventory's effectiveness with 330 teaching nuns in a parochial school setting, she found: The MTAI as a whole failed to distinguish between the teachers rated high and those rated low. . . . The differences all had to do with the teachers' attitudes toward teaching, children, and to a lesser degree, with discipline. The low ‘MTAI scores suggest disagreement between theeducational philosophy reflected by the MTAI and that of the parochial teachers and pupils taking part in the study.1 Reliabilipy Reliability with the MTAI over a period of time had been tested, by the authors, through the test-retest procedure with a time interval of three years. The specific correlation figure was not published in the journal article, however, the authors stated that a significant result was obtained.2 Ferguson, Brown and Callis performed a factor analysis on the MTAI in which eleven item clusters were identified and scored by 117 subjects. Results of the analysis indicated that the clustering of items was a function of the strength of the expressed attitudes toward students rather than a function of the content of the items.3 ¥ 1M. Innocentia Burkard. "Effectiveness of the MTAI In A Parochial School Setting," Journal of Experimental Education, XXXIII (1965), 228. 2Walter W. Cook, Cyril J. Hoyt, and Alf Eikas. "Studies of Predic- tive Validity of the Minnesota Teacher Attitude Inventory," Journal of Teacher Education, VII (1956), 167-172. 3John L. Ferguson, Kenneth B. Brown, and Robert Callis, "Factor Analysis of the Minnesota Teacher Attitude Inventory," (Columbia, Missouri: University of Missouri Press, 1954), 22. -50- Validity Validity of the Minnesota Teacher Attitude Inventory was tested by Della Piana and Gage, in addition, by Stein and Hardy. Under the assumption that teacher-pupil behavior is a reciprocal situation, the above writers tested the relationship. Results by Della Piana and Gage supported the validity of the interactional viewpoint; but no figures were stated to support the conclusion.1 Stein and Hardy reported a correlation coefficient of .56 which supported the hypothesis.2 Age, educational preparation, and predictability of the MTAI were checked and findings showed that older women teachers exceeded younger woman by a significant margin on favorable teaching attitudes.3 Comparisons between the MTAI and the professional information section of the National Teacher Examination showed a positive correlation.4 Correlations between scores on the MTAI and total scores on the ACE Peycholqgical Examination, grade point averages, and biographical information indicating interest with g young people showed significant positive relations.5 1G.M. Della Piana and N.L. Gage. "Pupils Values and the Validity of the Minnesota Teacher Attitude Inventory," Journal of Educational Psychology, IUL (1955), 167-178. 2H.L. Stein and James Hardy. "A Validation Study of the MTAI in Manitoba,” Journal of Educational Research, L (1957), 332. 3J.C. Gowan and Isabel Dible, ”Age Effects on the Test Scores of Women Teaching Candidates," California Journal of Educational Research, XI (January, 1960), 38. 4Anthony C. LaBue, ”Teachers Classroom Atitudes," Journal of Iégcher Education, X (December, 1959), 433. SN.M. Downie and C.R. Bell. ”The MTAI Inventory as An Aid in ghe Selection of Teachers," Journal of Educational Research, IVL (1953), 699- 04. -51- Kearney and Rocchio were interested in determining whether or not differences existed between teachers in self-contained classrooms and teachers of special subjects. Statistical significance at the one percent level was found for the two groups. Teachers who have students throughout the day are not only interested in subject matter, but also are concerned with the pupil's home, personality, background, activities and his health. Whereas, teachers of special subjects were found to think in terms of subject matter to be covered rather than the development of a self-directing personality by their students.1 Fakeability Tests of the fakeability of the Minnesota Teacher Attitude Inventory were conducted by Eson, Rabinowitz, Sorenson, and Polmantier and Ferguson.2’3’4’S All four studies showed that when subjects were directed to fake their responses in a given direction, it was possible to increase the mean score in that direction. Hence, it must be accepted that if the subject either wishes to fake his score or is instructed to fake his response, it is possible to do so. 1Nolan C. Kearney and Patrick D. Rocchio, "The RelationsBetween The Minnesota Teacher Attitude Inventory and Subject Matter Taught by Elementary Teachers,” Educational Administration and Supervision, IXL (1955), 359. 2Morris E. Eson, "The Minnesota Teacher Attitude Inventory in Evaluating the Teaching of Education Psychology,” Journal of Educational IEychology, IIIL (1956), 271-275. 3William Rabinowitz. "The Fakeability of the Minnesota Teacher Attitude Inventory," Educational Psychological Measurement, XIV (1954), 657-664. 4A.8. Sorenson. "A Note on the 'Fakeability'of the Minnesota Teacher Attitude Inventory," Journal of Applied Psychology, XL (1956), 192-194. 5P. C. Polmantier and J.L. Ferguson, "Faking the Minnesota Teacher Attitude Inventory," Education and Peychological Measurement, XX (1960), 79-82. -52- SUMMARY Chapter II has been divided into four sections: (1) literature dealing with the general Supply and demand problem of qualified community college teacher candidates; (2) literature pertaining to recruitment and ultimate selection of teachers for community colleges; (3) materials apropos to part-time instructors specifically the necessity, source, problems, and acceptability; and, (4) reviews of research performed with the Minnesota Teacher Attitude Inventory. Reviewed literature has shown that current supply and demand problems have been with education for an extended period of time. A suggested procedure for ultimate selection is to use a committee of faculty and administrators rather than an individual administrator for the decision making. Part-time instructors have been used extensively for many years, and in certain types of programs it is more desirable to employ part-time personnel due to economic factors and practicality. The Minnesota Teacher Attitude Inventory is Susceptible to faking, but positive reliability, and validity coefficients Show that the instrument is accpetable for use. Chapter III will describe the design of the study. CHAPTER III DESIGN OF THE STUDY Increasing student enrollments, diversified program offerings, and rising numbers of community colleges within the State of Michigan have all contributed to the general problem of recruiting qulaified instructional personnel for community college programs. Vocational-technical education in the community college faces an additional problem of competing with industrial corporations for the competent, highly skilled, and trained personnel needed to man the instructional staff. In an effort to offset part of the manpower problem of staffing an instructional department, administrators within these institutions of higher education have employed instructors on a part-time basis. Generally, the part-time instructor teaches a course which has a small enrollment; he teaches in a field of highly specialized technical skill or content; or, he teaches a course where the enrollment is beyond the capacity of the regular staff. In reath, the part-time instructor fills a special role which assists the regular staff. This study has been designed to obtain information about the part-time instructor. Where do administrators of vocational-technical education find the part-time staff members? How do administrators recruit part-time staff members for vocational-technical education programs? Who assists the administrator in selecting the most desirable candidate to fill a part-time position? What in-service education programs exist to help the part-time instructor become a better and more effective instructor? And finally, how do attitudes toward students held by part-time instructors -53- -54- compare with those held by full-time instructors? Due to the nature of the information desired in this study, the normative-descriptive survey was the basic research methodology used in the data gathering, reporting, and analyzing procedures. Sources of data All information in this study was concerned with instructors of vocational-technical education among community colleges within the State of Michigan. Therefore, it was decided to survey those community colleges which maintained intensive offerings in the vocational-technical areas because more vocational-technical instructors were employed by these institutions. The selected colleges which participated in this study represented a known bias due to the degree of emphasis placed on vocational- technical education. However, the effort was to determine the procedures utilized by administrators responsible for supervision of part-time instructors in vocational-technical education, and it seemed illogical to consult community colleges in which vocations-technical Offerings were limited. Catalogues of all operating community colleges in Michigan were surveyed to determine which colleges maintained programs of vocational- technical education. The records of the community colleges compiled by Michigan Department of Education were then studied to determine when the vocational-technical programs at each community college were begun. Eleven of the twelve colleges selected for this study had their programs of vocational-technical education in operation for a period in excess of three Years, and therefore considered to be no longer experimental but stable. This stability was considered as adding credibility to the administrator's response at the time of the interview. -55- Because of the type of information desired from the community college administrator--sources of part-time instructors, selecting techniques, hiring procedures, and in-service education programs--it was decided to hold personal interviews rather than construct a questionnaire type instrument. The interview presented an opportunity to probe in depth, to question a practice, to request greater clarification, and to elicit responses which may not have been possible with a written instrument. In addition to the information gathered through interviews with administrators, data were gathered from individual instructors. Part-time and full-time instructors of vocational-technical education employed by the twelve community colleges Surveyed in this study were requested to complete two instruments: the Minnesota Teacher Attitude Inventory and the "Personal Data Sheet.” The MTAI was designed to measure instructors attitudes toward students in the areas of discipline, human growth and behavior, principles of education, and personal reactions of the teacher. The "Personal Data Sheet? was an instrument designed by the writer for this study to solicit information about the instructor--age at which he began teaching, amount of course work in education, and academic level achieved by the instructor. Sbnstruction of survey instruments In an effort to maintain as much structure as possible in the data gathering procedure, it was decided that a personal interview with an administrator in each community college would be the most appropriate technique for data gathering. In order to be certain that all questions would be asked at each institution, an interview schedule was constructed. Items to be included in the instrument were devised after an examination 0f the literature concerning in-service education, recruiting, selecting, -56- and hiring of instructional staff. In addition to library resources, discussions with faculty members in community college administration and higher education led to a more effective organization of instrument items. After completion of a tentative instrument, trial runs were made with graduate students in community college administration. Ultimately, ambiguous and unclear items were either re-written or removed from the final instrument. The completed instrument was divided into the following five sections: 1. Information about the community college and the administrator being interviewed. 2. Techniques used in recruitment of part-time instructors for vocational-technical programs 3. Information concerned with employment interview techniques, persons responsible for the final selection of the part-time instructor and instructor's educational and vocational qualifi- cations 4. Questions about the in-service education program designed to assist part-time instructors in vocational-technical programs 5. Effects of part-time personnel on the instructional program of the community college After extensive reading of research materials dealing with the Mipnesota Teacher Attitude Inventqey, a series of hypotheses concerning teachers' attitudes toward students was developed. In order to test the stated hypotheses, information about teachers' backgrounds was needed; therefore, the "Teacher Personal Data Sheet" was developed.1 Procedure The Director, Office of Community College Cooperation at Michigan State University, was contacted for recommendations and assistance with 1See appendix B -57- this study. At the time of the discussions, it was decided that an informal interview would be the; most appropriate data gathering technique. Sub- sequently it was decided that a letter requesting an interview be sent to the chief administrator of the selected community college introducing the interviewer, explaining the purpose of the interview, and requesting confirmation of an interview time and date.1 Within ten days of mailing, all cards confirming the request for interviews were received. Only one of the twelve dates requested had to be re-scheduled. The average time involved in each interview was approximately one hour and thirty minutes. Statistical information and personnel rosters were requested, and when these materials were not immediately available, the administrator agreed to mail them at his earliest convenience. Every interview took place in the office of the administrator, and was "informal" in nature. At the close of the interview, the interviewer obtained the administrator's permission to solicit the cooperation of the part-time and full-time faculty members in the second phase of the study. This second phase compared part-time instructors in vocational-technical education with full-time instructors in the area of those attitudes measured by the MTAI. The Minnesota Teacher Attitude Inventory was selected to measure attitudes toward students of both part-time and full-time instructors. More specifically, this inventory had been designed to measure teachers' attitudes toward the following behavior: 1See appendix C -53- l. Moral status of students in the opinion of adults 2. Discipline--problems of conduct in the classroom 3. Principles of human growth and development 4. Principles of education related to curriculum, administration, and philosophy 5. Personal reactions of the teacher--likes and dislikes According to the authors, this inventory can be used as a teacher recruiting instrument when specific personality characteristics are desired. Assuming a given educational institution wanted warm, accepting teachers for its students, the MTAI scores could point out persons possession or not posses- sing these traits . A survey of available instruments designed to measure attitudes toward students on a post-secondary level failed to uncover any instrument specifically designed for this expressed purpose. Therefore, the MTAI was deemed the most desirable instrument available. Caution, however, had to be used when the data of this study were interpreted because while available norms were very extensive on the elementary level and moderately extensive for the secondary level, they were limited on the post-secondary level. The initial mailing list, sent on November 25, 1966, included a total of three-hundred twenty-seven persons, both part-time and full-time instructors in vocational-technical education at the twelve colleges surveyed. On December 2, 1966, and December 9, 1966, the first and second follow-up cards, respectively, were sent to each instructor. lleatment of the data Following completion of the interviews, all data gathered from the community college administrators were summarized in tabular form. Procedures, trends, relationships, and problems could be more readily -59- identified by this technique. One aspect of the total problem was concerned with the areas of recruiting, selecting, hiring, and preparing part-time instructors for teaching of vocational-technical education subjects in community colleges; therefore, the analysis of the stated activities was primarily an attempt to identify the organizational patterns and procedures used by the administrators. Literature prepared by community college administrators, and other persons interested in community college activity, formed a base for comparing the recommended procedures with the results of this study. The types of personnel sought by the administrators were compared with recommended types; sources of part-time instructors found in this study were compared with methods recommended in the literature. Prior to writing the specific hypotheses to be tested in this study, a representative of the Office of Educational Research, College of Education, Michigan State University, was consulted for assistance with the design of the study, instrumentation, and analysis Of the data. In order to test the hypotheses stated below, the point biserial correlation coefficient and the analysis of variance statistics were used. Hypotheses to be tested are: Ho-l The length of teaching experience of part-time and full-time instructors in vocational-technical subjects does not influence the attitudes toward students. Ho-l: M1=M2 M1=part—time instructors; M2=fu11-time instructors Ho-2 Instructors of vocational-technical subjects with more extensive formal education experience Show no more positive attitudes toward students than instructors with less formal educational experience. Ho-2: M1=M2 M1=instructors with less than a bachelors degree; M2=instructors with at least a bachelors degree -60- Ho-3 Full-time instructors of vocational-technical subjects do not have more positive attitudes toward students than do part-time instructors of vocational-technical subjects. Ho-3: M1=M2 M1=full-time instructors; M2=part~time instructors Ho-4 Full-time and part-time instructors who profess to like teaching do not manifest greater positive attitudes towards students than full-time and part-time instructors who do not like teaching. Ho-4: M1=M2 M1=instructors who like teaching; M2=instructors who dislike teaching Ho-S Full-time vocational-technical instructors who have had more than six semester hours of course work in education do not manifest more positive attitudes toward students than do full-time instructors who have had less than six semester hours of course work in education. Ho-S: M1=M2 M1=full-time instructors with more than six semester hours of course work in education; M2=full-time instructors with less than six semester hours of course work in education. Ho-6 Part-time vocational-technical instructors who have taken course work in education do not manifest more positive attitudes toward students than do part-time instructors who have never taken any course work in education. HO‘6: M1=M2 s with course work in education; M2= M1=part-time instructor . . th no course work in education part-time instructors wi Ho-7 Part-time instructors who have entered teaching after age thirty-five do not manifest less positive attitudes toward Students than part-time instructors who entered teaching before age thirty—five. 110-7 3 M1=M2 ed teaching after age thirty-five; = - ' e instructor who enter _ . M1 part tlm ed teaching before age thirty-five. M2=part—time instructor who enter -61- Summary The procedures, instrumentation, and methodology employed in gathering data and analyzing data were described in this chapter. Sources of data for this study were obtained from two primary sources. First, community college administrators responsible for recruiting, selecting, hiring, and preparing part-time instructors for vocational-technical education were interviewed; second, instructors, both part-time and full- time, were requested to complete the Minnesota Teacher Attitude Inventory and a personal data sheet. All instruments prepared by the writer were pretested with faculty members and graduate students in community college administration. Revisions were made following the test runs. The statistics used to test the null hypotheses were the point biserial correlation coefficent, and the analysis of variance. Chapter IV is divided into two sections. The first section reports the data obtained through interviews with community college administrators; and the second section describes the data and tests the hypotheses about instructors of vocational-technical education programs. CHAPTER IV PRESENTATION OF DATA The following chapter is divided into two parts. Part One reports the data gathered through interviews with each of the twelve community colleges. Part Two reports the responses obtained from instructors at these colleges. College control In Michigan's laws concerning the governing boards for community colleges, there can be control through the local school district, or control may be established through a separate board of trustees. Six of the twelve colleges surveyed in this study were controlled by public school boards of education, and the remaining six were controlled by separate boards of trustees for the community colleges. -62- -63- TABLE 1 TYPE OF CONTROL Community College Public Board Separate Community Community College Public School Board College Board 1 X 2 X 3 X 4 X 5 X 6 X 7 X 8 X 9 X 10 X 11 X 12 X In reading the tables throughout this study, the sequence of community college numbers remains intact. College number one in Table 1 remains as college number one in subsequent tables. -64- Administrative titles Job titles found to exist among administrators responsible for the vocational-technical education area varied from one institution to another. In addition, duties assigned to the individual varied according to the enrollment and staff size in each instance. Of those administrators inter- viewed, the most frequently used title was Dean of Vocational-Technical Education. Two individuals carried the title of Director of Industrial- Technical Education; two were Deans of Instruction; and, the remaining titles included Deans of the College, Chairman of Applied Arts and Sciences, Chairman of Engineering and Technology, and Coordinator of Technical Educa- tion. See Table I for the resume. 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N .umnoaH .HOmmOHoum unnumHmm< .umsvaH Ho .>HQ .HOHOOHHQ nub-fig A E2 63300 23 H can :H Honc0mumm .HOuuoan Ho some who 0u .umHmm¢ SOHuHmon ucomoua ou :oHuHmom HCSSOmuom .soouu.oo> oEHu ponedz HOHHQ kauoHooEEH unwound oHon powwow uuumm pom oHnHmcomwmu omoHHou ons :oHuHmom :H memo» OHEoomom umostm SOmuom Ho mHuHH muHcsfieou mOHonm ash m1 m mI, N NH 0H 0 o m Hmuoa m n a GI, H m 02 02 N NH oz 02 IN 02 H N 02 02 02 HH a 02 Mt oZI H m 02 oz 02 0H q mmooonm m 02 H N 02 02 m m HmEHaHz _q stmeo M. oz H N oz 02 02 w noses: N 02 02 02 H- 02 oz 02 02 N H ”W m 02 02 OZ N 1H OZ 02 q o N. 02 m 02 H. q 02 02 02 m N. 02 oz 0% Hi 02 02 oz 02 a N, Hummmoo w IHH H q 02 oz oz m nouns: oz m NI 02 H. q 02 oz 02 N huHsomH mmHuHHHus muosomob moOHmHo Hammond mumum mam HOOSUm Ham-emueHnH mwuHumo uwnssz moHHm Hoc:0mumm Ho anuHB muumnoaH :ch HmsoHumosom unoEmomHm mHoosom monHoU uosuo .Hmm4 mwuHuom muuomwm zuuwnwcH HmOOH HmOOH mum>Hum muHmuo>ch mumzomno HuHuseeou 'll ..I 85323 uaoHE-ome-q zH mmoeoDEm-fi mazes-4m so mousse-o. m mum-<5 H rl'l -68- Local high school teachers in the vocational-technied areas were contacted second in frequency. Depletion of these sources led to the utilization of applicants and recommendations of present faculty members. University Iflacement offices: University placement offices and private educational placement agencies had not been used by any community college contacted in this study for the recruitment of part-time instructors. Other sources: Industrial establishments ouside the immediate service area of the college were contacted by two community colleges; graduate schools and retired personnel were contacted by three community colleges as sources of instructional staff. Existing literature recommends the use of retired personnel for part-time teaching vacancies. But when the interviewer asked about the use of retired personnel, responses were: "Yes, we tried them and our opinion is that they should remain retired." "We hired four retired military personnel last year, ans we have retained one." "We found that retired personnel from industry usually lack the necessary physical stamina to teach in the technical area; and retired military personnel cannot adapt quickly enough to be effective in the community college program." One college reported that retired military personnel are sometimes hired for administrative positions because they are generally efficient. However, the same persons sometimes disrupt the on-going program due to their frequent disregard for the personalities of Sapporting personnel such as secretaries. Methods of contactinghpart—time instructors in vocational-technical education The most common source of part-time instructional personnel in vocational-technical education areas was from local industry. Because the source was readily at hand, most contacts were informal telephone calls to a personal acquaintance in the business or industrial field: -69- Nine of the twelve administrators interviewed depended upon personal contacts and telephone conversations as the primary method of contact; and, two of the remaining three persons used the same approach as their secondary method of contacting part-time vocational-technical personnel. Advertisements: Only one community college administrator advertised in periodical literature for part-time instructional staff. By inserting advertisements in national periodical literature, he built files for later contacts. In addition, the same adminstrator was the only one who contacted such organizations as the local branch of the American Association of University Women. Current files: Eleven of the twelve institutions maintained a file of candidates fatpart-time instructional positions. 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Eight administrators, in answer to questions concerning assistance to part-time instructors in lesson plan writing, agreed that the topic should be covered. However, when the more extensive procedure of course writing was considered, only five of the twelve felt participation necessary for the part-time staff. Concensus about writing courses of study deemed it a responsibility of the full-time staff and not an aSpect of the part-time instructor's responsbility. Practic teaching sessions would be included by four institutions as a function of the in-service education program. From the interviews, it appeared that administrators thought it was necessary for part-time instructors to be appraised of students' behavior, students' characteristics, and students' expectations. Contributions of part-time staff in the community college Part-time instructors brought Specific influences to the community colleges. These influences were both positive and negative in nature. By asking about the influence of part-time staff members through two specific questions--positive aSpects and negative aspects-~the following results were recorded in their respective order of frequency: Positive influences: 1. Part-time instructors in the vocational-technical areas brought a highly industrial-oriented approach to the classroom. 2. Part-time instructors in the vocational-technical areas, through formal and informal contacts, up-dated the technical information of full-time staff members. 3. Part-time instructors in the vocational-technical areas created realistic job situations for the class. Negative 1. —98- Part-time instructors in the vocational-technical areas have a depth of proficiency in narrow areas which cannot easily be obtained with a full-time staff member. Part-time instructors in the vocational-technical areas provided the college with an opportunity to broaden its course offerings which could not be accomplished with only full-time staff members. Part-time instructors in the vocational-technical areas familiarized students with the language of the industrial world, and the social status of industrial corporations. Part-time instructors in vocatinal-technical areas provided the community college with specialized skills; however, the colleges were not obligated to retain their services when enrollments were small. influences: Part-time instructors of vocational-technical education necessarily divide their allegiance between their primary employer and the community college. Part-time instructors of vocational-technical education were unable to have sufficient contact with the community college which led to communication difficulties. Part-time instructors of vocational-technical education did not always maintain the proper sequence of material being presented, thereby frequently disrupting the course programming. Part-time instructors of vocational-technical education seldom contributed to the on—going program of: a. curriculum matters b. course construction c. student advisement d. procedural tasks Part-time instructor's academic expectations of students in vocational-technical education were frequently too high, and the part-time instructor's personality character- istics were not sufficiently flexible. Part-time instructors of vocational-technical education generally lacked understanding of teaching/learning situations; they exhibited poor teaching techniques; lacked the ability to communicate with students; failed to prepare -99- adequate lesson plans; and, part-time instructors did not understand grading procedures. Part-time instructors of vocational-technical education required closer supervision than regular staff members. They frequently concelled classes to fit personal needs, dismissed classes early, and based all grades on the results of one examination. 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