PERCEPTIONS OF THE VOCATlONAL AGRICULTURE TEACHER’S PROFESSMNAL ROLE IN MlCHlGAN Thesis {or the Dome. of Ph. D. ' MECHIGAN STATE UNWERSITY Wélliam Emerson Drake 196.2 WW\\\\HHWWWNW\“HWN Ill 3 12931 This is to certify that the thesis entitled Perceptions of the Vocational Agriculture Teachers' . Professional Role in Michigan presented by William Emerson Drake has been accepted towards fulfillment of the requirements for Phone Education degree in____ , 4" ' OJ .' - ~ . “Ne 614/141 Major professor / / July 25, 1962 Date 0-169 L [B R A 1 Michigan 5 Universi .9: -/ .' ‘9 -. l m" 2,1 85 e :_-_ fl??? PERCEPTIONS OF THE VOCATIONAL AGRICULTURE TEACHER S PROFESSIONAL ROLE IN MICHIGAN by WILLIAM EMERSON DRAKE AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1962 PERCEPTIONS OF THE VOCATIONAL AGRICULTLRE TEACHER S PROFESSIONAL ROLE IN MICHIGAN by William Emerson Drake Purposes. The purposes of this study were: (1? to determine the expectations held for the profeSSional roles of the teacher of vocational agriculture as they are per- ceived by school superintendents, teachers of vocational agriculture, teacher trainers and state supervisors in agricultural education; (2) to identify agreement and lack of agreement (consensus and lack of consensus) existing in the perceived expectations held for the professional roles of the teacher of vocational agriculture; and (3) to iden- tify relationships between perceptions of role expecta- tions and selected background variables of superintendents and teachers of vocational agriculture, Method. From a review of the literature and the use of the jury technique a list of 102 role definitional activ- ities of the teacher of agriculture was prepared in the form of a perception-expectation questionnaire. The role definitional activities on the questionnaire were classi- fied in eight role areas. The sample position groups 0.- .0“ .-" “-- . I'- Willlaw inerson Drake responding to the questionnaire were composed of 78 Michi- gan teachers of vocational agriculture? 78 school superin- tendents and the teacher trainers and state superv1sors of agricultural education in Michigan. The respondents expressed their perceived expectations along a five point scale. Mean responses were used as a measure of expecta- tions held by the respondents and standard deviation was used as a measure of variability in responses. Correlation coeffidients were calculated to determine the statisti- cally significant relationships between responses and background variables of the respondents. Findings and Interpretations. Responses of superin- tendent, teacher of vocational agriculture; teacher trainer and state supervisor position groups revealed that per~ ceived expectations for the professional roles of the teacher of vocational agriculture differed both within the groups and between the groups. Weighted mean responses on the 102 role definitional activities indicated that thirty- eight of the role definitional activities received weighted mean responses of 3.0 or more and were expected to be performed. Prohibitive to permissive expectations were held by all position groups on sixty-four of the role definitional activities. n'. ‘--u 4 -. -. '5 . William Emerson Drake Differences in mean responses between the position groups revealed a lack of consensus on specific role definitional activities. Lack of consensus appeared more often in roles VII — Directing the Program of Adult Farmer Education; and VIII - Directing the Program of Young Farmer Education. Expectations of the superintendent and state supervisor positions differed on a greater number of role definitional activities than did the expectations of any other two groups compared. Twelve of the 102 role definitional activities having standard deviations of 0.90 or greater in two or more position groups were considered to lack consensus within the position groups. These activities did not identify with particular role areas. Superintendents and teachers of agriculture indi— cated similarity in their perceptions of the relative importance of the eight professional role areas. Role areas VIII - Directing the Program of Young Farmer Educa— tion; and III — Improving the Environment of Farm People were perceived by both teacher and superintendent posi- tions as having low relative importance. Role areas V - Participating in the Professional WOrk of the School; II - :-a““' .o-an' I _. _..--¢.- .auoyc . u. I.'.. -l o I -~— 9‘ b I ‘-‘.. ~' " ‘Ofi- . t ,_ uni... u ‘IA, .u‘ . ‘~ ..‘ _.“ I'~' ~ . u“ William Emerson Drake Guiding and Counseling; and VI - werking as a Member of the Teaching Profession were perceived by both teacher and superintendent groups as having high relative importance. Statistically significant relationships were found when background variables of age, years in present school system, years in present position, nature of vocational agriculture program and per cent rural students. were com— pared with expectations expressed for the eight role areas. Although the study revealed that lack of consensus existed in perceptions of the teacher of vocational agricultureis professional role, the evidence gathered did not indicate conflict to the point of threatening the administrative structure or the quality of vocational education in agriculture. unanno- - nut-V- PERCEPTIONS OF THE VOCATIONAL AGRICULTURE TEACHER S PROFESSIONAL ROLE IN MICHIGAN by WILLIAM EMERSON DRAKE A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1962 "A. .A -.-u .9 b .-.' O. (I) . " In. ...il. ' Q a. q ‘ U a...“ . .- I :2V" "" ~~.q 1A a}: .5 _ u "A I. ~ Inu-‘ L"~- . fl. ‘v . .- -"""m§ (I) . . .‘v- A A 1 c.» n ; N I ._. n . ~~Vs n a ‘. ‘\.. u. .. ~ \ A c~‘ ~‘x uyu R .“ .:_4 «\ A 'i \‘\ ‘ Ah “'J AC KN OWLE DGME NTS The author wishes to express his sincere apprecia— tion to Professor H. Paul Sweany, Chairman of his Guidance Committee, for his assistance and guidance during this study. Appreciation is expressed to Professor Raymond Clark, Professor George Myers, and Professor Floyd Parker who served on the author's Guidance Committee. Apprecia- tion is also expressed to Professor Jason Millman, of. Cornell University, for his guidance in the statistical procedures used. Sincere appreciation is expressed to the teachers of agriculture, teacher educators, consultants in agricul- tural education, and school superintendents in Michigan, Who participated in the study. The jury members also con- tributed graciously of their time and effort and it is gratefully acknowledged. The author further expresses appreciation to his wife, Mary J. Drake, for her patience, understanding, and assistance in carrying out this study. ii n-pa CHAPTER I. II. TABLE OF CONTENTS INTRODUCTION . . . . . . . . . . . The Problem . . . . . . . . . . . General purposes . . . . . . . . Specific objectives of the study Basic hypothesis . . . . . . . . Significance of the Study . . . . Vocational agriculture in its present setting . . . . . . . . . . . The job of the teacher of vocational agriculture . . . . . . . . The teacher of vocational agriculture . . The problem of conflict and consensus in teacher roles . . . . . . . . Definition of Terms . . . . . . Limitations of the Study . . . . Organization of the Remainder of the REVIEW OF LITERATURE . . . . . . Role Theory . . . . . . . . Role consensus . . . . . . . . . The Application of Role Theory . . iii PAGE l3 19 24 28 29 31 31 32 34 CHAPTER III. Usable theory . . . . . . . . . . . . . Personality and role . . . . . . . . . . Role Expectations . . . . . . . . . . . Role defined in terms of expectations . Background of personality . . . . . . . . . Related Studies . . . . . . . . . . . . . . . Conflict and consensus in teacher role . . . Conflict and tensions . . . . . . . . . . . Images and stereotypes . . . . . . . . . . . Related studies on the allocation of time and emphasis in the professional role of the teacher . . . . . . . . . . . . Studies revealing the viewpoints of school administrators and significant others . . Studies indicating changes in the teacher‘s roles . . . . . . . . . . . . . . . . . . Role studies related in content and design . Summary . . . . . . . . . . . . . . . . . . . PLANNING AND CONDUCTING THE STUDY . . . . . . Planning the Study . . . . . . . . . . . . . . Reviewing the literature . . . . . . . Preparing the perception-expectation questionnaire . . . . . . . . . . . . . . iv PAGE 35 45 49 56 57 58 63 63 65 76 89 94 107 109 109 109 110 '«t‘-" u ”,n .- CHAPTER The jury . . . . . . . . . . . . . . . . . . The five point scale . . . . . . . . . . . . Selecting the population and sampling the respondent groups . . . . . . . . . . . . Conducting the Study . . . . . . . . . . . . . Securing school superintendent responses to the questionnaire . . . . . . . . . . . Securing teacher of vocational agriculture responses to the questionnaire . . . . . Securing the teacher trainer and state supervisor responses to the questionnaire. IV. PRESENTATION AND ANALYSIS OF THE RESULTS Research objective and relevant data Characteristics of the Responding Groups . Activities that Teachers of Vocational Agriculture Are Expected To Perform . . . . Activities of little importance . . . . . Conflicts (lack of agreement) in Expectations that School Superintendents, Teachers of Vocational Agriculture, Teacher Trainers and State Supervisors Hold for the PAGE 112 114 115 116 116 118 118 120 120 123 134 139 ... ' U. ,_,4 .Jo‘ 214 CHAPTER PAGE Professional Roles of the Teacher of Vocational Agriculture . . . . . . . . . . . 141 Agreement or Lack of Agreement (Consensus or Lack of Consensus) on Selected Role Activities Between Members of the Same Position Group . . . . . . . . . . . . . . . 148 Agreement or Lack of Agreement (Consensus or Lack of Consensus) Existing on the Eight Role Areas Between Members of the Same Position Group . . . . . . . . . . . . . . . 154 Difference Between Superintendents and Teachers of Agriculture in Their Percep- tion of the Relative Importance of the Eight Progressional Role Areas of the Teacher of Agriculture . . . . . . . . . . . 158 Relationship Between Perceptions of Role Expectations and Selected Background Variables . . . . . . . . . . . . . . . . . 161 Summary . . . . . . . . . . . . . . . . . . . 167 V- SUMMARY AND CONCLUSIONS . . . . . . . . . . . 169 Purpose of Study . . . . . . . . . . . . . . . 169 vi CHAPTER PAGE Summary of activities that teachers of vocational agriculture are expected to perform . . . . . . . . . . . . . . . . . 171 Summary of conflicts (lack of agreement) in the expectations that school superinten- dents, teachers of vocational agriculture, teacher trainers and state supervisors hold for the professional roles of the teacher of vocational agriculture . . . . 173 Summary of agreement or lack of agreement (consensus or lack of consensus) on se- lected role activities between members of the same position group . . . . . . . . . 174 Summary of lack of agreement (consensus or lack of consensus) existing on the eight role areas between members within superintendent and teacher position groups . . . . . . . . . . . . . . . . . . 175 Summary of differences between superinten- dents and teachers of agriculture in their perceptions of the relative importance of vii CHAPTER SELECTED APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX PAGE eight professional role areas of the teacher of agriculture . . . . . . . . . . 176 Summary of relationships between percep- tions of role expectations and selected background variables . . . . . . . . . . . 177 Conclusions . . . . . . . . . . . . . . . . 179 Implications of the study . . . . . . . . . 182 Suggestions for further studies . . . . . . 185 BIBLIOGRAPHY . . . . . . . . . . . . . . . 187 A. Perception Expectation Questionnaire . 197 B. List of Jury Members . . . . . . . . . 204 C. Letter of Request . . . . . . . . . . . 206 D. Cover Letter One . . . . . . . . . . . 207 E. Cover Letter Two . . . . . . . . . . . 208 F. Cover Letter Three . . . . . . . . . . 209 G. Teachers of Vocational Agriculture . . 210 H. Role Area Mean Scores for Individual Position Group Members . . . . . . . . 213 I. Mean Responses and Standard Deviation of Mean Responses for the Superinten— dent, Teacher of Vocational Agriculture, viii APPENDIX J. PAGE Teacher Trainer and State Supervisor Positions on the Role Definitional Activities of the Professional Role of the Teacher of Vocational Agriculture . . . . . . . . . . . . . . . 230 Differences in Mean Responses of the Superintendent, Teacher of Vocational Agriculture, Teacher Trainer and State Supervisor Positions for 102 Role Definitional Activities of the Teacher of Vocational Agriculture . . . . 236 ix .1..- u . n-.. u“ “u I At‘ DIP-I TABLE II. III. IV. VI. VII. VIII. IX. XI. LIST OF TABLES Age of Individuals in Responding Position Groups . . . . . . . . . . . . . . Years of Employment in Present Position Years of Employment in Present School System . . . . . . . . . . . . . . . . . . . Professional Degrees Held . . . . . . . . . . Years of Teaching Experience . . . . . . . . . Major Teaching Field . . . . . . . . . . Per Cent of Rural Students in the School . . . Per Cent of Vocational Agriculture Students that Are Farm Boys . . . . . . . . . . . . Size of School . . . . . . . . . . . . . . . Nature of Vocational Agriculture Programs . Rank Order of Role Definitional Activities for Which the Mean Responses of the Superintendent, Teacher of Vocational Agriculture, Teacher Trainer and State Supervisor Positions Differed 0.5 or More PAGE 124 125 126 127 128 129 130 131 132 133 142 '1‘.— .I-‘ no. . m... g TABLE XII. XIII. XIV. XV. XVI. Number of Role Definitional Activities for Which Mean Responses Differed 0.5 or More Between Position Groups Rank Order (Highest to Lowest) of Role Definitional Activities with Standard Deviations of 0.9 or More for the Superin— tendent, Teacher of Vocational Agriculture, Teacher Trainer and State Supervisor Positions Rank Order (Lowest to Highest) of Role Definitional Activities with Standard Deviations of 0.6 or Less for the Superin- tendent and Teacher of Vocational Agricul- ture Positions Standard Deviation of Role Area Scores for 78 Superintendents of Schools and 78 Teachers of Vocational Agriculture . Rank Order of Role Areas from Most (l) to Least (8) Agreement within the Superinten- dent and Teacher of Agriculture Positions. xi PAGE 147 149 151 155 157 TABLE XVII. XVIII. XIX. Differences Between Mean Role Area Scores of Teachers of Agriculture and School Superintendents . . . . . . . . . . . . . Rank Order of Perceived Relative Importance of the Eight Role Areas by Teachers and Superintendents . . . . . . . . . . . . . Correlation Coefficients of the Mean Role Area Scores and Selected Background Variables for the Superintendent Position. Correlation Coefficients of the Mean Role Area Scores and Selected Background Variables for the Teacher of Vocational Agriculture Position . . . . . . . . . . . xii PAGE 159 160 163 165 CHAPTER I INTRODUCTION The Problem Agriculture is a rapidly changing industry which is undergoing rapid and significant changes in its demands upon education. If vocational agriculture programs are to meet adequately the changing demands for education in agriculture, the role of the teacher of vocational agri- culture must be clearly identified and understood by him- self as well as by the persons giving him direction in his professional activities. The role of the teacher of voca- tional agriculture is an intricate one with no definitely set pattern of activities and relationships. The expecta- tions of the people giving him direction in his profes- sional activities are important to the framework in which he carries out his responsibilities. If the teacher of agriculture is to work effectively and find satisfaction in his work, it is essential that these expectations be understood. If the teacher is to communicate with the people who have expectations of him, he must have some understanding of these expectations. He must understand how the people, with whom he works, perceive his role. There are many people whose perceptions of the professional role of agriculture teachers are important to the teacher and to the educational program which he conducts. The following are probably the more important groups holding expectations for the professional role of the agri- culture teacher and influencing his activities on the basis of their expectations. 1. Vocational agriculture teachers 2. School administrators 3. Teacher trainers and state supervisors in agricultural education If we consider that the perceived importance of expectations held for the professional role of agricultural teachers may vary among these groups, we can readily see how frustrated teachers may be. This study, therefore, is concerned with the perceived importance of the expectations held for the professional role of agricultural teachers by "significant others." General Purposes of the Study. The general purposes for making this study were: (1) to determine the various profes— sional roles of the teacher of agriculture as they are per- ceived by the people who give direction to his professional activities; (2) to obtain information that will help Mich— igan teachers of agriculture to understand their role better; (3) to obtain information that will help teachers of agriculture to communicate with the people who have certain expectations of their role. Specific Objectives of the Study. The specific objectives for conducting this study were: (1) to determine activi— ties that agricultural teachers are expected to perform, as they are perceived by Selected position groups; (2) to identify conflicts in the perceptions that school adminis- trators, state supervisors, teacher trainers and teachers may have of expectations for the professional role of the teacher of agriculture; (3) to determine the agreement or lack of agreement (consensus or lack of consensus) on selected role activities between members of the same posi- tion group, such as teachers or school administrators; (4) to determine the agreement or lack of agreement (consensus or lack of consensus) that exists on each of the eight role areas between members of the same position group; (5) to identify the differences between school super— intendents and teachers of agriculture in their perception of the relative importance of the eight professional role areas of the teacher of agriculture; (6) to identify rela- tionships between perceptions of role expectations and selected background variables such as size of school, type of agricultural program, years of experience, age, teach- ing field and number of years in present position. Basic Hypothesis. The basic hypothesis of this study is as follows: there are differences between teachers of voca— tional agriculture and significant others on the perceived importance of expectations held for the professional role of the teacher of vocational agriculture. Significance of the Study In establishing the significance of this study it is appropriate to view vocational agriculture in its present setting. It is appropriate to identify the trends that exist in vocational agriculture and consequently the changes that are taking place in the role of the teacher of vocational agriculture. The present setting of vocational agriculture and the characteristics of the teacher's role provide some insight into the need for studying this role. Vocapional Agrigulture in Its Present Setting. The profes— sion of teaching vocational agriculture is relatively young. Although in 1916 there were 3,675 secondary schools in the United States offering some type of instruction in agriculture it was the Smith-Hughes Act of 1917 which offi- cially created the vocational agriculture program and the profession of teaching vocational agriculture. There are many reasons why the professional role of the teacher of vocational agriculture merits study by stu- dents of education and especially students of agricultural education. Vocational agriculture has become one of the major rural life education programs in the United States. In 1918, one year after the creation of vocational agri- culture in the United States, total enrollment in classes of vocational agriculture stood at 15,453.1 At the time 1Digest of Annual Reports of the State Boards of ‘Vocational Education, U.S. Department of Health, Educa- tion and welfare, Government Printing Office, Washington D.C., 1961, p. 7. .-¢. ..-~ .- ,. I. .. “a '- ‘ 1 ., ‘U of this study in 1960, total enrollment in classes of voca- 2 . tional agriculture stood at 796,237. This growth over a period of 42 years gives some indication of the important place that vocational agriculture holds in the rural life of the United States. Teachers of vocational agriculture make up a significant segment of the teaching profession in the United States. There are approximately 11,000 teachers of vocational agriculture operating programs of vocational agriculture in the majority of the rural communities in the nation. The Annual Reports of State Boards for Vocational Education3 report the following conditions existing in the United States in 1959-60. Rapid technological advances and challenging ad- justments continued to characterize the agricul- tural economy and farm population during 1959-60. An accurate awareness of the changing education needs, evolving from this period of dynamic agri- cultural development was evident in the reports from the States on their programs of vocational education in agriculture conducted during the year. Adjustments in programs and techniques were reported as State personnel endeavored to meet these changing needs more effectively. 2Ibid., p. 7. 3Ibid., p. 20. ._.. - . .u n.“ k' u- r .:,, _‘ 0...“. ..’_A u. '- '~- -. . - ,.' ... u x , - a“ \. A . ~ ... u. . . - _\ ~. "1 ~ ~ ~ .‘ ~ .1. Q Q - ~ | , a . - \ ‘— ‘ ..‘ s u Significant developments during the year 1959~60 seemed to concentrate around five major areas: (1) adjust— ing day school instruction to meet changing needs; (2) improving leadership training for farm youth; (3) influ- encing attitudes toward agriculture and agricultural edu- cation; (4) strengthening young farmer and adult farmer educational programs, and (5) increasing emphasis on in- service training of vocational agriculture teachers. The so-called "rural service occupations" represent a new and emerging concept in the field of agricultural education and possibly an emerging expectation for the role of the teacher of vocational agriculture. Another rapidly growing field of employment is that of the non- farming agricultural occupations. This field of employ— ment includes two major groups of occupations; (1) those which are performed on the farm, and (2) those which are performed off the farm. Onéfarm agricultural occupations other than farm- ing are performed by people who are usually not farmers and include such fields as artificial insemination, soil conservation, irrigation drainage, custom crop dusting and spraying and many others. Some of these occupations .00- v." V ..\-- . IHARA n..— unubv u.q ‘ on“ c d 'y;-‘— ' I.‘ ‘avu. I a” ‘ I q 'Q-‘v R" g” "c -“ V-l“ "'t.. \\ .h. “ . ‘ 9.. will be filled by college graduates, but many of them will not require people with college degrees. The demands in these fields indicate a need for special vocational train- ing in technical areas of agriculture. Off-farm agricultural occupations are found in such areas as farm machinery business, farm supply stores, slaughtering plants, processing plants, creameries, agri— culture insurance, banking and many other farm related businesses. At the present time there is little system- atic instruction available that can assist people in pre- paring for these occupations. The U.S. Office of Education publication Vocational Educapi9n_in the Next Decade4 has made the following recom- mendations in regard to agricultural education in the future: (1) Area schools should be established to serve more rural people. It Should be possible to serve 70,000 adult farmers, 17,000 young farmers and 140,000 high school students in new departments of vocational agriculture. Many of these departments could be established in area schools. 4Vocational Education in the Next Decade: Proposals for Discussion, U.S. Department of Health, Education and welfare, Washington D.C., 1961, p. 40. -'-. .- .‘-. ..'_ -\ U. s. .-- '- (2) The present young farmer and adult farmer programs should be greatly expanded. There are more than 6,000,000 farmers and farm workers who are enrollment prospects. This would make it essential to employ about 1,200 addi— tional teachers for this program. (3) A program should be established for training rural service occupations. Such a program could serve a minimum of 125,000 persons. Coupled with this need is the tremendous challenge to pre- pare people for the broad fields of the non-farming agri- cultural occupations. The Jdb of the Teacher of Vocational Agriculture. The job of the teacher of vocational agriculture has many unique characteristics. The teachers themselves are re- quired to have farm backgrounds and must complete a four year college training program. They are members of high school teaching staffs and are charged with the responsi- bility of providing a systematic program of instruction for prospective and established farmers, a program organ- ized for the purpose of improving farm methods and rural living. The program of vocational agriculture officially provides for three types of classes: (1) in—school classes, 10 (2) adult farmer classes, and (3) young farmer classes. The instructional program calls for both organized class— room instruction and on—the-farm instruction and super— vision. The teacher of vocational agriculture serves as adviser to the local chapter of Future Farmers of America, a national organization of boys enrolled in vocational agriculture classes. Nix5 points out that teachers of vocational agri- culture are connected not only with the regular high school program and its administration but also with an administrative and supervisory staff of vocational agri- culture at the state and national levels. In addition there are staffs of teacher trainers of vocational agri- cultural education in prescribed state colleges and universities. Nix6 lists several characteristics of the profes- sion which cause it to be fruitful for study: (1) it is a young occupation; (2) as a profession, it is a marginal 5Harold Lyle Nix, ”A Sociological Analysis of the Roles and Value Orientations of an Occupation." Unpub- lished Doctor's thesis, Louisiana State University, Baton Rouge, 1960. 6Ibid., p. 135. one, in that its members have obligations to two bureauc- racies; (3) it is a profession which seems to be charac- terized by a very diffuse orientation in an age of ever increasing specialization; (4) the community orientation of this group is large enough to see the focal actor in a relatively complete social setting; (5) the teacher of vocational agriculture is caught between various expecta- tions and situations which tend to prevent their fulfill- ment; and thus, the occupation provides an opportunity to study role conflict and other manifestations of stress in an occupation. 7 . . . S. S. Sutherland, writing for the American Voca- Eional Journal in 1948 made the following statement con- cerning the vocational agriculture teacher's job: The job of the teacher of vocational agriculture may be considered from at least two points of View. From the standpoint of the major objective of vocational education in agriculture, it is "to train present and prospective farmers for profi- ciency in farming." This appears at first glance to be relatively clear and simple. But consider what he does and must do in order to maintain the sort of department expected: 7 S. S. Sutherland. "The Vocational Ag. Teacher's Job," American Vocational Journal, Vol. 23, No. 1, 1948, pp. 7—8. 11 12 Ten years ago in 1938 Dr. Sherman Dickinson, then of the University of Missouri, brought out quite forcibly that too much is expected of the teacher of vocational agriculture. There was quite gen- eral agreement at that time with this statement and conclusion but in the last decade much has been added to the job and little if anything taken away. The present day job of the teacher of vocational agriculture is not an impossible one, for thou- sands of teachers are doing it well. It is a com- plex one, however, as is evident when one analyzes what the alert, aggressive man actually does in a modern department of vocational agriculture. Sutherland points to what he calls ”eight well- defined duties and responsibilities of the teacher of vocational agriculture? He describes them as: (1) a teacher, (2) advisor of a chapter of the F.F.A., (3) a guidance counselor, (4) a supervisor, (5) a public rela- tions and contact man, (6) an administrator, (7) an organ- izer, and (8) a good citizen in the community. 8 Sutherland concludes by saying: This then is the job of the present day teacher of vocational agriculture. All of these duties con- tribute to the ultimate objective for which he strives . . . the training of present and prospec- tive farmers for proficiency in farming and the progressive establishment of his pupils in farming occupations. These duties combine to make a big job, a complex job, a job that makes huge demands 8Ibid., p. 8. 13 on the energyIinitiative, imagination, and ability of the man who attempts to do it well. Not all succeed, and few carry on all these duties equally well. Many good teachers are poor at organization and planning; many good contact men are relatively poor instructors; many like field work and dislike the confinement of the classroom; all face the problem of a job that's never done and which never becomes static. There always seems to be so many worthwhile things that could and should be done in a community as a part of vocational education in agriculture that he is constantly faced with the temptation to add new activities without dropping any. As one teacher expressed it, he is faced with the ever present danger and temptation "to plow 100 acres one inch deep." Perhaps the biggest single problem confronting the teacher is how to cut down the acreage to what he can handle well, and then plow those acres deep. The Teachegyof Vocapipnal Agriculture. Nix9 points out that any occupational group which is striving to maintain or establish professional status and uniformity of goals will subject its trainees to a relatively long period of training in which attempts are made to indoctrinate them in the attitudes and values which are considered by the officials and trainers in the field to be important for the accomplishment of the objectives of the organization, as well as to the integration and success of the group as an end in itself. 9Harold Lyle Nix, o . cit., p. 139. l4 Phipps and Cook10 specify that the aspirant to the "Vo-Ag" occupation must have or develop the following characteristics: 1. 2. 3. 11. 12. Farm background Unquestionable character and pleasant personality Rural mindedness (sympathy for and love of country life) Belief in and dedication to his job Willingness to cooperate with others (princi- pal, other teachers, etc.) Good health Willingness to work Good tact and judgment Neatness in dress at all times Willingness to follow the professional ethics of the teaching profession Emotional maturity Broad interest and willingness to study contin— uously in order to grow both technically and professionally 0 . 1 Lloyd J. Phipps, and Glenn C. Cook, Handbook on Teaching Vocational Agriculture. The Interstate Printers, Danville, Illinois, 1952, pp. 37-43. 15 13. Confidence in his ability to do the job 14. Patience, courage and enthusiasm 15. Leadership ability According to Alfred Vivan,ll the teacher of voca- tional agriculture as a leader should have the following twelve attributes: 1. Abounding Faith in the importance of the work 2. Infinite Egg: in meeting trying situations 3. Unlimited Eatigppg in overcoming community inertia 4. Endless Good Nature in the face of all trials 5. A saving Sense of Humor when nothing else will meet the situation 6. A large Vision of the work to be done 7. Ability to Lose Gracefully and rebound after each defeat 8. Indomitable Courage in standing for the right 9. A grim Determination to see the work through to its completion 11Lloyd J. Phipps, and Glenn C. Cook, 0 . cit. p. 38. 16 10. A contagious Enthusiasm that inspires local leadership 11. Unquenchable Optimism in spite of all dis— couragements 12. Unreserved Belief in the Importance of the Farm Family to the commonwealth These are tremendous expectations to be held for the incumbents of any position but they do display the charac- teristics that are expected to be present in the character of the teacher of agriculture. An often quoted unknown author has described the characteristics of a good agricul- ture teacher as follows: The Strength of an ox, the tenacity of a bulldog, the daring of a lion, the industry of a beaver, the vision of an eagle, the disposition of an angel, the loyalty of an apostle, the heroism of a martyr, the faithfulness of a prophet, the tenderness of a shepherd, the fervency of an evangelist, and the devotion of a mother. The above quotations illustrate the directions that expectations for a role may take. As Nix12 has so aptly put it, “the role of the agriculture teacher prescribes a diffuse and affective or missionary-like orientation in 12Harold Lyle Nix, op. cit., p. 142. 17 which the evolving roles are more than an occupation or a means of making a living: they tend to become a way of life." Phipps and Cook13 state that the “Vo-Ag” teacher should: 1. Consider himself a member of the school system the same as any other teacher 2. Be friendly with all staff members 3. Adhere to school rules and regulations 4. Participate in staff functions 5. Cooperate with all school activities and offer his services when needed 6. Accept his share of school responsibilities 7. Cooperate with all teachers and solicit their cooperation Hamlinl4 provides some insight in the complex rela— tionships that exist for the teacher of vocational agri— culture within the school system. He describes these in the following statement: 13Lloyd J. Phipps, and Glenn C. Cook, pp. cit., p.93. 14H. M. Hamlin, The Community Program of Agricul- tural Education. Stripes Publishing Co., Champaign, Ill. 1943, p. 31. 18 There are difficulties in the relationship of a teacher of agriculture to his school system which result from a number of causes. His salary is typically higher than the salary of other teachers, sometimes higher than the administrative head of the school. He is on the job in the summer when other teachers are gone. He has extensive com- munity contacts which most of the other teachers lack and which can be used to his own advantage. He teaches adults, while most other teachers teach only children. He uses the community as a labora- tory, hence he takes his pupils away from the school more frequently than other teachers. His classes are usually smaller than other classes. His total enrollment of high school pupils may be only a third or a half the total enrollment of some other teachers. He is often allowed mileage, while other teachers may be required to use their cars without pay. If he teaches evening classes, he may be paid separately, while other teachers coach plays, prepare programs, grade papers, and otherwise use their evenings for school work without additional pay. He is visited individually by a state supervisor and the impression is some- times gained that he takes his orders from him, or at least that he tries harder to please the state supervisors than he does the local school officials. He belongs to a strong aggressive professional organ- ization which holds its meetings separately from those of other teachers and often he attends the meetings of his own group and neglects to attend the general meetings for teachers. \ From a practical point of view, a better understand-,7/ /l \\ ing of the professional role of the teacher of vocational agriculture should be of value to the members of the pro— fession itself. An analysis of the expectations held for this role should help the teacher of vocational agriculture 19 to understand his role better. Such a study should do much to help those people who direct the training of .teachers to establish more clearly the training needs of this profession. A clearer understanding of the expectations held for this role should provide a clearer definition of this role and consequently better understanding between the teacher of agriculture and significant others who hold expectations for his role. If this role can be more clearly defined and understood the end result should be a better understanding of what the teacher's job really is and, consequently, an improved program in agricultural education. The Problems of Conflict and Consensus in Teacher Roles. In preceding parts of this chapter the role of the teacher of vocational agriculture has been considered in its present setting. Agricultural education has many unique characteristics as an educational program and the job of the agricultural teacher has unique characteristics as a profession. Therefore, there are probably many attributes 20 that are characteristic to teachers who follow this pro- fession as there are to members of any profession. It has been stated previously that the teacher of vocational agriculture practices his profession in the public high school and in the setting of the rural com— munity. He is subject to the most of the same social situations that are encountered by other teachers in the public secondary schools. Research has shown that teachers do experience problems arising from the definition of their roles. Theseo problems often center around the degree of role conflict \ and role consensus that exists in relation to their role. 1 The degree of consensus or conflict largely stems from the expectations that are perceived and held for the role of the teacher. Lindley Stiles,15 speaking of the teaching profes- sion stated: The profession itself further divides teachers into those who are better and those who are not so good. The institutional ladder creates status and role problems; elementary teachers are at the bottom of 5Lindley J. Stiles, The Teacher's Role in American Society. Harper Bros. Publishers, New York, 1957, pp. 92- 93. 21 the heap and university teachers are at the top. In order to gain status, therefore, we notice an all too human reaction . . . modeling behavior after those higher on the respect scale. This lack of clear definition of the professional role and the many imbalances that result can be seen demonstrated also in the multiplicity, com— petitiveness, and seeming lack of common purpose found among professional organizations. The aver— age teacher can join a national and state teachers organization; he can belong to a subject matter organization with both national and state activi- ties; he can join one of two teachers unions; any special interests he has may involve him in the organizations of those working for the gifted child, for the retarded, for audio-Visual educa- tion, ad infinitum, and he can, if chosen, be a member of one or more professional honor societies. This multiplicity of organizations is in itself not surprising in View of the many kinds of teach- ing jobs and the vastness of the system. But what is disturbing to some is the conflicting view of the profession that these different organizations provide their members. Some emphasize the role of the teacher as an expert; some identify the teach— er's problems with those of the working class in general; still others play up to his professional self-esteem by being highly selective in member- ship. The organizations compete with each other for members and for the participation of members. The area of role conflict becomes one of the crucial issues for the teacher as a person and for those educating future teachers. When faced with role conflicts, the individual may react in sev- eral ways. He can: 1. Repudiate his role in one of several conflicting groups; 2. Play off one group against the other; 3. Stall in accepting any given role definition until the pressures subside; 7. 22 Redefine his role so that major conflicts are eliminated; Lead a double life, being a different kind of person in situations which expect dif- ferent Escape find a Become As we observe of adjustment vices work well, for others they fail to resolve the basic dilemma. we have noted the ways in which teachers appear dissatisfied with aspects of teach- ing, and it is time to consider what part role con- flict plays in this unrest. By gaining insight into the nature of the conflict in any given community, and individual, we may be in a better posi- tion to aid the teacher in resolving at a mature level the kind of conflict he faces. school, and conflicting behavior; from the field--resign the job or new one; ill; teachers we can see these mechanisms at work. For many teachers these de- In the preceding pages of this study we have viewed the teacher in his present setting. This setting is char- acterized by a period of rapidly changing agriculture and emerging concepts that may well influence the professional role that is expected of him. As a member of the broad profession of teaching, the teacher of agriculture is subject to the role defini- tional problems that confront all members of this profes- sion. He is subject to the same frustrations and con- flicts that have so often been identified as significant 23 influences on the job satisfaction, general well-being and consequently the effectiveness of those who teach. . 16 Dublin and Lotka so aptly stated: The work a man does, the conditions under which his work is done and, the wage he receives for doing it determine in great measure the circumstances of his life 0 I O O ” 6 . _ l L. I. Dublin, and A. J. Lotka, Length of Life. The Ronald Press, New York, 1936, p. 220. 24 Definition of Terms For the purposes of this study, the following definitions are assumed to be pertinent and relative. Roles. Roles consist of a set of behavior expectations (norms) which apply to the activities (behavior) of a particular actor (teacher of vocational agriculture) or class of actors in a particular situation or type of situation (teaching vocational agriculture).l7 Position. Position is a location in a group structure which contains one of more roles with associated norms. In this study we are primarily concerned with the occu— pational position of the teacher of agriculture. NOrm. Norm refers to a commonly held behavior expectation or a learned response held in common by members of a 18 group. 17Harold L. Nix, op. cit., p. 30. 18Ibid., p. 30. 25 Expectation. Expectation is the anticipation by one of another person's action. 1. Members of any group have role expectations of any actor in a broadly defined situation. 2. Members of any group may have expectations of any actor in a particular position or situation. Respondents. Respondents will refer to the "significant others" (members of the counter positions) and teachers of agriculture used in the population sample. School Superintendents. School superintendents are persons who are employed in public schools and who have the respon- sibility of administering a public school consisting of grades up to and including grade 12. The superintendents in this research also have the responsibility of adminis- tering programs in agricultural education for young farmers and adult farmers in those schools where such programs are offered. 19Rex B. Smith, "A Comparative Study of the Expecta- tions Which Teachers, Administrators, School Board Members and Citizens of Three School Districts Have of the Teachers3 Role in School and Community." Unpublished Doctor’s thesis, Michigan State University, East Lansing, 1960, p. 12. 20 . . . - This research is concerned With the generalized broadly defined situation and expectations. 26 Teachers of Vocational Agriculture. Teachers of voca- tional agriculture are persons employed to conduct pro— grams of vocational education in agriculture. These programs are conducted under the specifications and objec- tives defined in the Vocational Acts. The teachers of vocational agriculture in this research have the respon- sibility of conducting organized, vocational education in agriculture for day—school students, young farmers, and adult farmers in those public schools where such instruc- tion is offered. ngceptions. One proviso is that perception covers not only perception in the narrow meaning of strict sense per- ception, in which physical stimuli for the corresponding objects are all then and there present to the senses, but also includes the perception of objects some of whose parts are, in common sense terms, merely inferred or remembered. Parsons and Shils21 suggest the preceding prOViso and also a second proviso where "perception" and hence the behavior space may also include entities of which the 2 lTalcott Parsons, and Edward Shils, Toward a General Theory of Action. Harvard Press, Cambridge, Mass., 1952, p. 296. 27 actor is not then and there consciously aware. Any con- crete particular objects or relations which govern the actors immediate action are said to be in the behavior space--this is, to be also "perceived whether or not (in introspective terms) the actor is then and there con- sciously aware of them. 22 . . . Parsons described his use of the perception con- cept when he stated: In other places I have used the terms apprehend and apprehension for immediate character of behavior space. It is felt now, however, that the good old words "perceive" and "perception" used in a general sense more nearly carry the desired meaning. Perceived. Perceived in this study will be defined as: To have become aware of through the senses, as of sight, hearing, etc.; Acquire a mental impression of, from immediate presentations of sense modified by the reactions determined by attention, interests, previous experience, etc.23 Role Conflict. Role conflict is a condition in which the occupant of a focal role or roles (position or positions) perceives that he is confronted with incompatible 22Ibid., p. 296. Winston Dictionary, College Edition, John C. 'Winston Co., New York, 1945, p. 719. 28 expectations (strains and inconsistencies) within the socio-cultural structure. In this research role conflict will refer to a lack of consensus in the expectations held for the professional role of the teacher of voca- tional agriculture by significant others and the expec— tations of the teachers themselves. Role Consensus. Role consensus refers to the degree of agreement in the definition of a specific role. Limitations of the Study This study was confined to a one-third random sample of the public high schools of Michigan which offered vocational agriculture in the school year of 1960-61. The expectations of the teacher's role were limited to the expectations perceived by the seventy-eight superintend- ents in the random sample, the seventy-eight teachers of vocational agriculture in this sample, nine teacher trainers in agriculture and five state office consultants. The study was further limited to the professional role of the teacher of vocational agriculture and was not concerned with the other roles an incumbent of this 29 position might play. The role definition questionnaire was limited to 102 role definitional activities, which were taken from the literature by the researcher and evaluated by the use of a jury. The responses expressed by the respondents were based upon their judgment and experience with programs of vocational agriculture. Organization of the Remainder of the Report The preceding chapter has dealt with a description of the research problem; the establishment of significance for conducting the study; definition of the terms; and recognition of the study limitations. Chapter II of the report will contain an analysis of role theory and a review of literature related to the professional role of teachers of vocational agriculture. Chapter III will describe the procedures used in planning and conducting the study. Chapter IV will present the findings of the study with reference to the respondent groups and their expectations of the teacher‘s professional role. Emphasis will be placed on the degree of consensus or lack of consensus in the expectations held for this role. 30 Chapter V will present the summary and conclusions based on the data obtained and the analysis of this data. It will also present the implications of this study with suggestions for future research in this area. The Bibli- ography and Appendix will conclude the manuscript. 31 CHAPTER II REVIEW OF LITERATURE Role Theory This study involves an analysis of perceived expec- tations held for the professional role of the teacher of vocational agriculture. In the early phases of such an analysis it is essential to construct a frame of reference. In this particular study it was essential to establish a frame of reference compatible with theories of role analysis. Role theory is not new to the field of sociology but a concept of role that is usable in research is not readily available. After an extensive review of the con- ceptualization of role Neiman and Hughes concluded: Hypothesis involving the concept role are extremely rare in the literature. This raises the question of the utility of the concept. If a concept is useful in the field, is it not logical to assume that one would find varying hypotheses in the research literature putting the concept to the test of empirical research? This is not true of the concept role.1 lLionel J. Neiman and James W. Hughes, "The Problem of the Concept of Role — A Re-Survey of the Literature," Social Forces, xxx (1951), p. 149. 32 They also observed that: The concept role is at present still rather vague. Frequently in the literature the concept is used without any attempt on the part of the writer to define or delimit the concept, the assumption be— ing that both writer and reader will achieve an immediate compatible consensus.2 Yet, despite the lack of its use in empirical research, the role concept has assumed a key position in the fields of sociology. social psychology and cultural anthropology. The social sciences frequently make use of it in schemes for analyzing the structure and functioning of social systems and for explaining individual behavior. Through the role concept Linton3 was able to provide a link between culture and social structure. It is vital to Mead's4 theory of the development of self. Role Consensus. In a study of the professional role of the teacher of vocational agriculture, an immediate con- cern is that of identifying how this role is seen by sig- nificant others. This concern is brought about by the 2Ibid., p. 149. 3Ralph D. Linton, The Study of Man. Appleton- Century, Inc., New York and London, pp. 113-114. 4George H. Mead, Mind Self and Society. Univer- sity of Chicago Press, Chicago, 1934, p. 134. 33 assumption that the expectations of these significant others have a bearing upon the role and the actions of the . . . . 5 . . indiViduals in that role. Gross pOints out this postu- late in the following statement: Involved in many, but not all, formulations of the role concept in the social science literature is the assumption that consensus exists on the expec- tations applied to incumbents of particular social positions. Gross, as many others, has shown that this assump- tion is questionable. In a review of the social science literature, role is most often defined in terms of social systems. Much of the literature in role theory stems from, or refers to, Linton's work. Linton has treated the concepts of role and status in two major works, The Study of Man6and The Cultural Background of Personality. 5Neal Gross, Ward S. Mason, and Alexander W. McEachern, Explorations in Role Analysis. John Wiley and Sons, Inc., New York, 1958, p. 21. 6Ralph Linton, o . cit., p. 114. 7 Ralph Linton, The Cultural Background of Personal- ity. D. Appleton-Century Co., New York, 1945, p. 140. 34 Linton defines role in terms of normative cultural patterns. He looks at a social system as a cultural phenomenon, a set of blueprints for behavior. It is: The sum total of the ideal patterns which control the reciprocal behavior between individuals and between the individual and society.8 Status and role represent a conceptual elaboration of the "ideal patterns which control reciprocal behavior." Statuses are the "polar positions in. . .patterns of re— ciprocal behavior. . .a status, as distinct from the indi- vidual who may occupy it, is simply a collection of rights and duties."9 A role represents the dynamic aspect of status. . .when the individual puts rights and duties which constitute status into effect, he is performing a role. The Application of Role Theory Role theories are many and varied, but the litera- ture in this field reveals that many of the theories are 8Ralph Linton, Study of Man, p. 105. 9 . Ibid., p. 113. 10 Ibid., p. 114. 35 adaptations of some basic postulates. Many interpreta- tions of role stem from the basic theories. Usable Theory. To proceed with this study it was essen- tial to find role theories that provide a sound frame of reference. Nix,ll in his analysis of the roles and value orientations of the agricultural teaching occupation, used a model of behavioral causation. This model represents an explanation of the behavior of an actor in a role or social position. From the model illustrated in Figure 1 it is apparent that social organization or real behavior emerges from the interaction of three groups of factors which operate within a broad cultural context. These groups of structural factors are: (1) socio-cultural structure norms or expected behavior, (2) situational factors, (3) person- ality factors. This model is similar to the theories of 12 . 13 . . Newcomb and Sarbin. The intervening concept between 11Harold L. Nix, "A Sociological Analysis of the Roles and Value Orientations of an Occupation," Disserta- tion, Ph.D., Louisiana State University, Baton Rouge, Louisiana, 1960, pp. 137-256. 2 1 Theodore M. Newcomb, Social Psychology. The Dryden Press, New York, 1951, pp. 227-256. 13 . Theodore R. Sarbin, Role Theory in Gardner Lindzey (Editor). Handbook of Social Psychology, Vol. 1, Addison wesley Publishing Co., Cambridge, 1954, pp.223-258. 36 mm0804m AfiZOHBmfimm Home: no Hmwmv mmqm mmoeumnmm pouommxm Ho mEHozv mmDBODmBm A unopcmamn moanmwum> unmocoamch ZOHBfimDKmmm m0 AWQOE “H mMDGHm 37 these three groups of factors and concrete action or behavior (social organization) is explained in terms of . . . 14 pattern variables. According to Parsons and Shils, each actor in a social situation is faced with five basic choices before a situation has determinate meaning for him and before he goes into action. These alternatives of selection of pattern variables are: a. Affectivity. . . . . . . . affective neutrality b. Particularism . . . . . . universalism c. Ascription . . . . . . . . achievement d. Diffuseness . . . . . . . specificity e. Collectivity Orientation . self orientation In this analysis of "action" they view these pat— tern variables in terms of alternative I'choices" which actors must make in combining normative expectations with their personal needs in situations before the situations have determinate meaning for them. The diagram illustrated in Figure 1 indicates that these three groups of factors (socio-cultural structure, personality factors and situational factors) in interaction are to be casual in determining social organization or 4 l Talcott Parsons, and Edward Shils (Editors), Toward a General Theory of Action. Harvard University Press, Cambridge, pp. 76-88. 38 ”real behavior." Since these three factors have varying degrees of internal structure and since they are combined in interaction in a patterned way, the behavior that results from them is also structured. Nix15 points out that individual personalities have structure or regularity, individuals occupying similar roles or social positions have personality traits in com- mon. Therefore, individually and collectively, these traits account, at least partially for regularity in real behavior. Hewever, of special interest to this study, is the third factor-expected behavior or socio-cultural struc— ture, which is basic in creating the uniformity in social action. The role of the teacher of vocational agriculture illustrates this model of behavior. "Vo-Ag" teachers, because of the criteria for selec- tion and employment are apt to have common characteristics. They were primarily farm boys and in most cases have taken vocational agriculture in high school. They operate in situations that have many common characteristics. They are, in many ways, faced with the same kind of problems. They 15Nix, op. cit., pp. 137-256. 39 are, however, in a position that can and does experience role conflict. This role conflict can readily stem from the socio-cultural structure factors in behavioral causa— tion, from their perceptions of conflicts in the norms or expected behavior that significant others hold for the role of the teacher of agriculture. Batesl6 has provided one of the most understandable reformulations of the role status and position concepts. Bates' reformulation does not radically alter that of Ralph Linton.l7 He summarizes the limitations of these concepts as: (1) the concept of social position or social status, as usually defined does not allow adequate de- scrttion and analysis of internal structure of a position, (2) the concept of social position is ill suited to the description and analysis of internal changes which take place in a position, (3) the concept makes it difficult to conduct an analysis which deals with the relationship be- tween more than two positions, (4) the concept of social position depends on an imperfect spatial analogy since it 6Frederick L. Bates, "Position, Role and Status: A Reformulation of Concepts," Social Forces, XXXIV, May, 1956, p. 314. l7Ralph Linton, The Study of Man, p. 105. 40 allows a given individual to occupy two positions in the same social space at the same time, (5) the concepts of position and role do not allow the analyst to deal with problems of real behavior in an adequate fashion, (6) the current theory of social structure has not allowed us to deal with a whole social structure in terms of the posi- tions of which it is comprised except in very static terms. Figure 2 illustrates Bates' concept of role and position as he has applied it to the position of ”father.” He defines "position" as a location in a social structure which is associated with a set of social norms. "Role" is a part of a social position consisting of a more or less integrated or related sub—set of social norms which is dis- tinguishable from other sets of norms forming the same position. He defines a norm as a patterned or commonly held behavior expectation. A learned response, held in common by members of a group. In our study of the professional role of the teacher of vocational agriculture we are dealing with the position held by teachers of agriculture. If we were to describe the position of vocational agriculture teacher in Figure 2, we would find his position divided into many roles. In 41 FIGURE 2: POSITION, ROLES AND NORMS \ norm \‘ _ up?" —- .- -.—-\ T \ \ \ norm \ norm \ \ POSITION provider discipli- father of narian siblings playmate spouse of teacher mother POSITION OF FATHER 42 this study we are concerned with his professional role so consequently we must be concerned with the norms or commonly held behavior expectations for the professional role. The perceptions of these expectations, then, become the focus of our analysis and we must concern ourselves with the relationship of expectations to role. Bates presents several postulates and propositions concerning role, which help to explain and define it. Some of his postulates are as follows: (1) some roles, though not all, are found as parts of a number of differ- ent positions, (2) a given role tends to contain basically the same norms regardless of the position of which it is a part, (3) in the long run, roles which are part of the same position and also inconsistent or maladjusted with respect to each other will either be changed and become consistent and adjusted or at least one of the two incon- sistent roles will be eliminated from the position, (4) in the short run, various devices or mechanisms will be developed as a part of the position or the personalities of persons occupying the position which will allow two inconsistent or maladjusted roles to be maintained as a part of the same position. 43 Brookover's18 structural concept of role is illus— trated in Figure 3. He states that "members of any group have general expectations which apply to a person occupy- ing a position or status in the group." He suggests sev- eral problems that arise in role research, and these arise from the complex relationships that are demonstrated in Figure 3. The assumption is commonly made that divergence between teachers' behavior and the parents' and adminis- trators' expectations is related to teaching effectiveness. At least board members, administrators, and community groups frequently justify dismissal of teachers for fail- ure to behave in the expected manner. Such teachers are no doubt ineffective in learning to behave as the others expect them to, but it may not follow that they are ineffec- tive in teaching youth the accepted types of behavior. No studies of this important and commonly held hypothesis are known. Brookover19 points up the same intricate relation— ship between role and personality that has been mentioned 18Wilbur B. Brookover, "Research on Teacher and Administrator Roles," Journal of Educational Sociology, September, 1955, 29:3. 19 Ibid. 44 .Hmfiommu ..w.H .cofluflmom Umcflmmp wapmoun CH Houum mam mo m:0flumuummxm .mumnuOIImsumum Hmumcmw .cowumsuwm HMHSUflunm CH Houom mam mo mcoflumuuwmxm .mumfiu01|cofiumsuflm ca moumum =.m= .coflumouflm CH :4: .uouom mo coaumuommxm .muozuollmaom .Q can m nonfimwomu >HHm92flucoo SUHEB muonuo £ua3 COADUMHGUCH ca H0H>msmn m.uouo¢ .waou may ca EHQ mo pummxm mumfiuo mxcHSD on owns mo cofiuflcfimmo m.uouo¢ H .waou any ODCH wmmEH Imaom we: muommoum on mm moumum may CH coflummfluauumm Eonm ooummfioflucm mono any mo wmmEfl m.mouumulucwEw>Ho>cfllmamm .Efin How coaumsufim ms» mo mCHcmmE paw .mpmmc hufiHmGOmem .mCOHumsuflm Umumawu Ge mucmwuwmxm m50H>mHm was Sue? .coflumsuflm mumucm on me .Houo4 mo mHm \Il’l \Il’l Ia \ua . / m o \ ,,/ Hm. /l\ l.\ Ho HHm Q BIZCDCMI BUHAhZOO Mdom 02¢ mOH>¢mmm HAOM ho meummmfi mDOHm¢> OZHZOmm SUHQdMfim "m mMDOHm 45 by Parsons and Shils.20 He says that "it is apparent, of course, that each actor has different experiences, needs and perceptions relevant to the situation. One actor brings his particular set to the position of teacher while another teacher brings a very different set." Brookover also recognizes that the actor's experiences, needs, per- ceptions and meanings are constantly changing. In each new behavioral situation the actor is different than in previous ones. The nature of the actor is a factor in each interactional situation in which behavior occurs. This complex concept is illustrated in the paradigm in Figure 3. ‘ggpsonalitygand Role. In any study of role, and conse- quently role expectation, there are many intricate rela- tionships of personality and role that should be taken under consideration. In this study an attempt will not be made to analyze completely the many relationships between personality and role. we must however be aware of the fact that any actor in any position has those personality 0 Parsons and Shils, op. cip., pp. 76—88. 46 factors that greatly affect his role expectations and his actions in a role. . 21 . . . Parsons and Shils have described this relation- ship in their discussion of personality and role. One particular crucial aspect of the articulation of personality with the social system should be mentioned briefly. Once an organized system of interaction between ego and alter become stabilized, they build up reciprocal expectations of each oth- er's actions and attitudes which are the nucleus of what may be called role expectations. Alter expects ego to behave in given situational conditions in certain relatively specific ways or at least within relatively specific limits. Alter's reaction will be contingent on the fulfillment or nonfulfillment of his expectations, be different, with fulfillment leading to rewards and/or favorable attitudes, and nonfulfillment leading to the reverse. Alter's reaction is in turn meaningfully interpreted (not necessarily correctly-distortion is of course possi— ble and frequent) by ego and this interpretation plays a part in shaping the next stage in the proc- ess of his action toward alter (all this takes place in reverse too). Ego's system of need-dispositions may or may not predispose him to conform with these expectations. There are, of course, many complex possibilities of variation between dispositions to complete conformity and to drastic alienation, that is, predispositions to avoid conformity, 21Talcott Parsons, and Edward Shils, pp. cip., pp. 76-88. 47 to withdraw, or to rebel. There are many complex possi- bilities of accommodation between dispositions not to conform in varying modes and degrees, and interests in avoiding the sanctions which nonconformity might incur. Moreover, alienative and conformist responses to institutional role expectations do not exhaust the possi- bilities. Some actors possess, to a high degree, the potentialities of elaborating their own goals and stand- ards, accepting the content of institutional role expec- tations but simultaneously modifying and adding something new to them. These are the creative personalities whose conformity or alienation is not motivated mainly by a need-disposition to accept or reject the given institu- tional role expectations but rather by the need to dis- cover, elaborate, and conform with their own ego-ideal. This sociological concept of personality is vital to this study for several reasons. (1) As we study the perceptions of the teacher of agriculture and weigh these perceptions against those of people in counter positions, we must realize that each teacher is an individual whose personality is continually having its effects upon the roles he plays. (2) Agriculture is a rapidly changing 48 industry and its educational needs are consequently exper- iencing the same change. If personality did not play a vital part in role expectations there would probably be few innovators to bring forth needed changes. (3) In any study of role and the expectations and perceptions of role, personality always remains a significant factor. Complete agreement of perceptions and expectations of significant role actors and actors in counter positions cannot suggest or predict exactly what individual personalities should or will do in certain role positions. Likewise gross dis- agreement in perceptions and expectations may not be a serious problem in the way that an actor performs his role. (4) The concept of personality is an indication that com- plete agreement in expectations and perceptions of a role could inhibit change and progress if individual personality were not having an influence on the actor in any designated role. Waller22 describes the importance of personality in role when he says "One group of sociologists have considered 22Willard Waller, The Sociology of Teaching. John Wiley and Sons, New York, 1932, p. 322. 49 the concept of social role as of such central significance for their understanding of human nature that they have based their conception of personality upon it." He quotes Park and Burgess when he defines personality as "the sum and organization of those traits which determine the role of the individual in the group." This definition is impor- tant because it brings clearly to the fore the dramatic element in human behavior, and emphasizes the fact that social behavior falls naturally into certain units which may be called parts or roles. Role Expectations Because this investigation deals with the perceived expectations held for the professional role of the teacher of vocational agriculture, it is essential to recognize the importance of role expectations. Much of the role research that appears in the literature has studied roles in terms of the expectations held for these roles. Role Defined in Terms of Expectations. The model of behav- ioral causatioh illustrated in Figure 1 provides a theoreti- cal framework to explain the behavior of individuals. If 50 we are to study the role or roles of incumbents of a par— ticular position, we must go beyond a theoretical frame- work of behavior causation and establish a working defini- tion of role. Linton's23 definitions of role and status have been cited previously. His interpretation of role is further strengthened and changed somewhat between The Study of Man and The Cultural Background of Society. In the latter work role designates ". . . the sum total of cultural patterns associated with a particular status." In this work, role is also considered the dynamic aspect of status and refers to the behavior an individual must engage in "to validate” incumbency of the status. The definitions of a number of authors agree with Linton. In his conceptual scheme Newcomb24 says that ”the ways of behaving which are expected of any individual who occupies a certain position constitute the role. . . . associated with the position." 9 “3Ralph Linton, The Cultural Background of Person- ality. p. 77. 24Theodore Newcomb, op. cit., p. 280. 51 Znaniecki25 says that "there is obviously a funda— mental and universal, though unreflective, culture pat- tern in accordance with which all kinds of lasting rela— tionships between individuals and their social milieus are normatively organized and which we denote by the term "social role." Some definitions of role link role and behavior. These definitions focus on the reciprocal nature of behav— . . . . 26 . ior, or action as interaction. Cottrell expresses this approach to role as follows: I shall be using the term role to refer to an internally consistent series of conditioned re- sponses by one member of a social situation which represents the stimulus pattern for a similarly internally consistent series of conditioned responses of the others in that situation. Deal- ing with human behavior in terms of roles, there- fore, requires that any given item of behavior must always be placed in some specified self-other context. . 27 . Sarbin defines role as ". . .a patterned sequence of learned actions or deeds performed by a person in an 5Florian Znaniecki, The Social Role of the Man of Knowledge. Columbia University Press, New York, 1940, p. 19. 26Leonard S. Cottrell, Jr., "The Adjustment of the Individual to His Age and Sex Roles." American Sociologi— cal Review, VII (1942). P. 617. 27 Theodore R. Sarbin, op. cit., p. 225. 52 interaction situation.” In such definitions of role the actions of one actor become the stimuli for another actor, whose responses become the stimuli for the first actor and so on. These definitions do not place as much importance on expectations as some of the other definitions mentioned. In some definitions, role is treated as an individ— ual's definition of his situation with reference to his and others' social positions. Sargent28 for example, says "a person's role is a pattern or type of social behavior which seems situationally appropriate to him in terms of the demands and expectations of those in his group." Sargent29 points out that, in this sense, roles "have ingredients of culture, of personal, and of situational determination. But never is a role wholly cultural, wholly personal, or wholly situational." Parsons' definition of role is best understood against the background of the action frame of reference. 28Stansfeld Sargent, "Concepts of Role and Ego in Contemporary Psychology,” in John H. Rohrer and Muzafer Sherif (Editors), Social Psychology at the Crossroads. Harper Brothers, New York, 1951. 29Ibid., p. 359. 53 . 30 . . . As described by Parsons and Shils, action is behaVior which is oriented to the attainment of ends or goals or other anticipated states of affairs, takes place in situ- ations, is normatively regulated, and involves expendi- ture of energy or effort. . 31 . DaVis takes a different approach to role than Parsons. He refers to role as the behavior of actors oc- cupying social positions. Role defined in this way does not refer to normative patterns for what actors should do, but to what actors actually do as position occupants. . 32 . DaVis defines role as follows: How an individual actually performs in a given position, as distinct from how he is supposed to perform, we call his role. The role, then, is the manner in which a person actually carries out the requirements of his position. It is the dynamic aspect of status or office and as such is always influenced by factors other than the stipulations of the position itself. 3 . 34 . . . Parsons 3 and DaVis as sOCiologists, start With the interaction situation. Interaction implies behavior 3OTalcott Parsons and Edward Shils, o . cit., p.53. lKingsley Davis, Human Society. The Macmillan Co., New York, 1948-1949, p. 90. 3 2Ibid., p. 90. 33Talcott Parsons and Edward Shils, op. cip.,pp. 4Kingsley Davis, op. cit., p. 90. 54 s i and requires a concept to represent how individuals do behave in addition to how they should behave as incum- bents of a position. Parsons and Davis both have this concept. Davis defined a role as the actual behavior of an incumbent of a position while Parsons uses the term performances. N'ewcomb35 also makes use of a concept to represent actual behavior of position incumbents. He distinguishes between role behavior or the actual behavior of position incumbents, and role, the ways of behaving expected of position incumbents. Gross36 points out that some of the differences in role definition stem from the fact that different authors place their role concept in different frames of reference. He states that Linton is concerned with positions in a total society. Cottrell's concepts describe a subsocial system comprised of an ego and alter in actual interaction. Sargent's frame of reference is restricted to that of an individual's perception of a single interaction situation. 35Theodore Newcomb, op. cit., p. 617. 36Neal Gross, op. cit., p. 16. 55 Gross37 explains that a number of possibilities present themselves to account for the differences in role definition. One of the most obvious explanations he cites is that the different definitions are influenced by the different disciplines of the definers and the special problems in which they are interested. Linton38 as an anthropologist stresses culture patterns and Sargent3 as a psychologist emphasizes individual perceptions. Parsons4O develops his conception of role to fit into a theoretical model for social system as a part of a general theory of action while other sociologists emphasize group processes. Another reason for some of the differences in def- inition may lie in the fact that almost all of the authors, who attempt to define and use role, draw from the work of Linton. Some of them start from his conception in Tp§_ Study of Man, while others start from Linton's The Cultural 37Neal Gross, op. cit., p. 16. 38Ralph Linton, The Study of Man. 39 Stansfeld Sargent, op. cit. 0 Talcott Parsons, The Social System. The Free Press, Glencoe, 1951, pp. 5-37. Background of Personality. Some of the differences in Linton's own conceptions in these two volumes continue to be perpetuated among different authors. 41 Neal Gross concludes: Although their formulations have some fundamental differences, most of the authors whose definitions have been presented are concerned with the same phenomena. Three basic ideas which appear in most of the conceptualizations considered if not in the definitions of role themselves, are that individ- uals: (l) in social locations, (2) behave (3) with reference to expectations. Most authors have agreed that people do not behave in a random manner, their behavior is influenced to some extent by their own expectations and those of others in the group or society in which they are participants. Some authors have included this idea in the concept of status or position, others in role, but nearly all include it 4 . somewhere. For example, Newcomb 2 defines role as "the ways of behaving which are expected of any individual who . . . . 4 occupies a certain pOSition. .J'Sargent 3 speaks of "the demands and expectations of those in the group." 41Neal Gross, op. cit., p. 17. 42Theodore Newcomb, op. cit., p. 280. 4 3Stansfeld Sargent, op. cit., p. 360. 56 57 44 . . . Gross described the importance of expectations in role when he said: Regardless of their derivation, expectations are presumed by most role theorists to be an essential ingredient in any formula for predicting social behavior. Human conduct is in part a function of expectations. Whether a person is identified as a male or female, as a policeman or a teacher, a salesclerk or a janitor, a member of one social system or another, makes a difference in the expectations others hold for him or that he holds for himself. As we analyze the expectations that are perceived for the professional role of the teacher of vocational agriculture, we will operate in the frame of reference that has been established here. This frame of reference is. . .that the expectations of others are important to the behavior of teachers of agriculture and that the amount of agreement or lack of agreement in these perceived expectations is important to his professional activities as a teacher. Related Studies In a study of this nature it is essential to review the literature and examine the research that may have 44Neal Gross, op. cit., p. 18. 58 bearing upon the problem under investigation. For this particular study it was considered desirable to examine the following types of literature: 1. Studies dealing with the problems of conflict and consensus in teacher roles 2. Related studies on the allocation of time and emphasis in the professional role of the teacher 3. Studies revealing the viewpoints of school administrators and Significant others in their expectations of the teacher's role 4. Studies indicating change in the teacher's role 5. Research that is related in both content and design Conflict and Consensus in Teacher Roles. Neal Gross45 and his associates have probably done more research in role analysis than any other researcher or group of researchers in recent times. In their work they have recognized role consensus as a variable in the study of roles. Many social anthropologists and social scientists have made the assump- tion that consensus exists on the expectations applied to 5 Neal Gross, Ward S. Mason, and Alexander W. McEachern, Explorations in Role Analysis. John Wiley and Sons, Inc., New York, 1958, p. 21. 59 incumbents of particular positions. Gross, as well as many other researchers, has demonstrated that such an assumption is questionable. Nix46 in his study of the roles of vocational agri— culture teachers, incorporated the definitions of Gross, Bates and Parsons in his treatment of role consensus and role conflict. He required that for role conflict to exist it must be perceived by the actor in a role. Accord- ing to Nix, role conflict may arise from what the actor perceives as "legitimate" expectations (perceived obliga- tions) or from "illegitimate" expectations (perceived pressures). Role conflict is considered as arising from incompatible expectations resulting from an actor's occu— pancy of "single" as well as "multiple" roles or positions (intra-role and inter-role conflicts). Nix refers to a lack of role conflict as role inte- gration. According to Nix this is a situation in which the incumbent of a focal role or position perceives that his "significant others” hold the same or highly similar expectations of him, and that these expectations are com- patible with each other. 46 . . Harold L. Nix, op. c1t., pp. 137—256. 60 4 . . . . . . Nix 7 defines role conflict as a condition in which the occupant of a focal role or roles (position or posi- tions) perceives that he is confronted with incompatible expectations (strains and inconsistencies within the socio— cultural structure). 48 . . Bates describes role conflict as follows: Whatever the type of role conflict, it arises out of the patterned expectations “or norms" which form the contents of roles. As a conception it excludes conflicts arising from personality differences between actors, conflict due to imperfect or faulty learning of norms which compromise roles, and con- flict which is situationally induced amounting to a maladjustment between the contents of a role and the situation in which it is functioning as a behavior expectation. 49 . Guba and Getzels studied the structure of roles and role conflict in the teaching situation and drew the following conclusions at the end of their study: 4 . 7Ibid., p. 82. 48 . H . . Frederich L. Bates, POSition, Role and Status: A Reformulation of Concepts," Social Forces, XXXIV, May, 1956, p. 314. 49 J. W. Getzels, and E. G. Guba, "The Structure of Roles and Role Conflict in the Teaching Situation," Journal_of Educational Sociology, Vol. 29, 1955, p. 40. 61 The teacher is defined both by core expectations common to the teaching situation in general and by Significantly varying expectations that are a function of local school and community conditions. Many of the expectations attached to the teacher's role are inconsistent with the expectations attached to the other roles the teacher typically occupies. That is, the teaching situation is in 'many critical elements characterized by role conflict. The nature of the role conflicts is systemati- cally related to certain differences among schools and among communities. The existence of role conflicts may be taken as evidence that the teacher role is imperfectly integrated with other roles. The consequence of role conflict may be frustration for the individ- ual teacher and ineffectiveness for the educa- tional institution. There are differential reactions among teachers in the extent of their liability to (or being 62 troubled by) role conflict in the teaching situation. These differential reactions are systematically and meaningfully related to cer— tain personal characteristics of the teachers. . 50 . . . . Bidwell in a study of the administrative role and teacher satisfaction made the following hypothesis and proved it acceptable: “The level of teaching satisfaction is dependent upon convergence or divergence of expectations and perceptions of their fulfillment and is independent of the nature of the expectations." . 51 . Terrien after an extenSive study of the occupa- tional roles of teachers concluded: Clearly there is no single course of action that will alter the occupational role of teachers, but it is evident from the shortage of people to fill teaching jobs that it is not an attractive role. The general impression which arises from the replies to the extensive survey here reported in part is that teachers conceive of themselves as loyal, non-aggressive, somewhat martyred public 50Charles E. Bidwell, "The Administrative Role and Satisfaction in Teaching," unpublished study carried out under the auspices of the Midwest Administration Center, Cooperative Program in Educational Administration, University of Chicago, Chicago, Illinois, 1955, p. 45. 51Frederich W. Terrien, "The Occupational Roles of Teachers," Journal of Educational Sociology, Vol. 29, 1955, p. 20. servants. They appear to differ from the average American in that they lack a really positive con- ception of self. Their future, they believe, depends upon the public conscience, and on their own actions. This is hardly in keeping with either their needs as individuals, or the needs of society. Conflicts and Tensions. Lewin52 pointed to the problem of expectations when he stated the following: Society is characterized in part by sets of expec- tations, which its members come to incorporate in their personalities. In fact when an individual acts in accordance with or in opposition to, the expectations of some other person or social group, his behavior is social. As long as an individual's expectations are realized, life goes along smoothly, and he feels more or less secure. But when expec- tations begin to be thwarted in considerable num- bers over a considerable period of time individuals become uncertain. Their morale may drop if the uncertainty continues, and this will lead to decrease of productive efforts. In addition, per- sonal conflicts will increase, and social tensions of all sorts will be brought to the surface of community life. . 53 . Images and Stereotypes. Willard Waller describes the problem of images and stereotypes concerning the teaching profession when he states: 52Kurt Lewin, Resolving Social Conflicts. Harper and Bros., 1948, p. 110. 53 Willard Waller, The Sociology of Teaching. John Wiley and Sons, Inc., New York, 1932, p. 415. -!\ a . l s t: ‘. 64 Those who follow certain occupations play out the roles which go with it rather consistently. Other persons come to think of these roles as character- izing the occupation, and when they think of one they think of the other. Experiences of persons playing those roles leaves residue in the form of imagined constructs relating to the appearance or behavior of persons falling within certain occupa— tional categories. These imagined constructs are stereotypes. When a stereotype has been organized out of the community experiences of persons belong- ing to certain occupational groups and consistently playing out certain roles that go with it, the mem- bers of the community tend to organize all experi- ence of the persons in such an occupation in terms of the existent stereotype; they have a low per- ceptual threshold for behavior conforming to the stereotype. . .When a stereotype has once become current, it may be passed from one individual to another by social contagion, and it tends to dis- tort the first naive experience of new members with persons belonging to the group included in the stereotype. . 54 . . HaVighurst pOints to the contradictory roles of teachers in the following statement: Many of the teacher's difficulties in achieving peace of mind are due to the diverse and often contradictory roles that a teacher is expected to play. . . . The person in authority versus the friend and counselor. The participant in community affairs versus the stranger. . . . The socio- logical stranger versus the lonely human who needs 54 , . R. J. HaVighurst, "Peace of Mind for the Teacher," National Educational Association Journal, Nevember, 1953, 42:492-3. 65 to feel at home in the community. The symbol of local mores versus the culturally cosmopolitan person. . .the neutral, colorless public servant versus the person of ideas, the seeker for truth . . .the person on the move versus the person who desires to commit herself to the local community. The studies cited in the preceding pages reveal that the teacher's role carries with it a great deal of con- flict. Many of the problems, characteristic to this pro- fession, are brought about by conflicting expectations and confusion in the definition of roles existing in this profession. Related Studies on the Allocation of Time and Emphasis in the Professional Role of the Teacher. In any investigation of teacher roles the day-to-day activities of teachers are significant. A number of studies have been completed in the past few years, which attempt to investigate what teachers do and how they allocate their time in doing it. When we consider the expectations held for the teachers and the impact that these expectations have on their actions, such studies may carry some real meaning. ‘ u ‘v'! ‘ul . "AA-kt a. 'v“ ‘ucec iv-gl '~VA.1 l ‘I~.. any v. 'H-v. ‘5 ‘Q. on. .u. H . ‘n. 'v..‘. ....c '§-‘ Hr. ' 66 Bruning55 in South Dakota, Simmons56 in Nebraska and Tolbert57 in Georgia all revealed that teachers of vocational agriculture devote large amounts of time to activities outside of the classroom. Each of these stud— ies, conducted in separate states indicated that teachers spend large amounts of time in activities such as on-farm instruction, FFA, adult and young farmer programs, and community work which takes them away from the school. Their investigations indicate that actual time spent in the school is a poor evaluative criterion for evaluating effec- tive use of time. Each of these studies suggests the 55Arthur Leroy Bruning, "The Utilization of Time by Instructors of Vocational Agriculture in South Dakota," unpublished Master's thesis, South Dakota State College, Brookings, 1959, pp.80-87. 56 . . Carl W. Simmons, "School Non-Agricultural and Community Activities of Vocational Agriculture Instructors in Nebraska," unpublished Master's thesis, University of Nebraska, Lincoln, Nebraska, 1954. Summaries of Studies in Agricultural Education, Supplement No. 9, Vocational Divi- sion Bulletin No. 263, U.S. Office of Education, Washington. 1956, p. 70. 57 . Ralph Harmon Tolbert, "The Use of ProfesSional Time by Teachers of Vocational Agriculture in Georgia," unpublished Doctor's thesis, Ohio State University, Columbus, 1954, pp. 150-151. u; v- -~v Ill 67 importance of evaluating the use of teacher—time and allocating it so as to allow for priority activities. .58 59 , . . Mostowski and Loreen in studies conducted in Maryland and Washington, respectively, found that teachers spend excessive hours in their professional activities. Their studies both indicate that a lack of time and exces- sive extra duties were significant problems in the effective operation of vocational agriculture departments. Teachers of vocational agriculture were devoting 55 to 60 hours per week to their professional activities as teachers. . 60 . . Spain in a North Carolina study found that teachers were spending nearly 60 hours per week on the job. 58John J. Mostowski, "Problems of Vocational Agri- culture Departments in Maryland," Special Problem, Univer- sity of Maryland, College Park, Maryland, 1955. Summaries of Studies in Agricultural Education, Supplement No. 10, Vocational Division Bulletin 265, Government Printing Office, Washington, 1956, p. 63. 5903car C. Loreen, "Time Devoted to Professional Duties by Teachers of Vocational Agriculture in the State of Washington," non-thesis study, State College of Wash- ington, Pullman, Washington, 1955. Summaries of Studies in Agpicultural Education, Supplement No. 11, Vocational Divi— sion Bulletin 272, Government Printing Office, Washington, 1958, p. 47. 60Franklin Holloway Spain, Jr., "Emphasis Needed in Programs of Vocational Agriculture," unpublished Doctor's thesis, University of Florida, Gainesville, Florida, 1954, Summagies of Studies in Agricultural Education, Supplement No. 10, Vocational Division Bulletin 265, Government Print- ing Office, Washington, 1957, p. 78. _"\ .FA u..\. “no 61.. ‘e “e ‘I It) [(1) f (I III I 68 On the basis of his findings he recommended that this time should be reduced to 40 hours per week and further recom— mended a redetermination of emphasis. The time recommended for different groups being served was: 61.0 per cent for all-day students, 22.6 per cent for young farmers, and 16.4 per cent for adult farmers. Hendricks61 study in Oregon supports the findings of the preceding studies. Oregon teachers were found to be putting in 500 hours of "overtime" annually. His study revealed that in spite of the long working hours reported, most programs were designed to meet the needs of all-day high school students and that very little emphasis, in terms of time, was being place on supervised farming, young farmer or adult farmer activities. According to the studies of Dougan62 in Ohio and 6 . . . . Mumphrey 3 in LouiSiana,the proper allocation of teacher 61Roland Anthony Hendricks, I'Program Emphasis as Determined by Time Utilization of Oregon Vocational Agri— culture Instructors," unpublished Master's thesis, Oregon State College, Corvallis, Oregon, 1958. Summaries of Studies;;p_Agricultural Education, Supplement No. 12, Voca— tional Division Bulletin 275, Government Printing Office, Washington, 1959, p. 23. (Micro-Film) 62 . . . J. D. Dougan, "How Can I Find the Time?" Agri; cultural:Education Magazine, Interstate Publishing Co., Danville, Illinois, Vol. 31, Nov. 1958, p. 111. 3 . . Anthony M. Mumphrey, "A Study of Teaching ActiVi- ties of Teachers of Vocational Agriculture in Louisiana O owl - ubm“ O-Iv v.“ ‘ n~V «a. a . .3 _(_11 (I) 134 (1] 69 time is a significant problem. Both researchers found a need for better planning and organization so that teacher time might be properly allocated to all phases of complete programs in vocational agriculture. Hill's64 study of sixty-five teachers of vocational agriculture in west Virginia revealed some significant data on the allocation of professional time by teachers. Most of the west Virginia teachers worked more than forty- four hours per week. Teachers working the greatest num— ber of hours per week did not conduct better programs. Those spending the larger number of hours of professional time per week conducted fewer young farmer and adult farmer classes. Those teachers spending the larger number of hours per week used the least number of hours to prepare to teach all-day classes, to carry on professional study, and to supervise students in their farming programs. High Schools," unpublished Doctor's thesis, Louisiana State University and Agricultural and Mechanical College, Baton Rouge, Louisiana, 1956. Summaries of Studies in Agricuitural Education, Supplement No. 10, Vocational Division Bulletin 265, Government Printing Office, Wash- ington, 1957, p. 64. 64 . . . . . . C. W. Hill, "Time Used for ProfeSSional ActiVities by Teachers of Vocational Agriculture in west Virginia," unpublished Doctor's thesis, Cornell University, Ithaca, New Yerk, 1949, pp. 327-355. 70 Teachers with the largest all—day enrollment used more total hours per week than the teachers with the smallest all~day enrollment. Teachers with the most teaching experience used more total hours for professional activities than the teachers with less teaching experience. The teachers studied used 18.4 hours per week or 34.7 per cent of their total professional hours for teach- ing all-day vocational agriculture classes. They used a median of 2.9 hours per week or 3.5 per cent of their total professional hours for preparation; 2.1 hours per week or 4.3 per cent of their professional time was used for supervising student farming programs. The West Virginia teachers used a median of 1.2 or 2.9 per cent of their time for FFA activities during school hours. FFA activities out-of-school accounted for 5.4 per cent of the teachers' time during the school year and 12.8 per cent of their time during the summer. In this particular sample an almost insignificant amount of time was allocated to young farmer and adult farmer classes. Other professional activities accounting for small amounts of time were: (1) teaching non-vocational classes, (2) supervising study halls, (3) directing 71 home-room activities, (4) keeping the facilities in oper- ating condition, (5) office work, (6) attending meetings, (7) community activities, and (8) professional study. Guiler's65 study of 300 teachers in Ohio during the summer of 1958 illustrated the allocation of professional time by teachers during the summer months. The average expenditure of time by teachers amounted to 52.5 hours per week for professional responsibilities. The percentage of total time distribution was: In—service education 18; FFA l7; vacation 15.6; high school on—farm instruction 12; fairs 9; physical facilities 8; preparation for teaching 5; office routine 4; adult farmers program 3; community and public relations 3; individual off-farm conferences 2; young farmers 1.5; program planning 1.5; and miscellaneous 1.5 per cent. The 60 more competent teachers devoted one— half day more each month to their activities than did their fellow teachers and spent more time in the areas of in- service education, high school on-farm instruction, adult farmer program and young farmer work. 65Gilbert Guiler, "The Use of Professional Time During the Summer Months by Teachers of Vocational Agri- culture in Ohio,” unpublished Doctor's thesis, Ohio State University, Columbus, 1959. Summaries of Studies in Agri- cultugal Education, Supplement No. 13, Vocational Division Bulletin 282, Government Printing Office, Washington,l960, p.42. School administrators of these Ohio departments believed that teachers were making "above average" use of their time with high school on-farm instruction, FFA activ- ities, off-farm conferences, and reporting to school administrators. They considered teacher use of time as "below average" in the areas of young and adult farmer activities, community activities and public relations, physical facilities and office routine. Teachers and teacher training staff believed that less time should be spent at meetings and conferences, FFA activities, fairs and physical facilities and more time spent on high school on-farm instruction, teaching preparation, adult and young farmer programs, and program planning. In 1959 a study was made of the summer activities of vocational agriculture programs in Michigan.66 This study involved a random sampling of 233 schools having vocational agriculture in Michigan. Usable data were secured from 25 cooperating schools. 66 . . . . . Summer ActiVities of Vocational Agriculture Programg in Michigan, Publication 505, The Department of Public Instruction, Lansing, Michigan, 1960, pp. 1-15. 72 73 The study revealed that on the average a teacher spends 43 hours per week on the job in the summer with over 8 hours per day and at least a half day on occasional Saturdays and Sundays. He is on the job all summer except for a two-week vacation which he may take a day or two or a week at a time depending upon freedom to leave his work and the personal desires of the teacher and his family. The study revealed that on-farm instruction takes 28.4 per cent of the total time. Other instruction takes 28.6 per cent for a total of 57 per cent of the summer devoted to instruction. Teachers, teacher trainers and supervisors agreed that on—farm instruction was the most important activity and that even more time should be spent on it. Visits to high school students accounted for approximately 20 per cent of the teacher's time. This activity required the largest amount of time of all the activities studied. Activities connected with the FFA program were second in terms of the amount of time used by teachers. An average mean of 5.3 hours per week was spent on these activities. Activities in which teachers devote a minimum of two hours per week include:r 1. Attendance at conferences 2. Office work 74 3. Participation in community activities 4. Room preparation 5. Development of surveys, course outlines instructional aids 6. Attendance at summer school 7. Special instructional activities such as milk testing, soil testing and work on school farms ’ . or land laboratories 8. Visits to adult farmers . 9. Others Activities accounting for less than two hours of time during the week include: 1. Participation in field days, tours, etc. 2. Attendance at meetings . 3. Visits to young farmers 4. Visits to pre-high school students , 5. Participation in various teacher activities 6. werking with advisory councils 67 Essman surveyed 115 Nebraska teachers to determine the various school activities that they carried out in the 6 7Rolland L. Essman, "Study of the Summer Activities of Nebraska Teachers of Vocational Agriculture," unpublished Master's thesis, University of Nebraska, Lincoln, Nebraska, summer months and the importance that they attached to these activities. He found that the greatest proportion of the agriculture teacher's time was devoted to self- improvement. Supervised farming programs ranked next in the use of teacher time. Teachers devoted a large share of the summer to developing the next year's teaching program. Except for the FFA, teachers felt more time_ should be "devoted to:" working with people in the com- munity; general community work, and work with new students; young farmers and adult farmers. The preceding studies on the allocation of teacher time have some common findings that are descriptive of the teacher's professional role. In general, they reveal that the teacher of agriculture works more than a 40 hour work— week. Teachers spend much greater portions of their time planning and carrying out instruction with all-day students than they do with young farmer and adult farmer programs. The amount of time spent on the job was found to have no relationship with the completeness or quality of program in vocational agriculture. 1956. Summaries of Studies in Agricultural Education, Supplement No. 11, Vocational Division Bulletin 272, Government Printing Office, Washington, 1958, p. 24. 75 Studies Revealing the Viewpoints of School Administrators and Significant Others. In this study we are concerned with the expectations that school administrators and sig— nificant others hold for the professional role of the teacher of vocational agriculture and consequently we must be concerned with their general perceptions of vocational agriculture. we have previously cited Guiler's68 work in Ohio, and his findings concerning the administrator viewpoints on summer activities of teachers of vocational agriculture. Other studies have attempted to identify the viewpoints and opinions of school administrators. Bentley and W'oerdehoff,69 as a phase of the "Purdue University Studies in Education" studied the viewpoints of Indiana school administrators regarding vocational educa- tion. Their study involved the viewpoints of 712 Indiana school administrators in three vocational areas, vocational 68Gilbert Guiler, o . cit., p. 42. 69Ralph R. Bentley, and Frank J. Woerdehoff, "The VieWpoints of Indiana School Administrators Regarding Vocational Education," Purdue Universitnytudies in Educa- tion, No. 4, Purdue University, Lafayette, Indiana, 1958, pp. 8-60. 76 agriculture, vocational home economics and vocational trade and industrial education. Ninety—one per cent of the administrators believed that vocational education is an important responsibility of secondary education. Eighty- two per cent indicated that vocational agriculture should be maintained regardless of financial support with federal funds. The Indiana administrators were seriously concerned about state and federal policies regarding the amount of time which must be allotted to instruction in vocational classes. The majority viewpoint seemed to indicate that administrators prefer that this be a matter of local deter- mination. The data suggest that school administrators would endorse a state course of study for vocational agri— culture. A large majority, ninety-two per cent, believed that vocational agriculture should be an elective, while only 13 per cent would require it of farm boys or of all freshmen boys in rural areas. Only one—half of the Indiana school administrators believed that students of vocational agriculture should have facilities for supervised farm practice or be satis- factorily placed for farm experience before they are 77 78 permitted to enroll in vocational agriculture. Slightly more than forty per cent of the administrators would favor classes for young and adult farmers, When asked if agricultural education for adult farmers should be provided by agencies other than public schools, approximately one- fourth of the administrators indicated that they thought this desirable. When the 712 administrators compared vocational teachers with other teachers, there was very little dis- agreement with the beliefs that (l) the professional stand- ards of vocational teachers are as high as those of other teachers, and (2) vocational teachers are as well prepared for their jobs as other teachers. Furthermore, the find- ings indicated that administrators believe that (1) vocational teachers are as willing to give as much time to school and community activities as other teachers, (2) , ; they are as cooperative as other teachers in helping with extra—curricular school activities, (3) they maintain as good order in the classroom as other teachers, and (4) their ability to handle pupil guidance is equal to that of other teachers. All but nine per cent of the Indiana administrators believed that teachers of vocational agriculture should be employed during the summer months. Seventy-five per cent of the admininstrators endorsed the use of advisory com- mittees for vocational agriculture. Approximately ninety per cent of the Indiana admininstrators accepted farm shop instruction and field trips as essential parts of good instruction in vocational agriculture. Sixty-nine per cent of the administrators believed that a FFA chapter should be organized in each school that maintains a depart- ment of vocational agriculture. A small majority, fifty- two per cent, of the administrators stated that they did not believe or were undecided about the justification of teachers of vocational agriculture and/or their students being absent from school to participate in FFA or other agricultural activities. Hardway,7O in west Virginia and Clary71 in Nerth Carolina conducted studies to obtain the vieWpoints of 70wendell G. Hardway, "Principals' Evaluation of Local Programs of Vocational Agriculture in west Virginia," unpublished Doctor's thesis, Ohio State University, Colum- bus, Ohio, 1959. Summaries of Studies in Agricultural Education, Supplement No. 13, Vocational Division Bulletin 283, Government Printing Office, Washington, 1960, p.44. 71 Joseph R. Clary, "Attitudes of Public School Personnel Toward Adult Education in Agriculture in North Carolina," unpublished Master's thesis, North Carolina State College, Raleigh, Nerth Carolina, 1960. Summaries of 79 80 school administrators toward vocational agriculture. Both researchers found that administrators considered vocational agriculture an important part of the public school curri- culum. Administrators believed that on—farm instruction is a valuable phase of the program but, in general, admin- istrators did not attach as much importance to the adult and young farmer program as they attached to the day-school program. Miller's72 study in Maryland also revealed that school administrators favored a complete program of voca- tional agriculture including young farmer and adult farmer program. The Maryland administrators felt that FFA activi- ties should be continually evaluated and that teachers should keep their administrators better informed about their programs in vocational agriculture. Studiegyin Agricultural Education, Supplement No. 14, Vocational Division Bulletin 291, Government Printing Of— fice, Washington, 1961, p. 23. 72John E. Miller, "Opinions of School Administra- tors Concerning the Vocational Agriculture Programs in High Schools of the Eastern Shore of Maryland," unpub- lished Master's thesis, University of Maryland, College Park, Maryland, 1960. Summaries of Studies in Agricultural Education, Supplement No. 12, Vocational Division Bulletin 291, Government Printing Office, Washington, 1961, p. 34. . . .....'— -_ Schaal's73 study in South Dakota included the attitudes of 100 school board members from 79 South Dakota high schools. His study revealed that school board members are definitely interested in the vocational agriculture program. Ninety—six per cent of the board members in the South Dakota schools believed that vocational agriculture should be included in the curricula of their schools. Ninety-three per cent believed that they had worthwhile vocational agriculture programs in their schools. A large percentage of the board members were not well informed about their local programs of vocational agriculture. Ninety-six board members indicated an interest in knowing more about the program. Two-thirds of the board members indicated adult farmer programs could be beneficial to the community. The Agan74 study done in Kansas involved a random sampling of administrators of public schools in Kansas 73Gerhardt A. Schaal, ”A Survey of School Board Members' Attitudes Toward Vocational Agriculture and Their Knowledge Concerning Vocational Agriculture Programs in Their Schools," unpublished Master's thesis, South Dakota State College, Brookings, South Dakota, 1958. Summaries of Studies in Agricultural Education, Supplement No. 12, Vocational Division Bulletin 275, Government Printing Of- fice, Washington, 1959, p. 39. 74R. J. Agan, "Opinion of Administrators Who Over- see Successful Departments of Vocational Agriculture in 81 82 mflaere programs of vocational education were felt to be .sxiccessful by the staff of supervisors for the Kansas £Stzate Board for Vocational Education. These supervisors luaid.visited these departments regularly over a period of years and subjectively selected a list of schools in vvliich the programs of vocational education were, in their estimation, quite successful. An interview check list 15c>rm was designed to determine whether certain activities vveere conducted in the programs of vocational education VVIIich might contribute toward the success of the program. lkJ.so sought was the opinion of the administrator toward tlfie desirability of these same activities in the school sIxistem. Thirty-three departments of vocational agriculture wGare included in the sampling of vocational departments. c=7'Eenera1 information was collected about the departments C>1E vocational agriculture and schools of which they were 51 part in order to reveal common characteristics of the S tudy sample . KEinsas," non thesis study, Kansas State university, Manhattan, Kansas, 1960, pp. 4-9. 83 The administrators reacted to a number of princi- ples concerning the vocational agriculture program. Some of the significant findings were as follows: 1. Almost all administrators believed that voca- tional agriculture should be an elective course. Nearly all administrators believed that students with farming programs should be enrolled in agriculture classes. All administrators operated their schools on the principle that it is sometimes essential for the teacher of vocational agriculture and his students to be away from school. All but one of the administrators felt that farm mechanics should make up forty per cent of the instruction in vocational agriculture. All administrators felt that FFA was a part of the vocational agriculture program. All administrators felt that at least three visits per year to each student's home should be made by the teacher of agriculture. All but one administrator felt that teachers should be employed on a twelve-month basis. 84 8. Most of the administrators favored a total vocational agriculture program including day school, young farmer and adult farmer classes. 9. All administrators felt that the agriculture teacher should be as professional and coopera- tive as other teachers in helping with extra— curricular activities and community activities, in ethical relationships with the school board L and school administrators, and in promoting the activities of professional teacher organi- zations. 10. A large majority of the administrators felt that an advisory committee should be appointed to work with the teacher of vocational agriculture and his administrator. Hedges,75 in a study completed in Ohio, interviewed ' the parents of vocational agriculture students to determine 75 . . . Lowell E. Hedges, "Criteria Used by Parents in Appraising Programs of Vocational Agriculture," unpublished Master's thesis, Ohio State University, Columbus, Ohio, 1959. Summaries of Studies in Agricultural Education, Sup- plement No. 12, Vocational Division Bulletin 291, Government Printing Office, Washington, 1961, p. 23. 85 the criteria used by parents in evaluating local programs of vocational agriculture. The criteria were used in developing a questionnaire which was mailed to the parents , of junior and senior students in 30 selected schools in Ohio. Parents were asked to evaluate the 144 criteria in the questionnaire as to their relative importance in deter- mining the success of a program of vocational agriculture. Parents rated the areas of classroom teaching, physical facilities, and program planning most important in deter- mining the success of a program. They rated the areas of adult education, the teacher's relationship with the school and community and farming programs as least important. Areas considered as being of average importance were FFA program, the teaching of farm mechanics, and public relations. Parents assigned most importance to items such as the performance of the teacher in the classroom, person- ality of the teacher, availability and use of teaching aids and shop equipment, project work of the student, and oppor- tunities for student development of skills and abilities in leadership, citizenship and cooperation. 86 . 76 Horne, Kirkland, Nylund and others conducted a study in the Southern Region to determine what consti- tutes an effective program of vocational agriculture in a community. Data were secured by interviewing 218 in-school students, 195 young farmers, 202 adult farmers, 224 teach— ers of vocational agriculture, 203 high school principals and 202 school superintendents. Over 70 per cent of the respondents stated that enrollment in vocational agriculture should include all three groups of students: in-school, out-of-school youth, and adults. Over 79 per cent of the interviewees were of tllee opinion that students enrolled must be interested in aEJJCmiculture, will carry out satisfactory farming programs, and have a reasonable chance of becoming establised in fEarrning. Nearly four-fifths of the individuals interviewed be:Lieved that teaching should be done by using the real farm problems of the students. Over 80 per cent indicated that a specific plan involving the use of all available \ 0t 76T. J. Horne, J. B. Kirkland, F. A. Nylund and A her's. What Constitutes an Effective Program of Vocational §9r\iculture in a Community, Research Committee of the Viuthern Region, Virginia Polytechnic Institute, Blacksburg, Qaiginia, 1956. Summaries of Studies in Agricultural Edu— N, Supplement No. 11, Vocational Division Bulletin 272, vernment Printing Office, Washington, 1958, p. 37. 11.41. . . .. «i... 87 c>Lit1ets to inform the public about the local program of xrc>cational agriculture should be included in the yearly Ebzrogram of work. Over 78 per cent of the interviewees kneelieved that the teacher, students, and all who parti- cipate in planning the program should evaluate its e ffectiveness. Wingen77 studied the attitudes of parents toward vocational agriculture in South Dakota by using question- naires with 121 parents of vocational agriculture students. He found that parents were vitally interested in voca— tional agriculture and believed that teachers of agricul— ture were doing a highly acceptable job of educating farmers of tomorrow. Thirty-three per cent of the parents We re not acquainted with the techniques used by teachers, and an additional 17 per cent were not sure. Two-thirds (>13 the parents were encouraged by the teacher to visit him personally and only one-third of them go to him with prob— lems. Only fifty—one per cent of the parents had attended \ P 77Ernest N. Wingen, "A Survey of the Attitudes of arents Toward Vocational Agriculture in South Dakota," gnpublished Master's thesis, South Dakota State College, r0takings, South Dakota, 1957. Summaries of Studies in §Q£ultural Education, Supplement No. 11, Vocational lvision Bulletin 272, Government Printing Office, Wash- ington, 1958, p. 83. gyroup meetings of parents called by the instructor. jbhearly 100 per cent of the parents desired to have their boys active in FFA. Summer trips were favored by 85 per cent of the parents. Forty-one per cent desired more teacher help for 'tiheir sons in supervised farming. Parents generally felt ‘tihat classroom and shop instruction is handled adequately, .Eind encouraged full use of the shop facilities for their sons. The preceding studies of administrator viewpoints Eiridattitudes toward vocational agriculture reveal the i5c>1lowing common results: 1. Administrators view the program of vocational agriculture as important to the public school curriculum. In general, administrators favor complete programs of vocational agriculture including young farmer and adult farmer education. In general, administrators believe that all-day classes should have priority, in time, over adult and young farmer programs. 88 4. Administrators favor a continual evaluation of the use of teacher and student time. 5. Administrators would like to be better informed about the programs of vocational agriculture in their schools. ESitudies Indicating Change in the Teachers' Roles. As Eiggriculture changes and educational needs of people in 1:11e industry continue to change, the role of the teacher of agriculture can logically be expected to change. Few EBirudies have pointed to the changes that may be taking .IDJLaace in the role of the agricultural teacher. Hamlin78 studied the public school education in Ei<.3’:riculture in Illinois with the purposes of reviewing the I>Eaest, considering the present, and planning for the future. [Delta on the educational program were gathered from all Ei\7ailable sources, including the state offices, the census, Eirud the reports of special studies. A committee of 35, \ 78 . n . . . _ H. M. Hamlin, Re-planning Agricultural Education 1J3 Illinois Schools," Committee report, University of Il~linois, Urbana, Illinois, 1958. Summaries of Studies in 'Egaégicultural Education, Supplement No. 13, Vocational Divi- slon Bulletin 282, Government Printing, Washington, p. 44. 89 90 including agricultural educators, administrators, farmers and others weighed the evidence and arrived at recommenda- tions. The committee recommended more adequate counsel- ing of high school students with agricultural interests, more attention to the pre-college preparation of high school students who will attend college, special training beyond high school for agricultural occupations other than farming, and the study of new ways of financing public school education in agriculture. Deyoe79 studied vocational agriculture programs in Illinois to determine some of the adjustments being made to changes in agriculture. He secured his data through interviews with teachers in 30 selected departments of vocational agriculture in Illinois. The instruction prov- . ided for all groups was quite inclusive in most areas of agriculture. Items in livestock omitted by more than 25 per cent of the teachers were some of the developments in selecting and improving livestock, feeding and maintaining livestock health. Items on the broad aspects of marketing 9George P. Deyoe, "Adjusting Local Programs of Vocational Education in Agriculture to Changes in Agricul- ture," non thesis study, University of Illinois, Urbana, Illinois, 1959, pp. 52-53. were omitted most frequently in instruction for all groups. In agricultural mechanics instruction for out- of-school groups, the maintenance of farm machinery, tractors, and electrical equipment was frequently omitted. In making adjustments in local programs, teachers engaged most commonly in conducting certain kinds of local surveys and using data and information available from various sources. Teachers in most departments had made some changes in methods of teaching, programs for out-of— school groups, facilities for teaching, and FFA activi- ties. Most commonly mentioned as sources of help in determining adjustments were local advisory groups, self- improvement activities, Vocational Agriculture Service of the University of Illinois, commercial organizations, local farmers, and Division of Agricultural Education of the University of Illinois. Considerable concern was expressed by many teachers about keeping pace with new developments and farm mechanics was mentioned most fre- quently in this connection. A recent publication of the U. S. Office of Educa- . 80 . . . . tion pOints to many implications for change in vocational 0 . . . 8 United States Office of Education,Vocational Education in the Next Decade-Proposals for Discussion. 91 92 education in the United States. This publication projects agricultural education needs into the future. It points to a future training need in the rural service occupations caused by increased numbers of people residing in rural areas. According to this publication, it is expected that there will be a decline of about 5-10 per cent in enroll- ments in vocational agriculture. Because of the shift in rural and urban populations and tremendous changes in occupational opportunities, there is a definite need for competent guidance service. The mobility of our population makes it essential that students be given assistance in finding placement in other Sec tions of the state or even in a different state. Due to changes that are being brought about on * farms today because of science and technology, it is becom- ing increasingly important for salaried farm workers to be : aciecl‘uately trained. The farm operator can no longer afford 1: 0 permit an untrained employee operate a $5,000 machine. I - t ls expected therefore that in the years ahead vocational \ U- Of S- Department of Health, Education and Welfare, U. S. :E—‘Lce of Education, Washington D.C., 1961, pp. 34-40. r34 93 agriculture must accept much responsibility for providing through day-school, young-farmer and adult—farmer classes instruction for farm workers. Even though the number of ;persons employed on the farm has been declining, it is (expected that there will be about 2,000,000 farm workers by 1970. Farm replacement opportunities are such that there :is a need to increase the present enrollment in vocational éagriculture in order to assure that they may be filled by ‘txrained personnel. There are 4,540,000 farms that annually erequire more than 100,000 replacement operators. This number is determined by using 40 years as the tenure of a :fiarm operator or manager. The tenure of a farmer is based ITIainly upon normal attrition due to death, disability re- ssfiulting from accident and disease, change of vocations, JCNetirement as a result of age and impact of social secur- .i.ty. The washington study points out that when additional ‘\rocational agriculture departments which are needed are Eidded and programs are provided for farm boys in high school, §zoung and adult farmers, it is estimated that the total Ganrollment in vocational agriculture classes will be 1.,250,000. An increase in enrollment of 500,000 and the 94 employment of many special teachers for young and adult farmer classes would require several years of planning and the training of thousands of additional teachers. This publication recommends: (1) Increased enrollment in high school vocational agriculture and more efficient enroll- ment by means of organization such as the area school; (2 ) An expanded program for young and adult farmer classes; (3 ) A program to provide training for the rural service oc c: upations . W Studies Related in Content and Design. Studies of tea~Qher roles are not common in the literature and those S'tI-‘ldies which concern themselves with the specific role of the teacher of vocational agriculture are extremely r . are . Most studies of teacher roles have been concerned w . . a 11:11 teachers in general and have not focused upon a SpeCl- f ’ . . . . 19 teaching area such as vocational agriculture. Studies 1'1 the literature have, most often, studied the role of t he teacher in the social structure of the school and Q QIT‘IInunity- 95 Terrien's 81 study of the occupational roles of teachers dealt with the social forces, as seen by teachers, which tended to determine their occupational role. His study involved a random sample of 10 per cent taken from approximately 1,000 teachers in the community referred to as "Port City." He found that a majority of the teachers came from the lower and middle class families and were markedly upward mobile. He identified several character- iS tics of the occupational roles of teachers such as: (l) srlrElicts is systematically related to certain differences a~“"9119 schools and among communities. (4) The existence of role conflicts may be taken as evidence that the teacher role is imperfectly integrated with other roles. The con- Se{alslence of role conflict may be frustration for the indi- vidual teacher and ineffectiveness for the educational inatitution. (5) There are differential reactions among ~teachers in the extent of their liability to (or being troubled by) role conflict in the teaching situation. These c3:igfferential reactions are systematically and meaningfully related to certain personal characteristics of the teachers. Nix's83 study involves a description and an analysis including the general value orientation and structural £3‘tzczreesses which are involved within and among the roles of 1:]:1 the public school system. Smith84 conducted a study in Michigan to identify the role expectations which teachers, public school \ 4 . . 8 Rex B. Smith, "A Comparative Study of the Expec_ t . bat-Ions Which Teachers, Administrators, School Board Mem- ers and Citizens of Three School Districts Have of the 100 administrators, school board members and citizens of three different communities have of the teacher's role in school and community, and to compare these expectancies, noting the areas of degree of conflict and agreement between teachers' expectations of themselves and others' expecta- ti ons of the teacher's role; and, further, to compare the three communities as to liberalism or restrictiveness of Viewpoint toward the teacher's role. Teachers, school administrators, school board mem- bers and citizens in three communities were interviewed, us ing a check-list involving ninety-seven acts relating mostly to the teacher's role in the community and to some EXtent in the school. Teachers were asked to indicate their Own beliefs regarding the actions. School administrators, 3c:1'1anl board members, and citizens were asked to indicate their beliefs regarding actions. Comparisons were then made with the resulting data. Differences of opinions were found among teachers, administrators, board members and citizens concerning \ Tea - - D Qher's Role in School and Community," unpublished Mietor's thesis, Michigan State University, East Lansing, thgan, 1960, pp. 3-210. lOl certain items of teacher behavior and agreement among them on other items. The order of liberality—to-restrictiveness among the groups was found to be: secondary teachers, most lib- eral; elementary teachers, next; citizens, a very close third; administrators, close to fifthfand board members most restrictive. A similar order among citizens was found to be: metropolitan suburb citizens, most liberal; town rural citizens, next; and village rural citizens, most restrictive. Thirty-seven items of conflict were found, falling into twenty general categories. Thirty-three items were identified as being approved by all groups and seventeen items as being disapproved by all groups. Hoffman85 studied the roles of special area teacher consultant to identify the expectations held for this role by elementary teachers, elementary administrators, elemen- tary consultants and special area teachers. Role expecta- tions of the respondent groups were compared and conver- gence and divergence of opinion noted. 85James David Hoffman, "A Study of the Perceptions That Administrators, Elementary Teachers, Consultants, and 102 Elementary administrators, teachers, consultants and special area teachers in seventeen communities in Mich- igan were given a questionnaire dealing with seven selec- ted consultant-special area teacher roles. These respond- ent groups were asked to indicate the degree of expecta— tion they held concerning their perception of how the special area teacher-consultant performed roles. The study hypothesized and proved that there was inconsistency in role perception of these roles with more divergence of expectations than convergence. It was found by use of the "F" test that significant differences existed in the role perception of the special area teacher by these four respondent groups on thirty-two of the sixty-two items on a questionnaire. All of the respondent groups indicated some divergence of expectation and possibilities of role con- flict were definitely established. Hoffman86 recommended that to lessen possibilities of role conflict; the school groups should begin with Special Area Teachers Have of the Elementary Special Area Teacher and Consultant Role," unpublished Doctor's thesis, Michigan State University, East Lansing, 1959, pp. 2—116. 86;p;g,, James David Hoffman, p. 5. 103 convergent areas and work toward eradicating their dif- ferences of thought concerning the divergent areas. He also suggested that pre-service and in-service training could have a favorable impact on the expectations held. He maintained that it is necessary to establish "common ground" expectations to assure smooth operation of the public school. Gross, Mason and McEachern87 studied the role of the school superintendency. Their study is probably the most detailed and complete of any of the role studies com- pleted in recent years. In their work they considered the theoretical and operational problems of role analysis. They designed empirical studies concerned with the expec— tations for and the behavior of position incumbents. The focus of their studies was the role of the school superintendent and using this role they considered many possible implications for social science research involving role analysis. Their study of the school superintendency caused them to question the postulate of role consensus. 7 8 Neal Gross, ward S. Mason, and Alexander W. McEachern, op. cit., pp. 319-327. 104 They found that for the particular role they studied con- sensus did not always exist on the role definition. They found that individual actors in a position react very differently from other actors in that same posi- tion. Some superintendents, although acutely aware of the expectations their school board members held for them, did not conform to their standards and ignored negative sanc- tions to which they might be exposed. Some did not conform to these standards because they defined their roles differ- ently from the way their superordinates did, and as moral- ists, they would conform only to legitimate expectations, regardless of the severity of the sanctions. They also found the multiple position occupancy is an important factor in behavior. Students, for example, may hold different anticipations for the behavior of a teacher who is a male or a female, who is young or old, married or unmarried. The evaluative standards applied to a person by others and the anticipations for their behavior may be in part a resultant or function of the number of positions the person is perceived as simultaneously occupying. 105 Gr03388 and his associates concluded that there is a need for role concepts in social science that can be played "across the board," that is, concepts whose util- ity is not limited to a single discipline but can be used by students in several social science disciplines. Their studies suggest that a group of role concepts might be useful in the analysis of problems at different levels such as the level of individual behavior, the level of group behavior and at the culture level. The unique thing about the work of Gross and his associates is that they took role concepts; applied and tested them on a very real and existing role; and while finding very significant information about this role were also observing the utility of certain role study procedures. Cowan89 studied the Flint Building Director's role in terms of the role expectations held by relevant groups. 88Ibid., p. 325. 89Alton W. Cowan, "The Flint Building Director: Role Expectations Held by Relevant Groups," unpublished Doctor's thesis, Michigan State University, East Lansing, Michigan, 1960, pp. 4-148. 106 Building Directors, principals, adult education coordi- nators, and a stratified random sampling of teachers were sent a questionnaire regarding 74 selected aspects of the ,building director's professional roles. The roles stud- ied were (1) as a teacher; (2) as an administrator of the community school; (3)as a professional staff member; and (4) as a coordinator of school and community relations. The study revealed that building director's and significant others hold different and sometimes conflict— ing expectations regarding the selected aspects of the position. A comparison of selected personal variables of the relevant groups failed to support the assumption that systematic relationships would exist between the personal variables and the expectations for this role. Caul90 studied perceptions of the county extension director's role in Michigan. Data were obtained from a mailed questionnaire which was sent to 395 Michigan Exten— sion workers. The respondents were asked to record their 90 . . Denio A. Caul, "Perceptions of the County Exten- sion Director's Administrative Role in Michigan," unpub- lished Doctor's thesis, University of Wisconsin, 1960, pp. 1-2190 107 judgment concerning the extent to which 132 possible role definitions items were a part of the job of the county extension director. Caul's study revealed that certain activities of the county extension director were perceived to be much more important than others. He also found that there was lack of consensus on the perceived expectations for many activities of the extension director's role. The preceding studies have all dealt with the study of some specific role or roles. In reviewing the content and design of role studies, it is apparent that most research in this area attacks the study of any role from the standpoint of expectations for that role. It is evi- dent that the problems encountered by the incumbents of a role and the general problems of role definition usually stem from varied perceptions of that role. Summary In this chapter an attempt has been made to review systematically the literature in the areas of role theory and role research. The first portion of the chapter deals with a review of role theory. The second part consists of 108 a systematic review of the literature pertaining to the role of teachers of vocational agriculture as it is per- ceived by others. The last part of the chapter has dealt xvith role studies related in both content and design to 'the study under investigation. 109 CHAPTER III PLANNING AND CONDUCTING THE STUDY Planning the Study In a study of this nature it is essential to follow specific procedures for planning and conducting the study. This chapter will describe the procedures and activities carried out in planning and conducting the study. Reviewing the Literature.1 A review of the literature was the first step in planning this study. Because the study deals with the professional roles of the vocational agri- culture teacher, it was essential to review the following kinds of literature pertaining to teachers of agriculture and their professional roles in the public school: 1. Studies dealing with conflict and consensus in teacher roles 2. Related studies on the allocation of time and emphasis in the professional roles of the teacher 3. Studies revealing the viewpoints of administra— tors and significant others in their expectations of the teacher's role l . . See Chapter II, ReView of Literature. 110 4. Studies indicating change in the teacher's role 5. Research that is related in both content and design. Preparing the Perception-Expectation Questionnaire.2 In preparing the questionnaire it was necessary to review the literature concerned with the activities and competencies involved in the professional role of the teacher of voca- tional agriculture. Three pieces of literature were espec- ially relevant to the nature of the questionnaire. A list of competencies that beginning teachers should possess provided some of the role activity items. A NOrth Atlantic Region check list of participating . 4 . . . experiences was also a valuable source for identifying and 2See Appendix A. Perceptions of the Vocational Agri- culture Teachers Professional Role in Michigan. 3Professional Competencies that Teachers of Voca- tional Agriculture Should Possess in Order to Begin Teach— ing, unpublished Mimeograph, Agricultural Education, Mich- igan State University, East Lansing. 4Teacher Educationjpngriculture: A Program for Directed Participating Experience as a Part of the Prepara- tion of Teachers of Vocational Agriculture. Committee on Teacher Trainers and Supervisors of Agricultural Education, Interstate Printers, 1954. 111 selecting the role activities constituting the professional role of the vocational agriculture teacher. Both of these documents list the essential activities of the teacher of vocational agriculture. A third piece of literature that proved valuable in preparing the questionnaire was the Student Teaching Manual5 used by student teachers of voca— tional agriculture at Michigan State University. A list of approximately 100 professional activities of the teacher of vocational agriculture was assembled. This list of professional activities was then divided into eight role definition areas. The eight role definition areas of the vocational agriculture teacher's professional role were adapted from the following six broader and gen- erally accepted professional roles of the teacher:6 1. Director of learning 2. Counselor and guidance worker 3. Mediator of the culture 4. Link with the community 5Student Teaching Manual inmngatignal Agriculture. Staff in Agricultural Education, Department of Teacher Edu- cation, College of Education, Michigan State University, East Lansing, 1960. 6 Teacher Competence: Its Nature and Scope. The Com- mission on Teacher Education, California Teachers Association, San Francisco, California, 1957, pp. 9-21. 112 5. Member of the school staff 6. Member of the profession The eight professional role definitional areas that were developed are as follows: 1. Directing the learning of high school students 2. Guiding and counseling 3. Improving agricultural conditions in the community 4. WOrking as an educational leader in the community 5. Participating in the professional work of the school 6. WOrking as a member of the teaching profession 7. Directing the program of adult farmer education 8. Directing the program of young farmer education The questionnaire, at this point in the study, con- sisted of approximately one hundred role definition activi- ties divided into the eight role definitional areas listed above. 7 . . . . The Jury. The perception expectation questionnaire, con- taining one hundred role definitional activities, was pre- pared and submitted to a jury of teacher educators, public 7See Appendix B. List of Jury Members. 113 school superintendents and teachers of vocational agricul- ture. The questionnaire was presented to the jury members by means of personal interviews, using the questionnaire as a basis for the interviews. The jury members were asked to evaluate the question- naire on the basis of the following criteria: 1. Clarity of directions to respondents 2. Completeness and clarity of the role activity items The jury members were asked to add to the one hun- dred role activity items and to delete those items that were believed to be insignificant. The jury members were also asked to suggest the most appropriate season of the year for contacting respondents. On the basis of the jury interviews, the final questionnaire was drafted to include three parts. Part I contains eleven items of information about the respondent. Part II contains four items of information concerning the school and community where the respondent is employed. 8The consensus of the jury was that the respondents should be contacted during the months of July and August. 114 Part III contains 102 activity or role definitional items for the professional role of the teacher. The role defi- nitional items were classified into the eight role areas previously listed. The Five Point Scale. The perception-expectation ques— tionnaire was designed with a five point scale with the respondents to indicate the importance of teacher activi- ties along the scale. The use of the five point scale allows the measurement of the expectations of the respond— ents. As the respondents record their evaluation of each role definitional activity, both direction and intensity of their expectations can be measured as follows: 0 ---- No, should not be done 1 ---- Undecided as to whether this should be done 2 ---- Yes, may be done 3 ---- Yes, should be done 4 ---— Yes, must be done 115 Selecting the Population and Samplingithe Respondent Groups. Because the study is concerned with the expecta- tions held by "significant others" for the professional role of the teacher of agriculture, it was decided to include the following groups in the study population: 1. Public school superintendents 2. Teachers of vocational agriculture 3. Teacher Trainers 4. State supervisors (consultants in agricultural education) At the time of the study there were 230 departments of vocational agriculture in Michigan. On recommendation of the investigator's Guidance Committee, it was decided to use a one-third random sample of Michigan's 230 depart- ments of vocational agriculture. Teachers of vocational agriculture and school superintendents who had been in their present positions for only one year were eliminated prior to selecting the random sample. The random sample was selected by the use of a table 9 of random numbers. The random sample included seventy 9 . . . Wilfrid J. Dixon, and Frank J. Massey, Jr., Intro- duction to Statistical Analysis. McGraw Hill Book Co., Inc., New YOrk, 1957, pp. 366—370. 116 eight public high schools having departments of voca- tional agriculture. The respondents consisted of the superintendent of schools and the teacher of vocational agriculture from each of the seventy-eight schools. Conducting the Study Procedures for conducting the study up to the point of summarizing and analyzing the data consisted mainly of securing responses to the questionnaire. This portion of Chapter III describes the procedures used in securing responses. Securing School:Superintendent Responses to thepgues- tionnaire. A personal, individually typed letter was sent to each superintendent of schools in the sample asking his cooperation in the study.10 All of the seventy-eight superintendents of schools responded to the request and agreed to cooperate in the study by completing the ques- tionnaire. Three types of cover letters were sent with the questionnaires to superintendents in order to provide for the following three situations: 10Appendix C. Letter of Request. 117 l. The teachers of vocational agriculture from some of the sample schools had completed the ques— tionnaire at the summer conference for Teachers of Vocational Agriculture.11 2. In some of the sample schools the teacher of vocational agriculture had not attended the annual Summer Conference and had not yet completed the questionnaire. 3. The questionnaires were mailed to the superin— tendent sample before some of them had responded to the letter requesting their cooperation in the study.13 Sixty per cent of the superintendents responded to the first mailing of the questionnaire. The first follow- up letter and a second copy of the questionnaire were sent approximately six weeks after the mailing of the original questionnaire. The second and third follow-up letters were required to obtain the next thirty per cent of the sample 11See Appendix D. 12See Appendix E. 13See Appendix F. 118 and approximately ten per cent of the sample required a fourth follow—up letter and questionnaire. In the origi- nal and each follow—up mailing a postage paid, self addressed return envelope was sent to the respondents. Securing Teacher of Vocational Agriculture Responses to the gpestionnaire. The investigator, through the coopera- tion of the Conference Planning Committee, was able to arrange a meeting of the sample teachers who attended the 1961 Summer Conference for Teachers of Vocational Agricul- ture.l4 Approximately sixty per cent of the teacher respon- ses were obtained through this conference. The remaining portion of the sample was contacted simultaneously with the superintendent sample as previously described. Securing Teacher Trainer and State Supervisor Responses to the Questionnaire. Teacher trainers and state supervisors were contacted personally in the summer of 1961. They were either given a copy of the questionnaire at that time or received it by mail early in the fall of 1961. All persons engaged in teacher training activities in agricultural 4 See Appendix G. 119 education were asked to complete the questionnaire and all did so. Michigan has a six member State Office Staff in Agricultural Education and five members of this staff completed the questionnaire. This chapter has dealt with the procedures used in planning and conducting the study up to the point of presenting and analyzing the data. Chapter IV will pres- ent the data and an analysis of the results. 120 CHAPTER IV PRESENTATION AND ANALYSIS OF THE RESULTS This chapter presents the results of the perception expectation questionnaire in terms of responses on the role definitional activities of teachers of vocational agricul- ture along a five point scale; namely "No, should not be done," ”Undecided as to whether this should be done,” "Yes, may be done," ”Yes, should be done," "Yes, must be done." The responses are numbered on the scale 0 to 4 respectively. The responses of the following groups are analyzed and compared: 1. Superintendents of schools 2. Teachers of vocational agriculture 3. Teacher trainers 4. State supervisors Research Objectives and Relevant Data. In light of the general purposes and basic hypothesis of this study, the following specific research objectives and relevant data are assumed to be pertinent and relative. l. 121 To determine activities that agricultural teachers are expected to perform, as they are perceived by selected position groups. The data relevant to this objective will be acquired by calculating the mean responses to each role definitional activity for the position groups under study. To identify conflicts in the perceptions that school administrators, state supervisors, teacher trainers and teachers may have of expectations for the professional role of the teacher of agri- culture. The data relevant to this objective will be acquired by calculating the differences between the mean responses to each role activity as these differences exist between the various position groups. To determine the agreement or lack of agreement (consensus or lack of consensus) on selected role activities between members of the same position group, such as teachers or school administrators. The data relevant to this objective will be acquired by determining the standard deviation 122 that exists in the responses of the respective position groups to each role activity. To determine the agreement or lack of agreement (consensus or lack of consensus) that exists on each of the eight role areas between members of the same position group. Data relevant to this objective will be acquired by determining the standard deviation that exists in the role area mean scores of each position group. To identify the differences between school super- intendents and teachers of agriculture in their perception of the relative importance of the eight professional role areas of the teacher of agriculture. Data relevant to this objective will be obtained by calculating the differences between the role area mean scores of the teachers of agriculture and the school superintendents. To identify relationships between perceptions of role expectations and selected background vari- ables such as size of school, type of agricul- tural program, years of experience, age, teaching field and number of years in present position. 123 Data relevant to this objective will be acquired by determining the correlation between selected background variables and the role area mean scores of the position groups. Characteristics of the Responding Position Groups The following tables will describe the position groups which are used as the role definers in this study. The laackground variables summarized in the following ten tabltas will be correlated with the perceived expectations of time position groups at a later point in the study. 124 TABLE I Age of Individuals in Responding Position Groups Superintendents Teachers Supervisors and Teacher Trainers Age N-78 N-l4 No. Per cent No. Per cent fig. Per cent Under 25 years 0 O 6 7.69 O O 25 to 34 years 9 11.54 34 43.59 1 7.14 35 to 44 years 27 34.62 18 23.08 4 28.57 45 to 54 years 30 38.46 12 15.38 5 35.71 55 to 64 years 12 15.38 8 10.26 4 28.57 Over 65 years 0 O O O O O The school administrators in the sample group were somewhat older than members of the teacher sample. This might be expected because of the experience that is usually required for administrative positions. The 45 to 54 year old group constituted the largest group or 38.5 per cent of the administrator sample, while only 11.5 per cent were in the 25 to 34 year old group. The teacher sample, on the other hand, had its largest number of respondents or 43.6 per cent in the 25 to 34 year old group. The supervisors and teacher trainers, although they represent a much smaller population, were much like the school adminis- trators in their age groupings. TABLE II Years of Employment in Present Position Superintendents Teachers Supervisors and Teacher Trainers Years N-78 N—78 N-14 .39. Per cent .59. Per cent .39. Per cent 1 to 4 28 35.90 37 47.44 2 14.29 5 to 9 22 28.21 13 16.67 4 28.57 10 to 14 15 19.23 15 19.23 5 35.71 15 to 19 10 12.82 6 7.69 1 7.14 20 or more 3 3.85 7 8.97 2 14.29 The teachers of vocational agriculture in the sample group had held their positions for less time than the admin— istrators. However, in the group that had held their pres- ent positions for 10 to 14 years the administrators and teachers numbered the same. Although 47.4 per cent of the teachers were in the group holding their present positions 125 126 only 1 to 4 years, the teacher group also had 8.9 per cent in their present positions for twenty or more years as compared to 3.9 per cent in the administrator sample. Of the supervisors and teacher trainers, the greater number or 35.7 per cent had held their positions for 10 to 14 years. TABLE III Years of Employment in Present School System Superintendents Teachers Supervisors and Teacher Trainers Years N—78 N—78 N—14 39, Per cent fig. Per cent 39, Per cent None 0 0 0 0 1 to 4 22 28.21 35 44.87 5 to 9 16 20.51 20 25.64 10 to 14 18 23.08 13 16.67 15 to 19 10 12.82 6 7.69 20 or more 12 15.38 4 5.13 The tenure of the vocational agriculture teachers was somewhat less than that of the school administrators. While 44.8 per cent had been in their present school systems for 127 1 to 4 years, only 28.2 per cent of the administrator sample was in this group. Fifteen and four tenths per cent of the administrators had been in their present schools for 20 or more years while only 5.1 per cent of the teachers had remained in their present school for that number of years. TABLE IV Professional Degrees Held Superintendents Teachers Supervisors and Teacher Trainers Degree N-78 N—78 N-l4 ‘gg. Per cent 39. Per cent fig, Per cent None 0 0 1 1.28 Bachelors 1 1.28 40 51.28 Masters 76 97.44 37 47.44 8 57.14 Doctor's 1 1.28 0 0 6 42.86 Most of the school administrators, 97.4 per cent held the Master's degree while the greatest number of the teacher sample held the Baccalaureate degree. Nearly 50 per cent of the teachers, however, had acquired the Master's degree. The 128 teacher trainer supervisor group had acquired the higher professional degrees with nearly one—half of them hold- ing Doctoral degrees. TABLE V Years of Teaching Experience Superintendents Teachers Supervisors and Teacher Trainers Number N—78 N-78 N-l4 N9, Per cent Np, Per cent “N9. Per cent None 0 0 0 0 0 0 1 0 0 6 7.69 0 0 2 0 0 5 6.41 O 0 3 1 1.28 12 15.38 0 0 4 1 1.28 7 8.97 0 0 5 to 9 10 12.82 10 12.82 1 7.14 10 to 14 22 28.21 16 20.51 3 21.43 15 to 19 11 14.10 6 7.69 2 14.29 20 to 24 11 14.10 6 7.69 1 7.14 25 or more 22 28.21 10 12.82 7 50.00 The school administrators in the sample had acquired more years of teaching experience than the teacher sample. Twenty-eight and two tenths per cent of the superintendents 129 had taught 25 or more years and 28.2 per cent were also in the group that had taught 10 to 14 years. In the teacher sample those who had taught 10 to 14 years made up 20.5 per cent. All of the superintendents had taught at least three years while 7.7 per cent of the teachers had taught only one year. The supervisors and teacher trainers had acquired the most individual teaching experience with half of them having taught for 25 years or more. TABLE VI Major Teaching Field Superintendents Teachers Supervisors and Teacher Trainers Major Teaching N—78 N—78 N-l4 Field N9. Per cent N9. Per cent N9, Per cent Social Science 21 26.93 0 0 0 0 Math and Science 24 30.77 0 0 0 0 Physical Education 3 3.85 0 0 0 0 Speech and English 5 6.41 0 0 0 0 Languages 0 0 0 0 0 0 Industrial Arts 3 3.85 0 0 0 0 Commercial 3 3.85 0 0 0 0 Agriculture 11 14.10 78 100.00 14 100.00 Other 5 6.41 O 0 O O 130 The teachers of vocational agriculture, teacher trainers and supervisors all reported vocational agricul- ture as their major teaching field. The teaching field represented most often among the school administrators was that of mathematics and science with 30.8 per cent report- ing this as their major teaching field. The superintendents reported social science as their major teaching field in 26.9 per cent of the cases. Voca- tional agriculture was reported as a major teaching field by 14.1 per cent of the administrators. TABLE VII Per cent of Rural Students in the School Superintendents Teachers Supervisors and Teacher Trainers Per cent N—78 N-78 N-l4 Rural Students N2. Per cent N9. Per cent N9, Per cent 0 to 24% 15 19.23 9 11.54 25 to 49% 13 16.67 14 17.97 50 to 74% 35 44.87 44 56.41 75 to 99% 15 19.23 11 14.10 131 Because the teachers of vocational agriculture and school superintendents represented the same 78 schools, they would be expected to report the same percentage of the stu- dents in these schools as being rural. It is interesting to note that the two sample groups were slightly different in their estimate of the percentage of rural students in their schools. Approximately 44 per cent of the respondents reported their students to be 50 to 74 per cent rural. TABLE VIII Per cent of Vocational Agriculture Students that are Farm Boys Superintendents Teachers Supervisors and Teacher Trainers Per cent N—78 N—78 N—14 Farm Boys N9. Per cent No. Per cent N9. Per cent 0 to 49% 7 8.97 11 14.10 50 to 59% 3 3.85 2 2.56 60 to 69% 5 6.41 5 6.41 70 to 79% 5 6.41 12 15.38 80 to 89% 15 19.23 17 21.79 90 or more 43 55.13 31 39.74 The school superintendents and teachers of vocational agriculture were fairly close in estimates of the per cent 132 of farm boys in their vocational agriculture classes. It is interesting to note that over one—half of the school administrators reported that 90 per cent or more of their vocational agriculture students were farm boys while 39.7 per cent of the teachers reported that 90 per cent or more of their students were farm boys. TABLE IX Size of School Superintendents Teachers Supervisors and Teacher Trainers Size of N—78 N-78 N-14 s°h°°l .152- Per cent 1‘19.- Per cent 1‘12: Per cent 900 or more students 8 10.26 8 10.26 400 to 899 students 28 35.90 28 35.90 200 to 399 students 29 37.18 29 37.18 less than 200 students 13 16.67 13 16.67 Only 10.3 per cent of the respondents in the random sample were from Class A schools with students numbering 900 or more. Sixteen and seven tenths per cent represented 133 Class D schools with student populations of less than 200. Thirty-five and nine tenths per cent of the respondents were from Class B schools with 400 to 899 students per school and 37.2 per cent were from Class C schools with student populations of 200 to 399 students. The random sample indicates that vocational agriculture is more often a part of the curriculum in schools with 200 to 899 stu- dents than it is a part of the curriculum in the schools larger or smaller than this. TABLE X Nature of Vocational Agriculture Programs Superintendents Teachers Supervisors and Teacher Trainers Type of N-78 N—78 N—14 P a rogr m ‘N9. Per cent N9. Per cent N9. Per cent High School Classes only 25 32.05 31 39.74 High School and Young Farmer Classes 10 12.82 5 6.41 High School and Adult Farmer Classes 23 29.49 25 32.05 High School, Young Farmer, and Adult Farmer Classes 20 25.64 17 21.79 134 Approximately one-third of the schools in the random sample had only high school in their programs of vocational agriculture. Programs with high school classes only made up the greatest number in the sample, however, 25.6 per cent of the schools offered complete programs with day- students, young farmer and adult farmer classes. Young farmer programs were less often in the sample schools than all-day and adult farmer programs. Twelve and eight tenths per cent of the schools offered young farmer programs in combination with all-day classes while 29.5 per cent of the schools offered all-day classes in combination with adult farmer classes. Activities that Teachers of Vocational Agriculture are Expected to Perform The following is a list of those activities for which the weighted mean* of the Superintendent, Teacher of Agriculture, Teacher Trainer and State Supervisor positions was in excess of 3.000 (rating of 3.0 corresponds to the ** category "yes, should be done"). Activities that teachers of vocational agriculture are expected to perform: * See Appendix I for complete mean responses. ** See Appendix A. Perception-Expectation Questionnaire. 135 Role Area I - Directing the Learning of High School l6. 17. 18. 19. 23. 24. 25. 26. 29. 30. Students Develop a course of study for each class taught (3.62) Direct student work experience during the summer months (3.40) Conduct field trips during class periods(3.40) Involve students in selecting problems to study (3.05) Collect and preserve agricultural materials, models and specimens for teaching (3.22) Use slides,charts and films for agricultural instruction (3.44) Provide individualized instruction on the farm throughout the year (3.40) Provide learning experiences through FFA activities (3.36) Provide needed instruction in reading, writing, speaking and arithmetic when needed (3.01) Develop acceptable social conduct among the students (3.48) 31. 32. 33. 34. 136 Teach the scientific principles underlying agriculture (3.46) Provide instruction in farm mechanics (3.19) Use pupil records to determine pupil needs (3.16) Use evaluative evidence to improve teaching- learning experience (3.24) Role Area II - Guiding and Counseling 45. 47. 49. 50. 54. 55. Visit prospective students and their parents to explain Vo-Ag program to them (3.26) Confer with individual students about their personal and vocational problems (3.26) Maintain a file of information on occupations in agriculture (3.39) Provide group instruction about the occupational opportunities in agriculture (3.40) Confer regularly with guidance counselors (3.12) Assist school staff in gathering and recording information on students (3.15) 137 Role Area III - Improving the Environment of Farm People 63. Conduct field trips to observe new practices being used in the community (3.15) Role Area IV - WOrking as an Educational Leader in the Community 71. Represent the school in community agricultural activities (3.25) 76. Use available community resources in teaching (3.39) Role Area V - Participating in the Professional WOrk of the School B16. Attend school faculty meetings (3.84) B17. Attend school functions that include the total school (3.49) B18. WOrk on teacher committees (3.54) B21. Seek suggestions from school administrators in improving the program (3.39) B23. Share in the responsibility of supervising special school activities (3.05) B24. Participate in formulating and carrying out school activities (3.36) 138 B25. Interpret the school program to the people of the community (3.33) B26. Live in the school community (3.17) B27. Relate instruction in agriculture to other curricular areas (3.28) Role Area VI — Working as a Member of the Teaching Profession B29. Be an active member of professional educational organizations (3.46) B30. Continue to take college courses, seminars and other credit experiences beyond those required for certification (3.17) B31. Schedule time for personal or family recreation (3.51) Role Area VII — Directing the Program of Adult-Farmer Education B45. Study the agriculture of the community to deter— mine the need for adult farmer classes (3.20) 139 Role Area VIII — Directing the Program of Young—Farmer Education B53. Make individual on-farm instructional visits to young farmers (3.06) B60. Survey the community to determine the need for young farmer classes (3.04) Thirty-eight of the role definitional activities held a weighted average mean in excess of 3.000. These activities are considered to be those that are expected to be performed. On the basis of the data collected they are perceived to be a significant part of the professional role of the teacher of vocational agriculture. Activities of Little Importance. The following role defini- tional activities were less decisive and received weighted average mean scores of less than 2.000 (rating of 2.0 cor— responds to the category ”yes, may be done" and 1.000 cor- respons to category "undecided as to whether this should be done"). 21. Limit enrollment to students expecting to farm (0.44) 22. Teach classes other than agriculture (1.42) 140 37. Teach non—vocational classes in agriculture (1.86) 39. Teach specialized vocational courses, such as floriculture and vegetable production (1.90) 42. Enroll students not expecting to work in agri- culture (1.06) 43. Direct farming experiences of students not enrolled in vocational agriculture (1.72) 59. Summarize farm records for farmers (1.62) 62. Provide various kinds of agricultural services for farmers, such as testing milk and testing soil (.79) Eight of the role definitional activities held a weighted average mean of less than 2.0. Categories 0, l and 2 on the five point scale represent; "No, should not be done," "Undecided as to whether this should be done," and "Yes, may be done." These activities held a lesser degree of expectation than that of "yes, may be done“ as they were perceived by the responding position groups. All other activities with weighted means of ranging from 2.000 to 2.999 are not repeated here and may be con- sidered optional in terms of expectation. 141 Conflicts (Lack of Agreement) in the Expectations that School Superintendents, Teachers of Vocational Agriculture, Teacher Trainers and State SuperVisors hold for the Professional Roles of the Teacher of Vocational Agriculture To determine lack of agreement between the four position groups the differences in mean responses of the four groups were calculated on each of the 102 role defini- * tional activities. Differences for each combination of the four groups were calculated so that the mean responses of any two position groups might be compared. Differences of 0.5 are considered to be practically significant as 0.5 represents one-half of one category on the 5 point scale. Table XI lists those role definitional activities for which the mean responses of any two posi- tion groups had a difference of 0.5 or greater. The activi- ties illustrated in Table XI are conSidered to be those activities which carry at least a limited degree of expec- tation difference between the various p051tion groups. -k See Appendix J. 142 .mwmcommmu cmmE msoum GOAUHmom mo Amcoflumcflflfioov mCOmHHmmEoo xflm mzu mo mHOE no snow CH mHoE Ho m.o mommac £UHQ3 mwfiufi>fluo¢ HMGOHDHGHMOQ maomo .mwfluw>flu0< HMCOAuHGAMmQ waom moa so masono cofluflmom usom mnu How mmmcommmm :mwz CH mwocmHmMMHQ .b xflccmmm< wmmn .OHHMCGOHumwSO coflumuommxm coaummoumm .< xflpcwmm< mwmm om.l omm 0H.H oamm hm.l oawm hm.l 8mm Hm.l mm mm.l mm v mo.H 0mm HN.H mmm mm.l omv mm.l mmm om.l mm mm.1 mmm m mo.a mm om.HI owe mm. omvm 00.: mv om. oHom om. ww. m mm.H mo ©©.H omfim ©N.H mo mo.H oamm wo.HI mm Ho. mmm H .02 .02 .oz .02 .oz .02 . a . a . a . a . H . a mm.Q .uo< mm.m .uo4 mm.o .uo< mm.m .uo< mm.Q .uom mm.m .uo< .msm .m .msm .m .9.5 .msm .m .e.e .summe umcno paw pom paw 6cm cam com a .9.9 .umsm .umsm .numme .nomme .umsm x mm who: no m.o UmHmMMHQ mcofluflmom HOmH>mesm wumum mam Hmcflmue HmaommB .musuasoflum< Hmsoflumuo> mo Hmaommfi .ucmoamucflummsm may mo noncommmm new: men guess you mmeuH>Huo< HmcoHUHchmo maom mo nmcuo xcmm HX mqmdfi 143 em.n me cm. cam mo. oacm on. use cm.u we ea mm. mm mm. com me. one we.) omcm em.u ov me so. mam mm. mm mo.u mm mm. comm em.) om ma no. mm mm. mm ms.u mm mm. mm em. omvm ca me. He om.u emm Ne. omcm me.u oovm «6.: umem ma mo. om om. omm me.n uocm me. we we.) we NH we. cc om. «mm mm. oamm as. com mo.u 0mm Ha me. mm cm. comm me. one on. com 46.: as ea m». cm om.u umcm me. vmm mm. mm cc. omen m om.u emm em.u uovm we. ummm om. ommm mo. uamm Hm. 0mm m om.u mm no. mm mm. mmm mm. oHcm me. ome mm. mm s mm.u mm me. we em. ommm mm. we we. cam em. we 6 mm.: mm ca.a 0mm om.u omcm am. one am.) uavm mm. we m .02 .02 .oz .02 .oz .02 . H . H . H . H . H . H mm.o .uu¢ no.9 .uo< mm.o .uo< mm.o .uu¢ mm.o .uo¢ mm.o .uo< .msm .m .msm .m .e.e .msm .m .e.e .gomme nmcuo 0cm cam 6cm cam 0cm cam .e.e .umsm .umsm .gomme .zomme .umsm x 32.83 Hx mamdfi 144 No.1 am om.l om om. mwm om mo.l mm am. Una mm. Nmm mm mm. Una am.l mm nm. mm mm we. mvm mm. omm mm.1 anm nm mo. Uaom mm.l mmm mm. mm mm an. mm mm. mm om. mv mm an. mmm mm. on 00. Umn vm mm. 0v mn. nm nm. wwm om. omm mm. uowm mm mm. mm Nn. nmm mm. mmm am. mm mm. Ummm mm mm. nm an.| Uavm mm. 0mm mm. mm mm. Umo am om. nm vn. mm mm. omm em. vwm mm. mm om om. vn nn. mwm mo. nm mm. mm mm. am ma mm. 00 mn.l 0mm mo.l mmm mm. mm cm. Una . ma .mmam .wmm .mmam .WMM .mmaa .WMM .mwan .wwm .mmaa .wmm .mmao .wwm .B.B .umsm .umsm .SUMUB .SUmUB .umnm acmm Au.GOOv HX mamdfi 145 mm. amm cc mm.. mm mm mm.. mmm mm mm. ncm om. omm nm cm.u mm am. mam mm mm. mmm mm. em mm mm. mm mm. mm em cm. umn mm. em mm nm.u mmm cm. nm mm mm. on em. omvm am .mmac .wwm .mmao .wmm .mmao .wmm .mman .wmm .mmac .wmm .mmam .wmm .a.e .umsm .umsm .nomme .nomme .umsw xamm Au.coov ax mamas 146 Table XI indicates that the role definitional activities with position mean response differences of 0.5 or more do not tend to rank equally in combination com— parisons. However some of the role definitional activi- ties do appear in more than one comparison (combination) of the position groups. Activity No. 62 "provide various kinds of services to farmers, such as testing milk and soil" is an example of an activity which ranked high in difference of mean scores between 3 of the position groups. The role definitional activities marked with a "c" differed 0.5 or more in four or more of the position group comparisons and are considered to be those activities which lack consensus between the position groups. There were 14 such activities in the 102 role definitional activities. Six of these roles were in the role area, "Directing the Program of Adult-Farmer Education," and three in "Directing the Program of Young Farmer Education." Table XII illustrates the number of role defini- tional activities with position group differences of at least 0.5 that were in the eight role areas. The total number of differences of 0.5 or greater and the role areas with 50 per cent of the activities having 0.5 differences 147 Uaou USU .mmum maou may casua3 mmaua>auum amcoaaacammp mo UHOE Ho ucUU HUQ om Go UHOE Ho m.o cmummmap masono GOHUHmomtt .muamccoaumwso coaumuummxm COaumUUHUm .4 xaccwmm¢ mmmt am 0 aa ea c N N Na .HHH> mm a ¥«m tan *tw *tn 0 0a .HH> @ N N o N o o m .a> a o a a a o a Na .> Na a N m N m a m .>H ma new c N c N 0 aa .HHH ca N a o m m m Na .HH we aa oa n m o a mN .H UHOS Ho m.o .msm.m .msm .m .B.B .msm .m .B.B .QUMUB MUH< waom mo .mmaa cam cam mam Ucm bum paw ca .UU¢ mo tMUH< mo .02 amuoe .e.e .umsm .ucsm .somme .gomme .Umsm .oz amuoe maom mmsouw coauamom cmwBumm UHOZ mo moo Umhmwwflq mmmfiaommmm G002 QUHHE HON mmHHHKVHUUAN HMCOHHHCflwmQ @HONH MO “awn—=52“ HHX mam<fi 148 indicates that lack of agreement most often exists in the role areas; VII Directing the Program of Adult-Farmer Education and VIII Directing the Program of Young Farmer Education. It is also interesting to note that 50 per cent of the activities within role area III Improving the Environment of Farm People differed 0.5 or more when the teacher trainer and supervisor groups were compared. Agreement or Lack of Agreement (Consensus or Lack of Consensus) on Selected Role Activities Between Members of the Same Position Group To determine agreement or lack of agreement on role definitional activities standard deviations were calculated for the responses of each position group on each of the 102 role definitional items. S.D. is used as a measure of vari- ability and indicates the agreement or lack of agreement within a position group. Tables XIII and XIV illustrate those role definitional activities carrying the most and least agreement within the position groups. The following is an example of the frequency dis- tribution of 78 responses. This example illustrates the frequency distribution of reponses to a role definitional activity with standard deviation of 0.9. 149 TABLE XIII Rank Order (Highest to Lowest) of Role Definitional Activities with Standard Deviations of 0.9 or More for the Superintendent, Teacher of Vocational Agriculture, Teacher Trainer and State Supervisor Positions Superinten- Teachers Teacher State dents Trainers Supervisors N-78 N-78 N-9 N-5 ggfé S.D.b 33?. S.D. 2:?“ S.D. ng' S.D. 1 B19C 1.22 819C 1.32 44C 1.42 29C 1.36 2 62¢ 1.16 820¢ 1.28 71 1.29 36¢ 1.36 3 44c 1.02 62C 1.21 46 1.19 37 1.17 4 B42 .95 36¢ 1.14 820¢ 1.13 43C .98 5 21 .95 823C 1.10 36¢ 1.07 22C .98 6 22¢ .93 64 1.10 43 1.03 B36¢ .98 7 42¢ .92 39 1.06 B48¢ .94 8 69 .92 43c 1.03 836C .94 9 820¢ .91 60 1.02 819¢ .94 10 36¢ .90 42¢ 1.01 42¢ .92 11 59 1.01 22¢ .92 12 58 .99 823C .92 13 22¢ .98 14 20 .98 15 41 .98 16 B44 .97 17 48 .96 18 B46 .96 19 B61 .95 20 . 44c .95 21 B25 .93 22 29C .93 23 57 .93 24 B48¢ .90 aSee Appendix A, Perception Expectation Questionnaire. bSee Appendix I, Standard Deviations for 102 Role Definitional Activities. cRole Definitional Activities which have an S.D. of 0.9 or more in two or more of the position groups. Role Activity No. 36 0 l 2 3 4 (S.D. = .90) 2 4 18 39 15 Table XIII illustrates that the teacher of voca— tional agriculture position was in lack of agreement at the 0.9 level of S.D. on more activities than the other position groups. activities had standard deviations of 0.9 or more on the responses 22. 29. 36. 42. 43. 44. 62. 819. of two or more of the position groups: Teach classes other than agriculture Provide needed instruction in reading, writing, speaking and arithmetic when teaching The following twelve role definitional 150 Train students for non-farm agricultural occupations Enroll students not expecting to work in agri- culture Direct farming experiences of students not enrolled in vocational agriculture Determine who should be enrolled in vocational agriculture Provide various kinds of agricultural services for farmers, such as testing milk and testing soil Serve on noon duty in the high school building 151 TABLE XIV Rank Order (Lowest to Highest) of Role Definitional Activities with Standard Deviations of Below 0.6 for the Superintendent and Teacher of Vocational Agriculture Positionsb Rank Superintendents Teachers Order aN-78 N-78 Act. No. S.D. Act. No. S.D. 1 816C .30 B16 .41 2 24° .52 24 .50 3 31° .52 30 .54 4 76° .52 26 .55 5 63 .52 B18 .55 6 831° .53 831 .56 7 818C .55 76 .57 8 829 .55 821 .57 9 30° .55 B50 .58 10 827 .56 31 .59 11 54 .57 45 .59 12 824 .57 13 821° .58 14 71 .58 15 16 .59 16 49 .59 17 50 .59 18 53 .59 19 817 .59 a . . . . . See Appendix A, Perception Expectation Questionnaire. bSee Appendix I, Standard Deviations for 102 Role Definitional Activities. CRole Definitional Activities which have an S.D. of 0.6 or less for both superintendent and teacher positions. 152 B20. Sell or take tickets at athletic games B23. Share in the responsibility of supervising special school activities B36. Attending meetings and workshops for teacher improvement during the school day B48. Bring in specialists to teach adult farmer classes The following example illustrates the frequency distribution of 78 responses to a role definitional activ- ity with a standard deviation of 0.59. O H N w n Role Activity No. 50 (S.D. = .59) 0 1 7 32 38 Table XIV illustrates that the teacher of vocational agriculture position had fewer role definitional activities below the 0.6 level of S.D. than the superintendent posi— tion. The standard deviations of 0.6 or less for the teacher trainer and state supervisor groups can be seen in Appendix I. The following eight role definitional activities had standard deviations of 0.6 or less on the responses of both superintendent and teacher positions. 153 The following eight role definitional activities had standard deviations of 0.6 or less on the responses of both superintendent and teacher positions: 24 3O 31 76 B16 B18 B21 B31 Use slides, charts and films for agricultural instruction Develop acceptable social conduct among the students Teach the scientific principles underlying agriculture Use available community resources in teaching Attend school faculty meetings Work on teacher committees Seek suggestions from school administrators in improving the program Attend meetings of agricultural teacher's organizations Three of these role definitional activities are in Role Area V - Participating in the Professional Work of the School. 154 Agreement or Lack of Agreement (Consensus or Lack of Consensus) Existing on the Eight Role Areas Between Members of the Same Position Group In Table XV role area score is determined by cal- culating the mean of all individual responses to the role definitional activities within each role area and is based on the five point scale 0 through 4. The role area score is a measure of the degree of expectation held for a role area by this individual. Standard deviation of the role area scores is a measure of variability and indicates the consensus or lack of consensus within the position group. Standard deviation or variability within the superintendent position reveals the greatest consensus existing on the roles of "Directing the Learning of High School Students," "Guiding and Counseling" and “Parti- cipating in the Professional Work of the School." The roles revealing the greatest lack of consensus are those of "Directing the Program of Adult Farmer Education," "Directing the Program of Young Farmer Education," and "Improving the Environment of Farm People." 155 TABLE XV Standard Deviation of Role Area Scores for 78 Superintendents of Schools and 78 Teachers of Vocational Agriculture Superin- Teachers of Role Area tendents Agriculture N-78 N-78 I. Directing the learning of high school students .2650 .2945 II. Guiding and counseling .3853 .4829 III. Improving the environ- ment of farm people .4543 .4839 IV. Working as an educa- tional leader in the community .4175 .4719 V. Participating in the professional work of the school _ .3911 .4339 VI. Working as a member of the teaching profession .4264 .3835 VII. Directing the proqram of adult farmer education .4924 .4476 VIII. Directing the program of young farmer education .4832 .4564 156 Standard deviation or variability within the teacher of agriculture position reveals the greatest con— sensus existing on the roles of Directing the Learning of High School Students and Working as a Member of the Teach- ing Profession. The role areas indicating the greatest lack of consensus are those of Guiding and Counseling and Improving the Environment of Farm People. The largest difference in standard deviation be- tween any two role area scores for the superintendent position is .2274. The largest difference in standard deviations for the teacher of agriculture position is .1894. Although this indicates that there is slightly more lack of agreement within the superintendent position, the lack of agreement is not significantly great within either position group. Table XVI indicates that the role of Directing the Learning of High School Students carried the most agreement within the teacher and superintendent groups. The role area of Guiding and Counseling ranked next in terms of agreement within the superintendent position but ranked next to the last place in terms of agreement within the teacher position. 157 TABLE XVI Rank Order of Role Areas from Most (1) to Least (8) Agreement within the Superintendent and Teacher of Agriculture Positions Superin- Teacher of Role Area tendent Agriculture Rank Order Rank Order I. Directing the learning of high school students 1 1 II. Guiding and counseling 2 7 III. Improving the environment of farm people 6 8 IV. Working as an educational leader in the community 4 6 V. Participating in the professional work of the school 3 3 VI. Working as a member of the teaching profession 5 2 VII. Directing the program of adult farmer education 8 4 VIII. Directing the program of 1 young farmer education 7 5 158 The role of Directing the Program of Adult Farmer Education, illustrates a situation quite different from that of Guidance and Counseling in that it ranked at the bottom of the eight role areas in terms of agreement among the superintendents but ranked fourth with the teachers of agriculture. Differences between Superintendents and Teachers of Agriculture in Their Perception of the Relative Importance of the Eight Professional Role Areas of the Teacher of Agriculture This comparison of mean role area scores illustrates that on the basis of the role definitional items presented to them, the superintendents perceived the role areas of Improving the Environment of Farm People, Directing the Program of Adult Farmer Education and Directing the Learn- ing of High School Students as having least relative impor— tance of the eight role areas. The teachers of agriculture also perceived these three roles as having the least rela- tive importance. The role areas that are perceived by the superintendent position as having greater relative impor- tance are also perceived by the teachers as having greater relative importance. 159 TABLE XVII Differences Between Mean Role Area Scores of Teachers of Agriculture and School Superintendents Superin- Teachers of Mean Role tendent Agriculture Area Score N-78 N-78 Difference Role Area II. III. IV. VI. VII. VIII. Directing the learning of high school students Guiding and counseling Improving the environment of farm people Working as an educational leader in the community Participating in the professional work of the school Working as a member of the teaching profession Directing the program of adult farmer education Directing the program of young farmer education 2.642 3.007 2.355 2.738 3.171 2.930 2.652 2.464 2.662 2.900 2.433 2.846 3.062 3.069 2.674 2.664 .020 -.107 .078 .108 -.109 .139 .022 .200 area score for superintendents. *A negative difference indicates a higher mean role TABLE XVIII 160 Rank Order of Perceived Relative Importance of the Eight Role Areas by Teachers and Superintendents Role Area Superin- Teacher of tendent Agriculture Rank Order Rank Order II. III. IV. VI. VII. VIII. Directing the learning of high school students Guiding and counseling Improving the environment of farm people Working as an educational leader in the community Participating in the professional work of the school Working as a member of the teaching profession Directing the program of adult farmer education Directing the program of young farmer education 6 7 2 3 8 8 4 4 1 2 3 1 5 5 7 6 Table XVIII illustrates that the superintendents and teachers of agriculture perceived approximately the same relative importance for each of the eight role areas. 161 The degree of expectation for the eight role areas, as determined by mean role area scores is not significantly different. In light of the data gathered the two position groups are generally in agreement on the relative impor- tance of the eight role areas. Relationship Between Perceptions of Role Expectations and Selected Background Variables Table XIX will present the correlation coefficients of the mean role area scores and selected background vari- ables of the superintendent and teacher positions. The eight role areas are: I. Directing the learning of high school students II. Guiding and counseling III. Improving the environment of farm people IV. Working as an educational leader in the community V. Participating in the professional work of the school VI. Working as a member of the teaching profession VII. Directing the program of adult farmer education VIII. Directing the program of young farmer education 162 Correlation coefficients have been calculated for the eight role areas and the selected background variables* which are identified as follows: 1. Nature of the vocational agriculture program 2. Age 3. Years in present school system 4. Years in present position 5. Degree held 6. Years in teaching experience 7. Estimated per cent of rural students in the school 8. Per cent of vocational agriculture students that are rural 9. Size of school Table XIX reveals that at the .05 level of signifi- cance the following relationships exist between the back- ground variables and the mean role area scores of the superintendent position: * With the data obtained it was not possible to calculate the correlation of major teaching field with the mean role area scores. See Table VI. 163 .mmm .m .wmma .xuow 302 .aaamIBmHOUz .soaumUSUm cam NUanaozmm Ca moaumaumum amucUEmpcsm .puomaaso .m .b .am>ma ao. Us» um manae Ho msam mN. no am>ma mo. 03» um unmoamaamam on o» hummmmUmc mum NN. macae 80 NN. msam mo mcoaUMamHHOU pmcamuao mump 0:» Mom .aU>Ua mo. map um ucmoamacmamt mONo. maoo.l mmNo.I aana.1 mmmo.l mowo. fivno.l vao.I m anN.I oMON.I *tNmNm.I tmeN.l nmna.l mvmo. nmoa.l Nmma.l m mmao.l omao.l amaa.l omoo.l nfiao. vaNo.I nmNa.I mnoa.l n ammo. mmoo.l mmmo. fimoa. mmma. aano. NnNa. noNo. o oooa.l mmao. mnON.I OMNa.I Nmao.l nawa.l mONo. m0mo.l m vaa. mmma. amma. mmna. atmva. mflmo. mono. mmwo. v mmma. obno. tmowm. *tomnm. tamofim. mama. ktwmmm. omoa. m nvmo. Nooo. nama. mmNa. mmna. omoo.l maaa. mwoa. N vmmo. nmna. awmo. Noma.l meo.I owvo. NmNo.I anoo. a HHH> HH> H> > >H HHH HH H meQwHHm> mmwu< Uaom pssonmxumm coauamom ucmpcwucanmmsm map How mwaamaum> pcsoumemm pmpomawm cam mUHOUm mmnd maom :00: may no muamaoammmou coaumamuuoo NHx mammH HO. mg“ “m UCMUHWflcmHm¥¥ .am>ma mo. map um ucmuamacmamn 0660. N660. 6omo. m6mo.l 660a. maoo.l oomo. Nmmo.l 0 666a. Vm6a. Nmma. amoa. Nomo. mavo.l vmma. maoo. m N6ma. 6060. 0660. M600.1 oana. 6060. 6660. nmao.l n maNa.I a06o.u anmo.l nmNo. 6Nmo. ovNa.I *NomN.I mmma.l 6 man. mmma. maNa.l 0660.: m6no.n 6660.: mmNo.I @660.1 m 06ma.l gmaa.l n6ma.l mmno. gomo. mmga.l *6m6N.I «m66N.I v moaN.I aNna.I 6ana.I 6mno. m6oo.l Nn6a.l *oomN.I *monN.I m vaa.I maoa.l 6NNo.I mmvo. a6mo. 6660.: tnmgN.l Nmoa.n N atmNmN. *6omN. amaa. nmmo.l 6Naa. mnaa. vaa. ma6o. a HHH> HH> H> > >H HHH HH H mwaQMHHm> mmwné waom pcsoumxumm coauamom wusuasuaumm amcoaUMUo> mo HU£UMUB map How moanwaum> pnsonmXUmm owUUmamm 6cm mmuoom mmnm maom :60: 63» mo magmaoammwoo acaumammuou XX mamflB 166 The statistical significance of the relationships that exist between the background variables and the mean role area scores of the teacher of vocational agriculture position are shown in Table XX. They may be summarized as follows: 1. There is a position correlation between the nature of the vocational agriculture program and the activities of teachers in role areas VII and VIII. Teachers of vocational agriculture who maintained the most complete programs (all-day, young farmer and adult farmer) tended to place more importance on the roles of Direct- ing the Program of Adult Farmer Education and Directing the Program of Young Farmer Education. There is a negative correlation between age of the teachers and role area II. The younger teachers of vocational agriculture tended to place more importance on the role of Guiding and Counseling. There is a negative correlation between the number of years that teachers have been in their present school system and role areas I and II. Teachers of vocational agriculture with fewer years in their present school system tended to place greater importance on the roles 167 of Directing the Learning of High School Students and Guiding and Counseling. There is a negative correlation between years in pres- ent position and role areas I and II. Teachers with less years in their present position tended to place greater emphasis on the roles of Directing the Learning of High School Students and Guiding and Counseling. There is a negative correlation between years of teach- ing experience and role area II. Teachers of vocational agriculture with less years of teaching experience tended to place greater importance on the role of Guid— ing and Counseling. Summary This chapter has presented and analyzed the results of the data gathered by administering the perception expec— tation questionnaire to four role-defining position groups. The data have been presented and analyzed in terms of the six major research objectives and relevant data listed in Chapter I. Mean responses to both role definitional activi— ties and role areas have been analyzed as a measure of expectations held by the four position groups. Standard 168 deviations in mean responses have been used as a measure of variability in the expectations held for the teacher of vocational agriculture's professional role. Chapter V will present the summary and conclusions of the study. 169 CHAPTER V SUMMARY AND CONCLUSIONS This has been a study to determine the perceptions of expectations held for the professional role of the teacher of vocational agriculture by school superintend- ents, teachers of vocational agriculture, teacher train- ers in agricultural education and State Department of Public Instruction supervisors in agricultural education. Purpose of the Study Specific purposes were to: 1. Determine activities that teachers of vocational agriculture are expected to perform, as they are perceived by the selected position groups. Identify conflicts in the perceptions that school administrators, state supervisors, teacher train- ers and teachers may have of expectations for the professional role of the teacher or agriculture. Determine the agreement or lack of agreement (consensus or lack of consensus) on selected role activities between members of the same position group. I III! 'illf‘ 170 4. Determine the agreement or lack of agreement (consensus or lack of consensus) that exists on each of the eight role areas between members of the same position group. 5. Identify the differences between school superin- tendents and teachers of agriculture in their perception of the relative importance of the eight professional role areas of the teacher of agriculture. 6. Identify relationships between perceptions of role expectations and selected background vari- ables such as size of school, type of agriculture program, years of experience, age and number of years in present position. A five point scale ranging from ”No, should not be done" to "Yes, must be done" was used to determine the EXpectations held by the four position groups on 102 role definitional activities of teachers of vocational agricul- ture. The 102 role definitional activities were classified in eight professional role areas. The eight role areas and 102 role definitional activities listed in the perception exPectation questionnaire were prepared by a review of literature and the use of the jury technique. 171 This chapter will present a summary of the research findings, along with the conclusions, implications of the study, and suggestions of further research. Summaryiof the Activities that Teachers of Vocational Aggiculture are expected to Perform, The following state- ments summarize the expectations held by superintendents, teachers of vocational agriculture, teacher trainers and state supervisors for the 102 role definitional activities in the perception expectation questionnaire. 1. Thirty-eight role definitional activities were expected to be performed. Weighted mean responses of the four position groups were in excess of 3.0 for thirty-eight of the role definitional activi- ties. Ratings of 3.0 or greater correspond to the ”Yes, should be done" and to the "Yes, must be done" categories on the 5 point scale. 2. Prohibitive to permissive expectations were held for the sixty-four of the role definitional activi- ties. weighted mean responses for sixty-four of the role definitional activities ranged below 2.999. Zero to 2.0 on the five point scale repre- sents the categories ”No, should not be done," 172 "Undecided as to whether this should be done_” and "Yes, may be done.“ 3. The four position (role definitional) groups held stronger expectations toward certain profes- sional role areas than they did toward others. In role area I - Directing the Learning of High School Students 14 of the 28 activities on the question- naire received weighted mean responses in excess of 3.0. In role area II - Guiding and Counseling 6 out of 12 activities were in the 3.0 or "Should be done" category. In role area III — Improving the Environment of Farm Peo- ple only 1 out of 11 activities had a weighted mean in excess of 3.0. Role area IV - working as an Educational leader in the Community received weighted mean responses of 3.0 or more on only 2 out of 8 activities. Role area V - Participating in the Professional work of the School received weighted mean responses on 9 out of 12 activi- ties. Role area VI - Working as a Member of the Teaching Profession received weighted mean responses on 4 out of 9 activities. Role areas VII - Directing the Program of Adult-Farmed Education and VIII - Directing the Program of- Young—Farmer Education received weighted means on 2 out of 10 and 12 activities respectively. 173 Summary of Conflicts (Lack of Agreement) in the Expecta- tions that School Superintendents, Teachers of Vocational Agriculture, Teacher Trainers and State Supervisors Hold for the Professional Roles of the Teacher of Vocational Agriculture. Conflicts or lack of agreement among the four position groups is summarized as follows: 1. A lack of consensus was found in the degree of expecta- tion that the various position groups held for the role definitional activities on the expectation questionnaire. Differences in mean responses to the 102 role defini- tional activities revealed that the teacher and superin— tendent group differed 0.5 or more on eight of the role definitional activities. Teachers and teacher trainers differed on 23 of the activities. Teachers and state supervisors differed on 37 of the activities. Superin- tendents and teacher trainers differed on 30 of the activities. Superintendents and state supervisors dif— fered on 40 of the activities while the teacher trainer and state supervisors differed on 23 activities. 2. Role definitional activities within role area VII - Directing the Program of Adult—Farmer Education, car— ried more disagreement between the position groups than Wfl‘ m”"_fi-'—."-—"__'M H h. ‘“ .Egt;yities in other role areas. In four of the 6 -~-__—.___-.. —-. 174 position group comparisons over half of the activities carried mean response differences of 0.5 or more. The superintendent and state supervisor groups differed on a greater number of role definitional activities than any other two groups. Summary of Agreement of Lack of Agreement (Consensus or Lack of Consensus) on Selected Role Activities Between Members of the Same Position Group. Consensus or lack of consensus between members of the same position group is summarized as follows: 1. A lack of consensus on role definitional activities existed among members of the same position groups. At the 0.9 level of standard deviation (used as a measure of variability) the members of the teacher of vocation- al agriculture position lacked consensus on 24 role definitional activities. The superintendent position lacked consensus on 10 activities; teacher trainers lacked consensus on 12 activities; and state supervisors on 6 activities. Certain role activities tend to show lack of consensus among the members of more than one position group. 175 Twelve activities had standard deviations of 0.9 or more in two or more of the four position groups. In other role activities there seems to be considerable consensus; eight had standard deviations of 0.6 or less in two or more of the position groups. Summary of Agreement or Lack of Agreement (Consensus of Lack of Consensus) Existing on the Eight Role Areas Between Members Within Superintendent and Teacher Position Grogps. Consensus existing on the eight role areas is summarized as follows: 1. Superintendents of schools tended to agree or have consensus in their degree or expectation for the follow- ing role areas: I — Directing the Learning of High School Students; II - Guiding and Counseling and V - Participating in the Professional Work of the School. 2. Superintendents of schools tended to lack consensus on the following role areas: VII — Directing the Program of Adult—Farmed Education; VIII - Directing the Program of Young-Farmer Education and III - Improving the Environment of Farm People. 3. Teachers of vocational agriculture indicated consensus on the following role areas: I - Directing the Learning of High School Students and VI - Working as a Member of the Teaching Profession. Teachers of vocational agriculture indicated lack of consensus on the following role areas: II - Guiding and Counseling and III - Improving the Environment of Farm People. Although lack of consensus was indicated within both of the position groups standard deviation as a measure of variability did not indicate serious conflicts or lack of consensus. Summarygof Differences Between Superintendents and Teachers of Agriculture in Their Perception of the Relative Impor- tance of Eight Professional Role Areas of the Teacher of Agriculture. Differences between superintendent and teacher perceptions of the relative importance of role areas is summarized as follows: 1. Superintendent and teacher positions agreed on the fol- lowing role areas as having the least relative importance: III - Improving the Environment of Farm People; I - Directing the Learning of High School Students and VIII - Directing the Program of YOung—Farmer Education. 2. 177 Superintendent and teacher positions were in agreement on their perceptions of the following role areas as having the most relative importance: V — Participating in the Professional Work of the School; II - Guiding and Counseling; VI - Working as a Member of the Teach- ing Profession and IV - Working as an Educational Leader in the Community. Superintendent and teacher positions were in general agreement on the relative importance of the eight role areas. Comparison of role area mean scores revealed that although there were slight differences between the two position groups, these differences were not significant. Summary of Relationships Between Perceptions of Role Expec— tations and Selected Background Variables. Relationships between role expectations and background variables are summarized as follows: 1. Superintendents who had been in their present school systems for longer periods of time placed greater impor- tance on the role areas of: II — Guiding and Counseling; IV - Working as an Educational Leader in the Community; 178 V - Participating in the Professional Work of the School and VI - WOrking as a Member of the Teaching Profession. Superintendents who had been in their present positions for a greater number of years placed greater importance on role area IV - Working as an Educational Leader in the Community. Superintendents from schools having smaller percentages of rural students placed more importance on role areas: V - Participating in the Professional Work of the School and VI — Working as a Member of the Teaching Profession. Teachers of vocational agriculture who maintained the most complete programs (all-day, young farmer and adult farmer) placed more importance on role areas: VII — Directing the Program of Adult-Farmer Education and VIII — Directing the Program of Young-Farmer Education. Younger teachers of vocational agriculture placed greater importance on role area II - Guiding and Counseling. Teachers of vocational agriculture who had been in their present school system for a fewer number of years placed greater importance on role areas: I — Directing the Learning of High School Students and II — Guiding and Counseling. 179 7. Teachers of vocational agriculture with fewer years of teaching experience placed greater importance on role areas: I - DirectingtflmaLearning of High School Students and II — Guiding and Counseling. Conclusions. The basic hypothesis of this study is a follows: There are differences between teachers of voca- tional agriculture and significant others on the perceived importance of expectations held for the professional role of the teacher of vocational agriculture. The following conclusions support and prove this hypothesis. They are based on the analysis of the responses of the superintendent, teacher of vocational agriculture, teacher trainer and state supervisor positions on the 102 role definitional activi- ties in the perception expectation questionnaire. The find— ings of the study were analyzed within the framework of the six research objectives and relevant data stated in Chapter I. 1. The weighted mean responses of the four position groups identified certain role definitional activities which are expectations held by the four position groups, it is concluded that certain activities of the teacher of agriculture are expected to be performed. 180 Based on the weighted mean responses of the four posi- tion groups, it is concluded that certain activities are not considered to be important in the professional roles of the teacher of vocational agriculture. Based on the differences in the mean responses of the four position groups, it is concluded that certain role definitional activities carry a lack of consensus between the four position groups. Since differences in the mean responses of role defini- tional activities within the role areas of VII - Direc- ting the Program of Young-Farmer Education and VIII - Directing the Program of Adult-Farmer Education were greater and appeared more often than activities in other role areas, it is concluded that these two role areas carry the most lack of consensus. Standard deviations for mean responses support the conclusion that lack of consensus does exist on certain role definitional activities and members within position groups do not completely agree in their expectations for the teachers of professional role. Standard deviations as a measure of variability in the mean responses on role areas support the conclusion 181 that with the exception of role area VIII - Directing the Program of Adult-Farmer Education, the teacher and superintendent positions are in general agreement on the eight role areas studied. Correlation coefficients for selected background variables and mean responses support flueconclusion that statistically significant correlations Exigt between certain background variables and expectations .~_ m#_ii--- _ held for the professional role of the teacher of voca- tional agriculture. Finally, although differences do exist in the expec- tations held for the professional roles of the teacher of vocational agriculture, and although these differ- ences exist both within and between groups, the conclu- sion may be drawn that these differences are not so great that they threaten the administrative structure or the quality of vocational education in agriculture. Rather it is concluded that some degree of difference is desirable and essential to provide for a democrati— cally administered program, capable of changing and innovating to serve the changing agricultural industry. : L . - 5..:.L.II ..fi ‘6‘ -..I-...,..., 182 Implications of the Study. Based on the perceived expec— tations held by significant position groups for the pro— fessional role of the teacher of vocational agriculture, the following implications are considered to be pertinent: l. The four position groups studied do have definite, and in certain areas, differing expectations for the teach- er's role. Because of different orientations and dif- ferent professional responsibilities, differences in expectations can and, probably should, exist. However, the expectations of the position groups studied are instrumental in defining the role of the teacher of agriculture and largely determine his day-to-day activities. It is possible that in some areas of the teachers' roles these expectations could become diver— gent to the point of causing a frustrating framework in which the teacher must practice his profession. At this point, a lack of consensus among the role definers would be detrimental to the quality of the educational program. Where lack of consensus exists it may be largely due to lack of understanding about the objectives of vocational agriculture and acceptable methods of meeting these 183 objectives. This situation would imply that open channels of communication are essential to the success— ful operation of the educational program. The lack of consensus on the role activities within role areas VII - Directing the Program of Adult—Farmer Education and role area VIII - Directing the Program of Young-Farmer Education, may be evidence that these phases of the pro- gram are not equally understood by all of the role defining groups. Although three of the position groups are largely responsible for the training of teachers and adminis- tering the program it is the teachers themselves that carry out the program. Differing expectations imply that adequate training of teachers is essential so that they may establish the common-ground expectations for their role and also be innovators to the point of adap- ting their programs to local communities; and keeping their programs abreast with a changing agriculture. Significant correlations of the background variables and role expectations imply that in-service training is essential to provide continuous training as the prob- lems of schools, people and agriculture change. This 184 implication is demonstrated by younger teachers attach- ing greater importance to their role in guidance and by teachers who operate complete programs attaching more importance to the role areas of adult and young farmer program. The expectation differences both between and within the group imply, that although the vocational agriculture program has been in operation many years and is quite closely administered, nationally, state, locally; the role of the teacher of agriculture has not been stereo- typed by role definers. The differences in expecta- tions may imply a healthy state of democratic opera- tion and the opportunity for innovation and change. Where expectations differ to a point of strong disagree— ment they imply a need for the expectations to be stud— ied by starting with convergent or commonly perceived expectations and working toward the more divergent role areas. It has been pointed out that some lack of con- sensus may be desirable and essential, but also it is essential to establish common ground expectations. 185 Suggestions for Future Studies. This study, although it analyzes the differences in expectations for the teacher of agriculture's professional role, and in part defines the role, does not provide answers to the many questions involved. Future research might well deal with the follow- ing aspects of this problem: 1. What expectations are held for the role of the teacher of vocational agriculture by the clientele of the pro- gram such as, students, parents of students, young farmers and adult farmers? 2. What is the effect of divergent role expectations on the morale of teachers and on the quality of program being conducted? 3. What are the effects of training and experience on the teacher's perceptions of his role? Do expectations stem from training and experience and how strongly are they influenced by others? 4. To what degree do the orientations and personality factors of role defining position members influence their expectations of the teacher’s role? 5. To what degree do the expectations of significant others influence the real behavior of the teacher in his local community situation? 186 Proposed studies concerning the role of the teacher of vocational agriculture might be conducted on a local, state or regional level. While studies of this nature need to include larger and more broadly selected populations, they might also seek to involve more depth. Methods of study involving personal contact and interview techniques might provide greater depth and more accurate means of measuring role expectations. While studies of larger scope would be desirable it is also apparent that there is a need for accurate perception and clear role definition at the local level. The need for accurate role definition should be met, whether this need appears at a local, state or national level. " V .‘k - . 3:8 91-..4 ,. it 187 SELECTED BIBLIOGRAPHY 188 A. BOOKS Davis, Kingsley. Human Society. New York: Macmillan Co., 1948-49. Dixon, Wilford J., and Frank J. Massey Jr. Introduction to Statistical Analysis. New York: McGraw Hill Book Co., 1957. Dublin, L. I., and A. J. Lotka. Length of Life. New York: Ronald Press, 1936. Gross, Neal, Ward S. Mason, and Alexander W. McEarchern. Explorations in Role Analysis. New York: John Wiley and Sons, Inc., 1958. Guilford, J. P. Fundamental Statistics in Psychology and Education. New York: McGraw Hill Book Co., 1956. Hamlin, H. M. The Community Prggram of Agricultural Edu- cation. Champaign: Strips Publishing Co., 1943. Lewin, Kurt. Resolving Social Conflicts. New York: Harper and Brothers, 1948. Linton, Ralph D. The Cultural Background of Personality. New York: D. Appleton Century Co., 1945. Linton, Ralph D. The Study of Man. New York and London: Appleton Century Inc. ' Mead, George H. Mind,Self and Society. Chicago: University of Chicago Press, 1934. Newcomb, Theodore M. Social Psychology. New York: Dryden Press, 1951. Parsons, Talcott, Edward Shils. Toward a General Theory of Action. Cambridge, Mass.: Harvard Press, 1952. 189 Phipps, Lloyd J., Glenn C. Cook. Handbook on Teaching Vocational Agriculture. Danville: The Interstate Printers, 1952. Sarbin, Theodore R. Role Theory in Gardner Lindzey (Editor). Handbook of Social Psychology. Vol. 1, Cambridge: Addison Wesley Publishing Co., 1954. Sargent, Stansfeld. "Concepts of Role and Ego in Contem- porary Psychology," in Rohrer, John H., and Sherif, Muzafer (Editors). Social Psychology at the Cross— roads. New YOrk: Harper Brothers, 1951. Stiles, Lindley J. The Teacher's Role in American Society. New York: Harper Brothers Publishers, 1957. Waller, Willard. The Sociology of Teaching. New York: John Wiley and Sons, 1932. Winston Dictionary. College Edition. New York: Winston Co., 1945. Znaniecki, Florian. The Social Role of the Man of Knowl- edge. Columbia University Press, 1940. B. PERIODICALS Bates, Frederick L. "Position, Role and Status: A Reformu- lation of Concepts," Social Forces, XXXIV, May, 1956, p. 314. Brookover, Wilbur B. "Research on Teacher and Administra— tor Roles,“ Journal of Educational Sociology, Vol. 29, No. 3, Sept., 1955. Cottrell, Leonard S. Jr. "The Adjustment of the Individual to His Age and Sex Roles," American Sociolggical Review, VII, 1942, p. 617. Dougan, J. D. "How Can I Find the Time,” Agricultural Education Magazine, Vol. 31, Nov., 1958, p. 111. 190 Getzels, J. W., G. E. Guba. "The Structure of Roles and Role Conflict in the Teaching Situation,” Journgi of Educational Sociology, Vol. 29, 1955, p. 40. Havighurst, R. J. I'Peace of Mind for the Teacher," National_EducationaNgAssociation Journal, Vol. 42, NOV., 1953, pp. 492-3. Neiman, Lionel J., James W. Hughes. "The Problem of the Concept of Role-A Re-Survey of the Literature,” Social Forces, XXX, 1951, p. 149. Sutherland, S. S. "The Vocational Ag. Teacher‘s Job," American Vocational Journal, Vol. 23, No. l, 1948, pp. 7-8. Terrien, Frederich W. "The Occupational Roles of Teachers," Journal of Educational Sociology, Vol. 29, 1955, p. 20. C. UNPUBLISHED MATERIALS Agan, R. J. "Opinion of Administrators Who Oversee Successful Departments of Vocational Agriculture in Kansas." Non Thesis Study, Kansas State University, Manhattan, 1960. Bentley, Ralph R. and Frank J. WUerdehoff. ”The View— points of Indiana School Administrators Regarding Vocational Education." Purdue University Studies in Education No. 4, Purdue University, Lafayette, Indiana, 1958. Bidwell, Charles E. "The Administrative Role and Satis- faction in Teaching." Unpublished Study carried out under auspices of the Midwest Administration, Chicago: University of Chicago, 1955. it--- ‘0 . . 4.611.... s L . 5v . .: frilj" 191 Bruning, Arthur Leroy. "The Utilization of Time by Instructors of Agriculture in South Dakota." Unpub—~ lished Master's Thesis, Library, South Dakota State College, Brookings, 1959. Caul, Denio A. "Perceptions of the County Extension Direc— tors Administrative Role in Michigan." Unpublished Doctor's Thesis, University of Wisconsin, 1960. Clary, Joseph R. "Attitudes of Public School Personnel Toward Adult Education in Agriculture in North Carolina." Unpublished Master's Thesis, NOrth Carolina State College, Raleigh, 1960. Cowan, Alton W. "The Flint Building Director: Role Expec- tations Held by Relevant Groups." Unpublished Doctor's Thesis, Michigan State University, East Lansing, 1960. Deyoe, George P. "Adjusting Local Programs of Vocational Education in Agriculture to Changes in Agriculture." Non Thesis Study, University of Illinois, Urbana, 1959. Essman, Rolland L. "Study of the Summer Activities of Nebraska Teachers of Vocational Agriculture." unpublished Master's Thesis, University of Nebraska, Lincoln, 1956. Guiler, Gilbert. "The Use of Professional Time During the Summer Months by Teachers of Vocational Agriculture in Ohio." Unpublished Doctor's Thesis, Ohio State University, Columbus, 1959. Hamlin, H. M. "Replanning Agricultural Education in Illi- nois Schools." Committee Report, University of Illinois, urbana, 1958. Hardway, wendell G. "Principals Evaluation of Local Pro- grams of Vocational Agriculture in west Virginia." Unpublished Doctor's Thesis, Ohio State University, Columbus, 1959. l 192 Hedges, Lowell E. "Criteria Used by Parents in AppraiSing Programs of Vocational Agriculture." Unpublished Master's Thesis,Ohio State University, Columbus, 1959. Hendricks, Roland Anthony. ”Program Emphasis as Determined by Time Utilization of Oregon Vocational Agriculture Instructors.” Unpublished Master's Thesis, Oregon State College, Corvallis, 1958. Hill, C. W. "Time Used for Professional Activities by Teachers of Vocational Agriculture in west Virginia. Unpublished Doctor's Thesis, Cornell University, Ithaca, 1949. Hoffman, James David. "A Study of the Perceptions that Administrators, Elementary Teachers, Consultants and Special Area Teachers Have of the Elementary Special Area Teacher and Consultant Role." Unpublished Doc- tor's Thesis, Michigan State University, East Lansing, 1959. Loreen, Oscar C. "Time Devoted to Professional Duties by Teachers of Vocational Agriculture in the State of Washington.” Non Thesis Study, State College of Washington, Pullman, 1955. Miller, John E. "Opinions of School Administrators Con— cerning the Vocational Agriculture Programs in High Schools of the Eastern Shore of Maryland." Univer— sity of Maryland, College Park, 1960. Mostowski, John J. "Problems of Vocational Agriculture Departments in Maryland." Special Problem, Uni— versity of Maryland, College Park, 1955. Mumphrey, Anthony M. "A Study of Teaching Activities of Teachers of Vocational Agriculture in Louisiana." Unpublished Doctor's Thesis, Louisiana State Uni- versity, Baton Rouge, 1956. 193 Nix, Harold Lyle. ”A Sociological Analysis of the Roles and Value Orientations of an Occupation." Unpub- lished Doctor's Thesis, Library, Louisiana State University, Baton Rouge, 1960. ”Professional Competencies that Teachers of Vocational Agriculture Should Possess in Order to Begin Teach- ing." Unpublished Mimeograph, Agricultural Educa- tion, Michigan State University, East Lansing. Schall, Gerhardt A. "A Survey of School Board Members' Attitudes Toward Vocational Agriculture and Their Knowledge Concerning Vocational Agriculture Programs in Their Schools." Unpublished Master's Thesis, South Dakota State College, Brookings, 1958. Simmons, Carl W. "School Non-Agricultural and Community Activities of Vocational Agriculture Instructors in Nebraska." Unpublished Master's Thesis, Univer- sity of Nebraska, 1954. Smith, Rex B. "A Comparative Study of the Expectations Which Teachers, Administrators, School Board Members and Citizens of Three School Districts Have of the Teacher's Role in School and Community." Unpub- lished Doctor's Thesis, Library, Michigan State Uni— versity, East Lansing, 1960. Spain, Franklin Holloway Jr. "Emphasis Needed in Programs of Vocational Agriculture." Unpublished Doctor's Thesis, Library, University of Florida, Gainesville, 1954. "Student Teaching Manual for Vocational Agriculture." Staff in Agricultural Education, College of Educa- tion, Michigan State University, East Lansing, 1960. Tolbert, Ralph Harmon. "The Use of Professional Time by Teachers of Vocational Agriculture in Georgia." Unpublished Doctor's Thesis, Ohio State University, Columbus, 1954. 194 Wingen, Ernest N. "A Survey of the Attitudes of Parents Toward Vocational Agriculture in South Dakota." Unpublished Master's Thesis, South Dakota State College, Brookings, 1957. D. OTHERS Federal Security Agency, Office of Education, Summaries of Studies in Agricultural Education. Vocational Division Bulletin 180. Washington: Government Printing Office, 1935. . Supplement No. 9, Vocational Division Bulletin 263, 1956. . Supplement No. 10, Vocational Division Bulletin 265, 1956. . Supplement No. 11, Vocational Division Bulletin 272, 1958. . Supplement No. 12, Vocational Division Bulletin 275, 1959. . Supplement No. 13, Vocational Division Bulletin 282, 1960. . Supplement No. 14, vocational Division Bulletin 291, 1961. Horne, T. J., F. A. Kirkland, Nylund and Others. What Constitutes an Effective Program of Vocational Agriculture in a Community.” Research Committee of the Southern Region, Virginia Polytechnic Institute, Blacksburg, 1956. Michigan State Department of Public Instruction. Summer Activities of Vocational Agriculture Programs in Michigan, Publication 505, Lansing, Michigan,l960. 195 Teacher Competence: Its Nature and Scope. Commission on Teacher Education, California Teachers Association, San Francisco, California, 1957. Teacher Education in Agriculture: A Program for Directed Participating Experience as a Part of the Pre- Preparation of Teachers of Vocational Agriculture. Committee on Teacher Education, Dansville, 111.: Interstate Printers, 1954. U. S. Department of Health, Education, and welfare, Digest of Annual Reports of the State Boards of Vocational Education, Washington: Government Printing Office, 1961. U. S. Department of Health, Education and welfare, Voca- Eional Education in the Next Decade: Proposals for Discussion, Washington: Government Printing Office, 1961. 196 APPENDIX PERCEPTIONS OF THE VOCATIONAL AGRICULTURE TEACHER'S PROFESSIONAL ROLE IN MICHIGAN QUESTIONNAIRE Part I - About Yourself DIRECTIONS: Please read each question carefully. Select the correct answer and place 1 check mark (J) in the space provided. Please do not omit any questions. What is your present title or position? Superintendent of Schools Teacher of Vocational Agriculture Teacher Trainer or State Supervisor Your age ? Under 25 years 45-54 years 25-34 years 55-64 years 35-44 years Over 65 years How many years have you been in your present school system? None . ' 10 to 14 l to 4 15 to 19 5 to 9 20 or more How many years have you been in your present position? 1 to 4 15 to 19 5 to 9 20 or more 10 to 14 What is the highest degree that you now hold ? None Masters Bachelors Doctors How many years of teaching experience have you had? None 5 to 9 1 10 to 14 2 15 to 19 3 20 to 24 4 25 or more What is or was your major teaching field? Social Science Industrial Arts Math and Science Commercial Physical Education Agriculture Speech and English Other (Specify) Languages Part II - About the School and Community Estimate the per cent of the students in your high school considered rural: __0 to 24% _____50 to 74% 25 to 49% 75 to 99% 13. Approximately what per cent of your vocational agriculture students are farm boys '? 0 to 49% 70 to 79% 50 to 59% 80 to 89% 60 to 69% 90% or more 14. What is the Michigan Athletic Association classification of your school? Class A Class C Class B Class D 15. What is the nature of your vocational agriculture program? (Check one.) High school classes only High school classes and young-farmer classes High school classes and adult-farmer classes High school classes, young-farmer classes, and adult farmer classes Part III - The Professional Activities of the Teacher of Agriculture DIRECTIONS: Please check each activity indicating how important it is for the teacher of agriculture to do it. No, should not be done Undecided as to whether this should be done Yes, may be done Yes, should be done Yes, must be done thJNr—O Circle a number from 0 through 4 on the scale for each item, thereby indicating the relative importance you attach to each task. Directinithe learning of high school students 16. Develop a course of study for each class taught 0 1 2 3 4 17. Direct student work experience during the summer months 0 1 2 3 4 18. Conduct field trips during class periods 0 1 2 3 4 19. Involve students in selecting problems to study 0 1 2 3 4 20. Use a school land laboratory for demonstrating basic agricultural principles 0 1 2 3 4 21. Limit enrollment to students expecting to farm 0 1 2 3 4 22. Teach classes other than agriculture 0 1 2 3 4 23. Collect and preserve agricultural materials, models and specimens for teaching 0 1 2 3 4 24- Use slides, charts and films for agricultural instruction 0 l 2 3 4 25. Provide individualized instruction on the farm throughout the year 0 1 2 3 4 26. Provide learning experiences through FFA activities 0 1 2 3 4 27. Prepare students for agricultural contests 5 0 1 2 3 4 28. Prepare students for FFA contests 0 l 2 3 4 = No, should not be done = Undecided as to whether this should be done " Yes, may be done = Yes, should be done = Yes, must be done Ari-‘O I 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. Provide needed instruction in reading, writing, speaking and arithmetic when teaching Develop acceptable social conduct among the students Teach the scientific principles underlying agriculture Provide instruction in farm mechanics Use pupil records to determine student needs Use evaluative evidence to improve teaching-learning experiences Place students with cooperating farmers for experience Train students for non-farm agricultural occupations Teach non-vocational classes in agriculture Organize class instruction to cut across farm enterprises Teach specialized vocational courses, such as floriculture and vegetable production Teach public speaking, parliamentary procedure and group discussion Provide farm experiences for students through a school land laboratory Enroll students not expecting to work in agriculture Direct farming experiences of students not enrolled in vocational agriculture Guiding and Couns sling 44. 45. 46. 47. 48. 49. 50. Determine who should be enrolled in vocational agriculture Visit prospective students and their parents to explain vo-ag program to them Select placement opportunities for students Confer with individual students about their personal and vocational problems Record guidance information for each student in personnel files Maintain a file of information on occupations in agriculture Provide group instruction about the occupational opportunities in agriculture OOOOOOOOOO ..a F—‘O—‘O—‘D—‘H NNNNNNNNNN wwwwwwwwww rbhbfinbubrbrbrbubnb = No, should not be done Undecided as to whether this should be done Yes, may be done Yes, should be done = Yes, must be done ubUJNh-IO 019-8.“) Hold parent-teacher conferences Conduct meetings for parents about the agricultural program Consult regularly the cumulative records of students Confer regularly with guidance counselors Assist school staff in gathering and recording information on students Other activities mproving the environment of farm people 53. 54. '35. '36. '37. '38. Conduct demonstration plots of agricultural practices in the community Use school farm to teach recommended farming practices Summarize farm records for farmers Provide technical assistance to farmers in the community Organize community service projects through the FFA Provide various kinds of agricultural services for farmers, such as testing milk and testing soil Conduct field trips to observe new practices being used in the community Provide news articles concerning new developments in agriculture Present radio and/or TV programs dealing with agriculture Assist other agricultural agencies in providing educational programs Participate in County Agricultural Council Other activitie s Working as an educational leader in the community 69. 70. 71. 72. Determine community educational needs Use community leaders in educational planning Represent the school in community agricultural activities Participate in a service club 0000 CD 00000 0000 Hv—Il—n HHHHH N N [V N N NNNNN NNNN wwww L» WWWUJUJ wwww 6:666 ..:; 6.6.66.6 ubvbuhrb = No. should not be done _' = Undecided as to whether this should be done Yes, may be done = Yes, should be done = Yes, must be done rwat—‘O ll 73. 74. 75. 76. 77. Attend meetings of farmer organizations such as Grange and Farm Bureau Participate in church activities Use citizens committees in planning the agriculture program Use available community resources in teaching Other activities Participating in the professional work of the school B16. B17. B18. B19. B20. B21. B22. B23. B24. B25. B26. B27. 328. Attend school faculty meetings Attend school functions that include the total school Work on teacher committees Serve on noon duty in the high school building Sell or take tickets at athletic games Seek suggestions from school administrators in improving the program Seek suggestions from other teachers in improving the program Share in the responsibility of supervising special school activities Participate in formulating and carrying out school policies Interpret the school program to the people of the community Live in the school community Relate instruction in agriculture to other curricular areas Othe r activitie s Working as a member of the teaching profession B29. B30. B31. Be an active member of professional educational organizations Continue to take college courses, seminars and other credit experiences beyond those required for certification Attend meetings of agricultural teachers' organizations 00000 00000 000000 pup—0H F—‘D—II—‘H NNNNN NNNN N NNNNNN wwwwww WWWUJUJ LNUJUJUOU) rbvbrbrh-rb- 66664:. rhubrbubrbrb ’ = No, should not be done = Undecided as to whether this should be done Yes, may be done = Yes, should be done - Yes, must be done vbbaNt—‘O ll B32. B33. B34. B35. B36. B37. B38. Identify prospective teachers Assist neighboring teachers with problems of teaching Schedule time for personal or family recreation Participate in community activities not related to the school Attend meetings and workshops for teacher improvement during the school day Support legislative programs to improve the economic and social status of the teaching profession Other activities Directing the program of adult-farmer education B39. B40. B41. B42. B43. B44. B45. B46. B47. B48. B49. Teach adult farmers who are established in farming Call in extension specialists to assist in instruction Call in specialists from commercial companies to assist in the instruction Conduct the adult-farmer program the year around Provide on-farm instruction for adult farmers Use an advisory committee in planning the program Study the agriculture of the community to determine the need for adult-farmer classes - Use special teachers to assist with the teaching of adults Provide instruction in farm mechanics Bring in specialists to teach adult farmer classes Othe r activitie s Directing the program of young-farmer education B50. B51. B52. B53. Teach young beginning farmers no longer in school Conduct young-farmer instructional program the year around Plan the instructional program to continue more than one year Make individual on-farm instructional visits to young farmers 0000 0000 C 00000 0000 NNNN NNNN N NNNNN NNNN wwww U) WWWUJ wmwww wwww 6666666666 6666 rbrbrP-rb = No, should not be done ‘ Undecided as to whether this should be done - Yes, may be done = Yes, should be done = Yes, must be done via-WNHO BS4. B55. B56. B57. B58.. B59. B60. B61. B62. Help young farmers find farms to rent or buy or jobs on farms Provide young-farmer recreational and social activities Provide agricultural instruction for young farm couples Provide organized instruction in farm mechanics Call in extension specialists to assist in instruction Call in specialists from commercial companies to assist in instruction Survey the community to determine the need for young-farmer classes Use an advisory committee in planning the program Other activities OOOOO NNNNN wmwww 66666 204 APPENDIX B List of Jury Members Wilbur McMath, Teacher of Vocational Agriculture, Traverse City, Michigan. Lowell McMillen, Teacher of Vocational Agriculture, Niles, Michigan. Norm Braun, Teacher of Vocational Agriculture, Chesaning, Michigan. Ray Hill, Supervising Teacher, Owosso, Michigan. Donovan Cronkite, Teacher of Vocational Agriculture, Stockbridge, Michigan. Wilbur C. Search, Teacher of Agriculture, Webberville, Michigan. Harry Miller, Teacher of Vocational Agriculture, Standish, Michigan. John Greenan, Teacher of Vocational Agriculture, Chesaning, Michigan. Leon J. Alger, Research Consultant, Vocational Education, Michigan Department of Public Instruction. Frederick Leckner, Professor, Agricultural Engineering, Cornell University. Charles Rogers, Teacher Trainer, University of North Carolina. F. K. T. Tom, Teacher Trainer, Cornell University._ Edward Eaton, Professor, Agricultural Engineering, Cornell ' University. 205 William Novack, Superintendent of Schools, Traverse City, Michigan. Glenn Loomis, Retired Superintendent of Schools, Traverse City, Michigan. Glenn Haidt, Superintendent of Schools, Owosso, Michigan. 0. C. Morningstar, Superintendent of Schools, Chesaning, Michigan. R. G. Hall, Superintendent of Schools, St. Charles, Michigan. J. Batchelor, Superintendent of Schools, Stockbridge, Michigan. B. E. Vauck, High School Principal, Williamston, Michigan. 206 APPENDIX C Letter of Request July 18, 1961 You and Mr. have been selected to participate in a study of the role of teachers of vocational agriculture. A number of professional people in education are being asked to give their perceptions of this role by rating teacher activities on a checklist. Many of the Michigan teachers will be contacted at their annual conference for teachers of vocational agriculture July 24-28. Those people who are participating in the study, but not attending the conference will receive the checklist by mail. This study is being done in Michigan under the direction of Dr. H. P. Sweany, College of Education, Michigan State University. Findings will be used in the pre-service and in-service training program for teachers of agriculture. Please check the appropriate blank and return this letter in the enclosed envelope. We will participate in the study by completing the checklist. We do not wish to participate. Thank you. Sincerely yours, William E. Drake 301 College of Education Michigan State University 207 APPENDIX D Cover Letter One Thank you. I have received your reply indicating that you will participate in a study of the teacher of agriculture's professional role. Your teacher of agri- culture has completed a questionnaire at the annual conference for teachers of vocational agriculture. To complete your school's participation your response on the enclosed check list is necessary. Teachers have completed this in about 15 to 20 minutes. I am very grateful for your school's participation. These suggestions seem helpful when filling out the questionnaire. 1. Please consider the role activities on the basis of agricultural teachers in general and not in terms of your specific teacher or community. 2. Please be frank and express your own opinion. Your responses will be combined with other administrators and will 999_be specifically identified. 3. The responses of you and your teachers will 999 be compared. Thank you for your cooperation. William E. Drake 301 College of Education Michigan State University 208 APPENDIX E Cover Letter Two Thank you. I have received your reply indicating that you will participate in a study of the agricultural teacher's professional role. Enclosed you will find two checklists, one for you and one for your teacher of agriculture. Others have completed this in about 15 or 20 minutes. I am very grateful for your school's participation. These suggestions seem helpful when filling out the questionnaire. 1. Please consider the role activities on the basis of agricultural teachers in general and not in terms of your specific teacher or community. 2. Please be frank and express your own opinion. Your responses will be combined with other administrators and will 999_be specifically identified. 3. The responses of you and your teacher will 999 be compared. Thank you for your c00peration. William E. Drake 301 College of Education Michigan State University 209 APPENDIX F Cover Letter Three You recently received a letter requesting you and your teacher to participate in a role study of the teacher of vocational agriculture. Your teacher of agriculture has participated by completing a check list at the annual conference for teachers of agriculture. To complete your school's participation your response on the enclosed check list is necessary. Teachers have completed this in about 15 to 20 minutes. I am very grateful for your school's participation. These suggestions seem helpful when filling out the questionnaire. 1. Please consider the role activities on the basis of agricultural teachers in general and not in terms of your specific teacher or community. 2. Please be frank and express your own opinion. Your responses will be combined with other administrators and will 999_be specifically identified. 3. The responses of you and your teacher will 999 be compared. Thank you for your cooperation. William E. Drake 301 College of Education Michigan State University 210 APPENDIX G Teachers of Vocational Agriculture Kellogg Center Fellow Teachers: I am asking the following group of teachers to par- ticipate in a study of the role of the vocational agri— cultural teacher. Your superintendents have been contacted and may have mentioned this to you prior to your summer conference. Will you please stop at Room 104-A immediately after your banquets on Tuesday evening July 25th. A few minutes of your time will be appreciated and I believe of value to all of us. 1. Addison - Douglas Hitchcock 2. Alma - Maynard Christensen 3. Alpena - J. H. Converse 4. Ashley - Howard Bryant 5. Bad Axe - Victor Finch 6. Bangor - Walter L. Bomeli 7. Bath - Norman Brown 8. Bay City Central - Max Brown 9. Belding - Richard S. Bird 10. Bellevue - William J. Garvey 11. Blissfield - Jacob Venema 12. Britton - Ronald Fritch 13. Bronson - Charles Hilton 14. Buchanan — Ellis May 15. Caro - C. Richard Karelse l6. Centreville - Gene Lewis 17. Chelsea - Stephen Hayden 18. Mason Co. Eastern - Ruben Gomez 19. Dowagiac — Ray Staples 20. Dundee - Lee Flegel 21. Eaton Rapids - Earl C. McKim 22. Eau Claire - John Vucich 23. Edmore - Jerrold Brown 24. Farwell — Maurice Rhoades 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 211 Flushing - Jack B. Mason Galien - Maurice Land Goodrich - Edward Knoll Grand Blanc - Patrick Dougherty Grand Ledge - Ronald K. Richmond Hartford - Leo Scheffler Hartland - John D. Anibal Hemlock - Elwin G. Darling Hesperia - Clarence E. Davis West Ottawa - Edward Dowdy Howell - Merle J. Weaver Hudson - Jerry Godfrey Imlay City - C. E. Preisel Kent City - Ralph M. White Kinde - Arthur L. Berkey Kingston - Charles E. Mumby Laingsburg - George Maiville Woodland—Lake - Ron K. Stevens Lapeer — James H. Jessop Leslie - Russell J. Miller Manchester - Ira E. Jump Marshall - Jack Anderson Fulton - Gerald E. McVannel Middleville - Elton Lawerence Midland — Charles Campbell Monroe - Lewis J. Bassett Morley-Stanwood - Ted F. Platt Mt. Pleasant - Edgar Strong Niles - Lowell McMillan Okemos - Roland Cook Onsted - Norman H. Bless Lakeville - Olan B. Mishler Otsego - Kenneth M. Baker Owendale-Gagetown - L. Harper Oxford - Richard Dockett Perry - James Potier Pickford - C. R. McHaney Elkton-Pigeon - F. D. Kuenzli Port Hope - Clayton Dailey Reading - Donald G. Leader Remus — Arlo V. Shank Romeo - Lucien P. Fay St. Louis — A. D. Huber 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 212 Sandusky - Louis P. Reuter Scottville - Richard Bell Sebewaing - Robert Pangman South Lyon - Don McCormick Sparta - Gordon Rayburn Standish-Sterling - H. Miller Stanton - Glenn D. Tarrant Tekonsha - Clarence Miller Traverse City - Wilbur McMath Webberville - Walter Search Zeeland - Herbert DeKleine Thanking you and counting on you, Bill Drake 213 APPENDIX H Role Area Mean Scores* for Individual Position Group Members Role Area I - Directing the Learning of High School Students School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N—78 N-9 N-5 1 2.641 2.963 3.105 3.177 2 2.570 2.677 2.391 2.820 3 2.499 2.713 2.677 2.499 4 2.641 2.534 2.748 2.570 5 2.249 2.606 2.463 2.320 6 2.534 2.463 2.748 7 2.463 2.998 2.499 8 2.499 3.034 2.820 9 2.677 2.534 2.356 10 2.641 2.570 11 2.570 2.499 12 2.391 2.249 13 2.427 2.213 14 3.320 2.606 15 3.070 2.284 16 2.641 2.820 17 2.641 2.748 18 2.606 2.820 19 2.748 2.963 20 2.713 2.927 21 2.463 3.070 22 2.856 2.606 23 2.998 2.963 24 2.820 2.748 *Role Area Mean Score is a measure of the degree of expectation held for a role area by an individual. Role Area I (cont.) 214 School of Superin- Teachers Teacher Super- Respondent tendents Trainers Visors No. N-78 N-78 N-9 N—5 25 2.249 2.784 26 2.570 2.356 27 2.249 3.105 28 2.499 2.921 29 2.249 2.070 30 2.891 2.963 31 2.784 2.820 32 2.820 2.142 33 2.784 3.213 34 3.034 2.927 35 2.499 2.856 36 2.963 2.142 37 2.284 2.534 38 2.463 2.249 39 2.784 2.784 40 2.570 2.356 41 2.963 2.927 42 2.356 2.748 43 2.856 2.784 44 3.070 2.249 45 2.356 2.891 46 3.070 2.963 47 2.641 2.891 48 2.677 2.427 49 2.748 2.713 50 2.570 2.891 51 2.320 2.641 52 3.070 3.070 53 2.713 2.641 54 2.998 2.606 55 3.070 2.249 56 2.463 2.856 57 3.427 2.713 58 2.820 2.963 59 2.927 2.320 60 3.034 3.213 Role Area I (cont.) 215 School of Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 61 2.570 2.641 62 3.177 2.570 63 2.891 2.784 64 2.891 2.606 65 2.534 2.534 66 2.606 2.427 67 2.891 2.748 68 2.570 2.713 69 2.713 2.713 70 2.463 2.856 71 2.641 2.391 72 3.070 3.427 73 2.820 3.034 74 2.963 2.391 75 2.534 3.498 76 2.284 2.927 77 2.570 2.856 78 2.856 2.606 Role Area II - Guiding and Counseling 216 School or Superin- Teachers Teacher Super- Respondent intendent Trainers visors No. N-78 N-78 N-9 N-S 1 2.915 3.581 3.915 3.915 2 2.998 3.082 3.165 3.082 3 3.831 2.998 2.915 2.998 4 3.498 2.998 3.332 2.915 5 2.832 2.499 2.665 3.665 6 2.415 2.832 3.498 7 2.748 3.248 2.832 8 2.915 2.915 3.498 9 2.832 2.998 2.748 10 2.748 2.832 11 2.832 2.499 12 2.582 2.665 13 2.582 1.915 14 3.415 2.748 15 3.748 2.249 16 2.915 2.748 17 3.581 2.582 18 3.415 3.332 19 2.748 2.665 20 2.915 3.748 21 2.499 2.998 22 2.915 3.165 23 3.248 3.165 24 3.248 3.581 25 2.332 3.082 26 2.665 2.332 27 2.748 3.248 28 2.499 2.499 29 3.082 2.499 30 3.082 1.749 31 2.998 2.832 32 2.998 1.999 33 3.082 3.831 34 3.581 3.332 35 3.082 3.248 36 3.581 2.332 37 2.415 3.165 38 2.998 2.665 39 2.748 3.498 Role Area II (cont.) 217 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 40 2.748 2.582 41 3.415 3.498 42 2.499 3.165 43 3.165 3.165 44 3.915 2.249 45 2.332 3.165 46 3.665 3.332 47 2.582 3.082 48 3.332 2.249 49 3.332 3.248 50 3.581 3.665 51 2.832 2.582 52 3.248 3.332 53 2.998 2.915 54 3.332 2.998 55 3.248 2.582 56 2.915 3.415 57 3.581 2.832 58 3.498 3.248 59 3.498 2.832 60 3.748 3.748 61 2.915 3.165 62 3.332 2.998 63 3.332 3.248 64 3.082 2.915 65 3.082 2.665 66 2.832 2.332 67 3.248 2.499 68 2.998 2.915 69 3.581 3.332 70 2.415 3.581 71 2.748 1.749 72 3.498 3.748 73 2.748 3.415 74 3.332 2.998 75 2.832 3.915 76 2.748 2.748 77 3.248 3.332 78 3.165 2.915 16.1.! 635‘ 218 Role Area III - Improving the Environment of Farm PeOple School or Superin- Teachers Teacher Supere Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 1 2.363 2.272 2.817 3.090 2 2.272 2.363 2.090 2.908 3 1.999 1.272 2.363 2.636 4 2.454 2.545 1.818 2.363 5 2.999 2.727 2.181 3.090 6 1.999 2.727 2.363 7 2.727 2.454 1.999 8 2.363 2.545 2.545 9 2.090 2.908 2.181 10 2.272 2.363 11 2.908 2.545 12 2.545 2.181 13 2.272 2.545 14 2.727 1.908 15 2.727 1.818 16 1.908 2.181 17 2.545 2.363 18 2.636 2.908 19 1.908 2.636 20 2.454 3.272 21 2.363 2.363 22 2.545 2.636 23 2.454 2.363 24 1.727 2.454 25 1.363 2.636 26 2.999 1.999 27 1.818 2.545 28 2.636 2.363 29 1.908 1.818 30 2.636 2.272 31 2.272 2.727 32 2.272 1.999 33 2.636 3.181 34 2.363 2.999 35 2.090 2.636 36 2.727 1.908 37 1.999 1.908 38 1.727 2.545 39 1.908 1.999 219 Role Area III - (cont.) School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N—9 N-5 40 2.090 2.272 41 2.636 2.272 42 2.272 2.181 43 2.636 2.181 44 3.817 2.636 45 2.636 2.908 46 2.908 2.727 47 2.272 2.999 48 2.272 2.636 49 2.363 2.181 50 1.818 2.908 51 2.545 2.272 52 2.817 3.363 53 2.545 2.363 54 2.272 2.636 55 2.727 2.999 56 2.181 3.908 57 1.727 2.363 58 2.727 3.090 59 2.817 2.272 60 3.999 3.272 61 2.181 2.545 62 2.363 2.363 63 2.999 3.181 64 2.090 2.272 65 1.636 1.818 66 2.727 2.090 67 2.363 2.090 68 2.908 2.454 69 2.817 2.181 70 1.636 2.454 71 1.999 2.545 72 2.908 3.272 73 2.090 2.545 74 2.999 1.454 75 2.727 3.999 76 2.090 2.454 77 2.181 1.545 78 2.363 2.545 13". :3 Role Area V - Participating in the Professional Work of the School 220 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 1 2.915 3.332 3.498 3.665 2 3.415 3.248 2.998 3.332 3 3.332 3.998 3.332 2.748 4 3.082 2.998 3.581 3.082 5 2.915 3.915 3.415 3.748 6 3.248 3.332 3.831 7 2.832 3.415 2.165 8 2.748 2.915 3.998 9 2.998 3.165 2.748 10 2.915 2.748 11 3.248 3.082 12 2.832 2.665 13 3.581 2.915 14 3.498 3.415 15 3.332 2.165 16 3.748 3.082 17 3.082 2.748 18 3.831 3.498 19 2.998 2.748 20 2.832 2.998 21 2.665 3.665 22 2.998 3.581 23 3.498 3.332 24 3.831 2.832 25 2.832 2.748 26 2.998 2.665 27 2.499 3.665 28 2.832 2.832 29 2.748 2.915 30 3.165 2.665 31 3.165 2.998 32 3.082 2.998 33 3.082 3.415 34 3.498 3.248 35 2.915 3.498 36 2.998 2.665 37 3.332 3.082 38 3.165 3.831 39 2.998 3.082 Role Area V (cont.) 221 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 40 2.998 2.915 41 2.165 3.165 42 3.248 3.248 43 3.665 3.415 44 3.998 3.415 45 3.165 2.249 46 3.248 2.915 47 3.248 3.665 48 3.165 2.582 49 3.581 3.581 50 3.248 3.665 51 3.248 2.582 52 3.248 3.581 53 3.415 2.415 54 3.665 3.248 55 3.498 2.499 56 2.915 2.249 57 3.998 2.832 58 3.332 2.832 59 3.831 2.915 60 3.998 3.248 61 3.581 3.248 62 3.498 3.165 63 3.248 3.748 64 3.998 3.415 65 3.332 2.332 66 2.998 2.748 67 3.998 3.498 68 3.998 2.582 69 3.831 3.581 70 2.665 3.498 71 3.415 2.332 72 3.665 3.831 73 2.832 3.248 74 2.832 2.915 75 2.998 3.831 76 2.998 2.998 77 2.748 3.332 78 2.998 3.415 12:1! I’l..4(ll( Role Area IV - Working as an Educational Leader in the Community 222 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 1 2.375 3.250 3.125 3.375 2 2.625 2.500 3.000 3.125 3 3.250 3.625 3.000 2.625 4 2.875 3.000 3.375 2.750 5 2.625 3.125 2.500 3.375 6 2.375 2.750 3.500 7 3.000 3.250 3.000 8 2.875 2.750 3.250 9 2.750 3.000 2.250 10 2.625 2.250 11 3.000 2.500 12 2.250 2.875 13 2.750 2.375 14 3.125 3.000 15 2.625 1.500 16 2.125 2.500 17 2.750 2.125 18 2.875 3.375 19 2.250 2.500 20 2.000 2.750 21 2.375 2.750 22 2.875 3.125 23 4.000 3.125 24 2.250 3.125 25 2.500 3.000 26 2.750 1.875 27 2.625 3.625 28 2.875 2.625 29 2.250 2.625 30 2.750 3.000 31 2.750 2.750 32 2.250 2.250 33 3.000 3.750 34 2.875 3.125 35 3.125 2.625 36 2.625 1.750 37 2.625 2.625 38 3.000 3.000 39 2.125 3.250 Role Area IV (cont.) Mfi: 223 __ M School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 40 2.375 2.625 41 2.500 3.250 42 2.625 2.875 43 2.750 2.500 44 3.000 2.375 45 2.625 3.375 46 3.000 2.625 47 2.500 3.250 48 2.875 2.625 49 2.875 2.750 50 2.750 3.875 51 3.000 2.125 52 2.875 2.875 53 3.000 2.875 54 3.750 2.750 55 3.750 3.125 56 2.500 2.500 57 2.375 2.875 58 3.500 3.375 59 3.500 2.625 60 3.750 3.250 61 2.375 3.000 62 3.375 3.000 63 3.250 3.125 64 2.750 3.000 65 2.750 2.625 66 2.875 2.750 67 2.875 2.625 68 2.750 3.000 69 3.375 3.750 70 2.375 2.875 71 2.625 2.500 72 3.250 3.625 73 1.750 3.250 74 2.750 2.125 75 2.625 4.000 76 2.625 3.250 77 2.750 3.500 78 3.000 3.125 Role Area VI - Working as a Member of the Teaching Profession 224 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 1 2.888 3.888 3.777 2.888 2 2.999 2.555 2.888 3.221 3 3.333 3.666 3.221 2.888 4 3.444 3.555 2.777 1.888 5 2.888 3.221 2.666 2.999 6 2.555 3.221 3.777 7 2.777 3.110 2.555 8 3.110 3.333 2.999 9 2.555 2.999 2.555 10 2.777 2.444 11 2.666 3.110 12 2.555 3.110 13 2.888 2.666 14 3.221 2.666 15 2.666 2.666 16 2.888 2.777 17 3.333 2.444 18 3.555 3.555 19 3.110 3.333 20 2.333 3.333 21 2.999 2.777 22 2.777 3.333 23 3.777 3.221 24 3.333 3.110 25 2.110 2.888 26 2.777 2.555 27 2.666 3.110 28 3.555 3.333 29 2.222 2.333 30 2.555 2.555 31 2.999 3.110 32 2.888 3.221 33 3.333 3.555 34 3.999 3.333 35 2.777 3.333 36 2.999 2.777 37 3.221 3.110 38 2.888 3.221 39 2.777 3.110 Role Area VI (cont.) 225 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-5 40 2.666 2.777 41 2.999 2.777 42 2.666 2.999 43 3.110 3.110 44 3.110 3.221 45 2.333 3.444 46 2.888 3.555 47 2.777 3.555 48 2.888 2.555 49 3.221 3.110 50 2.444 3.555 51 2.777 2.666 52 3.221 3.221 53 3.110 2.777 54 3.666 3.221 55 3.555 2.888 56 2.444 2.999 57 3.999 3.444 58 2.999 3.110 59 3.444 2.333 60 3.999 3.999 61 2.666 3.110 62 2.999 2.888 63 3.333 3.666 64 3.221 3.221 65 2.555 2.444 66 2.555 2.999 67 3.999 3.110 68 3.444 2.888 69 3.555 3.333 70 2.888 3.555 71 2.444 2.999 72 3.444 3.777 73 2.666 3.221 74 2.999 2.888 75 2.888 3.999 76 2.555 3.110 77 3.110 3.555 78 2.444 3.444 Role Area VII - Directing the Program of Adult—Farmer Education 226 School or Superin- Teachers Teacher Super— Respondent tendents Trainers visors No. N-78 N—78 N-9 N-5 1 2.400 2.900 3.300 3.000 2 2.100 3.200 2.600 2.900 3 3.000 1.900 2.600 2.700 4 3.400 2.700 3.000 2.700 5 2.500 2.800 2.600 2.900 6 2.300 2.800 2.900 7 2.800 2.800 2.300 8 3.100 2.800 2.800 9 2.200 2.600 2.400 10 2.300 2.200 11 2.600 2.400 12 2.600 2.700 13 2.500 2.600 14 3.100 3.600 15 2.500 2.500 16 2.500 1.700 17 2.800 2.200 18 2.300 3.300 19 2.900 3.000 20 2.600 3.100 21 2.700 2.200 22 2.100 2.600 23 3.700 2.600 24 2.100 2.800 25 2.000 2.600 26 2.400 2.200 27 2.000 3.200 28 2.500 2.600 29 1.900 2.200 30 2.900 2.900 31 2.300 2.800 32 2.400 1.900 33 2.600 3.000 34 2.800 3.400 35 2.000 2.700 36 2.600 2.300 37 3.200 2.900 38 2.700 2.800 39 1.800 2.900 Role Area VII (cont.) 227 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N—S 40 2.200 2.500 41 2.800 2.100 42 2.500 2.600 43 2.000 2.800 44 2.400 2.100 45 2.600 3.300 46 2.600 1.900 47 2.700 3.000 48 2.400 2.100 49 2.600 2.100 50 2.400 3.100 51 3.100 2.600 52 3.300 2.400 53 3.000 2.700 54 2.900 1.900 55 3.500 2.400 56 2.800 3.000 57 4.000 2.700 58 3.600 2.900 59 2.300 2.000 60 3.400 2.800 61 2.000 2.900 62 3.700 2.900 63 2.700 3.000 64 3.400 2.400 65 2.000 2.100 66 2.800 2.000 67 3.900 2.700 68 2.100 2.800 69 2.400 2.900 70 2.700 3.200 71 2.500 2.600 72 3.000 3.800 73 2.700 2.900 74 3.300 2.300 75 2.500 4.000 76 2.200 3.000 77 2.700 2.900 78 2.000 2.800 Role VIII — Directing the Program of Young-Farmer Education 228 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors No. N-78 N-78 N-9 N-S 1 2.165 3.082 3.581 3.581 2 1.666 2.998 2.665 2.998 3 2.748 1.749 2.665 2.748 4 2.582 3.498 3.498 2.998 5 2.665 2.582 2.748 3.248 6 2.082 2.499 3.748 7 2.998 2.748 2.665 8 2.998 2.998 2.832 9 2.249 2.915 2.332 10 2.332 2.415 11 2.249 2.165 12 2.748 2.582 13 2.332 2.415 14 2.415 2.915 15 2.748 2.415 16 2.332 2.082 17 2.748 2.082 18 2.582 2.195 19 2.998 2.915 20 2.499 2.998 21 2.998 2.415 22 2.499 3.165 23 3.748 2.499 24 1.915 2.915 25 1.666 2.832 26 2.832 2.082 27 1.999 2.998 28 2.249 2.582 29 1.582 1.666 30 2.832 2.582 31 2.249 2.748 32 2.415 1.915 33 2.249 3.248 34 2.748 3.082 35 2.165 2.665 36 2.249 2.499 37 2.082 2.998 38 2.249 2.582 39 1.166 2.832 Role Area VIII (cont.) 229 School or Superin- Teachers Teacher Super- Respondent tendents Trainers visors NO. N-78 N-78 N—9 N—5 40 1.999 2.415 41 2.832 2.499 42 1.999 2.582 43 2.082 2.582 44 2.998 1.832 45 2.748 3.332 46 2.998 2.915 47 2.832 3.415 48 2.499 2.582 49 2.415 2.249 50 1.999 3.082 51 2.582 2.415 52 2.998 2.998 53 2.665 3.165 54 3.248 2.165 55 3.248 2.665 56 2.832 2.915 57 3.665 1.999 58 3.082 2.415 59 2.499 2.249 60 3.581 3.415 61 1.999 2.998 62 2.249 3.165 63 2.415 2.832 64 2.915 2.665 65 1.999 2.415 66 2.665 2.332 67 3.165 2.582 68 1.999 2.915 69 2.332 2.915 70 2.748 3.248 71 2.415 2.082 72 2.915 3.415 73 2.665 3.332 74 2.915 2.415 75 2.998 3.998 76 1.915 3.248 77 2.832 3.581 78 1.999 2.832 APPENDIX I 230 Mean Responses and Standard Deviation of Mean Responses for the Superintendent, Teacher of Vocational Agriculture, Teacher Trainer and State Supervisor Positions on the Role Definitional Activities of the Professional Role of the Teacher of Vocational Agriculture a*- :00 Superin- Teachers of Teacher State G Z . . . ng=n tendents Vocational Trainers SuperVisors .3 I: 4:. Agriculture 0: 51?: N-78 N-78 N-9 N-5 u4u 82 Mean S.D. Mean S.D. Mean S.D. Mean S.D. 16 3.589 .586 3.615 .604 3.888 .314 3.300 .399 17 3.371 .769 3.346 .743 3.888 .314 4.000 .000 18 2.923 .764 3.153 .752 3.222 .628 3.200 .399 19 2.987 .650 3.051 .696 3.333 .471 3.400 .489 20 2.615 .820 2.448 .982 2.111 .314 2.800 .399 21 .615 .950 .320 .742 .222 .628 .000 .000 22 1.730 .929 1.153 .975 1.222 .916 1.200 .979 23 3.243 .644 3.243 .663 3.111 .566 2.800 .399 24 3.461 .523 3.474 .499 3.111 .566 3.000 .000 25 3.294 .718 3.423 .689 3.888 .314 4.000 .000 26 3.243 .603 3.474 .548 3.222 .628 3.800 .399 27 2.564 .841 2.692 .805 1.888 .314 2.400 .489 28 2.576 .792 2.743 .838 1.888 .314 2.400 .489 29 3.025 .816 3.012 .926 3.222 .628 2.400 1.356 30 3.448 .549 3.576 .543 3.000 .666 3.200 .399 *See Appendix A, Perception Expectation Questionnaire. Appendix I (cont.) 231 E d Superin- Teachers of Teacher State gzz tendents Vocational Trainers Supervisors r213: 43 4'? Agriculture 0: g 3 N-78 N-78 N-9 N-5 map 8.2 Mean S.D. Mean S.D. Mean S.D. Mean S.D. 31 3.487 .524 3.448 .591 3.333 .471 3.600 .489 32 3.038 .706 3.282 .677 3.333 .471 4.000 .000 33 3.256 .791 3.051 .677 3.222 .623 3.400 .489 34 3.346 .616 3.076 .635 3.555 .496 3.600 .489 35 2.115 .687 2.346 .637 2.222 .415 3.000 .632 36 2.782 .900 2.769 1.142 2.555 1.065 2.400 1.356 37 1.897 .794 1.807 .832 2.222 .785 1.400 .799 38 2.763 .819 2.858 .873 3.000 .471 2.200 .399 39 1.782 .826 1.874 1.061 2.333 .471 2.000 .000 40 2.679 .759 3.000 .767 2.444 .684 2.600 .439 41 2.371 .843 2.346 .984 2.111 .314 2.800 .399 42 1.769 .918 1.397 1.017 .777 .916 .400 .799 43 1.653 .829 1.807 1.038 1.777 1.030 1.200 .979 44 2.217 1.020 2.794 .952 2.444 1.422 3.200 .399 45 3.166 .648 3.320 .588 3.444 .486 3.400 .489 46 2.602 .722 2.679 .839 2.888 1.196 3.400 .489 47 3.153 .699 3.346 .656 3.333 .471 3.600 .489 48 3.153 .735 2.551 .956 3.111 .566 3.400 .489 49 3.435 .590 3.346 .713 3.333 .471 3.400 .489 50 3.448 .591 3.371 .699 3.333 .471 3.400 .489 51 3.012 .759 2.910 .819 3.444 .496 3.200 .399 Appendix I (cont.) 232 F4. Superin- Teachers of Teacher State (3% tendents Vocational Trainers Supervisors 02-94 >, Agriculture aiJu g '3'; N-78 N-78 N-9 86% Mean S.D. Mean S.D. Mean S.D. Mean S.D. 52 2.782 .653 2.589 .807 3.111 .566 3.200 .399 53 3.205 .585 2.679 .724 3.111 .566 3.200 .399 54 3.333 .569 2.884 .847 3.222 .628 3.400 .489 55 3.256 .541 3.038 .838 3.333 .471 3.000 .632 56 Open ended item 57 2.282 .766 2.461 .929 2.444 .496 3.000 .000 58 2.320 .839 2.410 .992 2.111 .314 3.200 .748 59 1.833 .883 1.448 1.008 1.111 .874 2.200 .399 60 2.410 .791 2.730 1.021 2.444 .831 3.000 .632 61 2.602 .627 2.820 .763 2.444 .831 2.800 .399 62 1.923 1.163 1.743 1.213 .666 .816 2.200 .399 63 3.179 .524 3.128 .606 3.111 .314 3.200 .399 64 2.666 .811 2.423 1.103 2.333 .816 2.800 .399 65 2.064 .852 2.230 .783 2.222 .628 2.800 .399 66 2.525 .746 2.833 .586 3.000 .666 2.800 .399 67 2.679 .742 3.153 .769 3.000 .471 3.000 .632 68 Open ended item 69 2.666 .915 2.910 .865 3.444 .684 3.800 .399 70 2.884 .784 3.012 .839 3.444 .496 3.200 .399 71 3.243 .581 3.294 .681 3.111 1.286 3.000 .894 72 2.525 .711 2.448 .857 2.333 .471 2.400 .489 Appendix I (cont.) 233 .- #— a . Superin- Teachers of Teacher State 2:2 tendents Vocational Trainers Supervisors £5 5' Agriculture a: -:-I «4 N-78 N—78 N-9 .5: .2: E: Mean S D Mean S.D. Mean S.D. Mean S.D. 73 2.423 .650 2.256 .868 2.222 .415 2.400 .489 74 2.512 .711 3.089 .834 2.444 .496 3.000 .894 75 2.641 .816 2.602 .867 3.333 .471 3.200 .399 76 3.333 .522 3.423 .566 3.666 .471 3.400 .489 B16 3.897 .303 3.782 .412 3.777 .415 4.000 .000 B17 3.538 .592 3.461 .613 3.333 .816 3.600 .489 B18 3.512 .548 3.551 .546 3.555 .831 3.800 .399 B19 2.576 1.224 2.346 1.318 2.666 .942 2.600 .489 B20 2.615 .909 2.102 1.276 2.222 1.133 2.600 .489 B21 3.282 .575 3.448 .569 3.555 .496 3.800 .399 B22 2.910 .771 2.935 .867 3.222 .785 3.000 .000 B23 3.178 .693 2.897 1.104 3.222 .916 3.000 .632 B24 3.435 .568 3.256 .758 3.555 .684 3.400 .489 B25 3.461 .613 3.166 .925 3.555 .684 3.600 .489 B26 3.102 .825 3.205 .773 3.444 .684 3.200 .748 B27 3.307 .561 3.256 .629 3.333 .666 3.200 .748 B28 Open ended item B29 3.487 .548 3.410 .608 3.666 .471 3.400 .489 B30 3.166 .628 3.166 .668 3.333 .471 3.000 .000 B31 3.282 .528 3.397 .562 3.222 .415 3.200 .399 B32 2.717 .782 2.666 .762 2.777 .415 2.800 .399 B33 2.487 .746 2.743 .668 2.444 .496 2.800 .399 .Appendix I (cont.) 234 a . Superin- Teachers of Teacher State 2% tendents Vocational Trainers Supervisors (1)-9: % Agriculture '3 .42. 5:. a: 5 z N-78 N-78 N-S u4u 3.5:) Mean S.D. Mean S.D. Mean S.D. Mean S.D. B34 3.358 .678 3.682 .605 3.333 .816 3.200 .748 B35 2.730 .613 3.025 .784 2.777 .785 2.600 .489 B36 2.589 .807 2.782 .886 2.666 .942 1.800 .979 B37 3.002 .611 3.179 .674 3.000 .666 2.200 1.166 B38 Open ended item B39 2.666 .745 2.923 .764 3.444 .496 3.600 .489 B40 2.974 .639 2.730 .842 2.222 .415 2.000 .000 B41 2.743 .705 2.589 .781 1.777 .415 2.000 .000 B42 2.166 .952 2.243 .879 2.888 .566 2.800 .399 B43 2.346 .874 2.769 .846 3.333 .471 4.000 .000 B44 2.768 .799 2.564 .868 3.333 .666 3.200 .399 B45 3.038 .649 3.294 .601 3.444 .496 3.800 .399 B46 2.602 .773 2.435 .955 2.333 .471 2.200 .399 B47 2.653 .694 2.910 .632 2.777 .628 3.200 .748 B48 2.564 .777 2.282 .904 1.666 .942 1.600 .799 B49 Open ended'item B50 2.705 .699 3.000 .577 3.333 .471 3.600 .489 B52 2.846 .642 2.846 .801 3.333 .666 3.400 .489 B53 2.794 .667 3.205 .667 3.666 .471 4.000 .000 B54 2.102 .899 2.564 .794 2.888 .874 3.000 .632 B55 1.692 .851 2.307 .881 2.555 .684 2.400 .489 Appendix I (cont.) 235 F, . Superin- Teachers of Teacher State g,g tendents Vocational Trainers Supervisors $3, >: Agriculture 04-1 JJ 01-2 v; N—78 N-78 N—9 N—5 1:3 23 3 :52) Mean S.D. Mean S.D. Mean S.D. Mean S.D. B56 2.230 .618 2.589 .758 2.888 .874 2.600 .489 B57 2.487 .674 2.833 .705 2.777 .628 3.200 .748 BS8 2.756 .624 2.564 .690 2.222 .415 2.200 .399 B59 2.576 .742 2.512 .674 1.888 .566 2.200 .399 B60 2.923 .655 3.064 .685 3.444 .496 3.800 .399 B61 2.756 .737 2.589 .953 3.444 .496 3.400 .489 236 APPENDIX J Differences in Mean Responses of the Superintendent, Teacher of Vocational Agriculture, Teacher Trainer and State Supervisor Positions for 102 Role Definitional Activities of the Teacher of Vocational Agriculture Act. Supt. Teach. Teach. Supt. Supt. T.T. No.* and and and and and and Teach. T.T. S. Sup. T.T. S. Sup. Sup. 16 .03 .27 .19 .30 .22 -.08** ii W 17 .03 .54 .66 .51 .63 .12 “ 18 .23 .07 .05 .30 .28 -.02 19 .07 .28 .35 .35 .42 .07 20 .17 .33 .36 -.50 .19 .69 21 -.29 -.10 -.32 -.39 -.62 -.22 22 -.58 .07 .05 -.51 -.53 -.02 23 .00 -.13 -.44 -.13 —.44 -.31 24 .01 -.36 —.47 -.35 -.46 -.ll 25 .13 .46 .58 .59 .71 .12 26 .23 -.25 .33 -.02 .56 .78 27 .13 -.81 -.29 -.68 -.16 .52 28 .17 -.86 -.34 -.69 —.17 .52 29 -.01 .20 -.61 .20 -.62 -.82 30 .13 -.57 -.37 -.44 , -.24 .20 *See Appendix A, Perception Expectation Questionnaire. Supt. = School Superintendents; 8. Sup. = State Supervisors Teach. = Teachers of Voc. Ag.; T. T. = Teacher Trainers **Minus sign indicates that the position group listed first has a larger mean than the position group being com- pared to it. Appendix J (cont.) 237 Act. Supt. Teach. Teach. Supt. Supt. T.T. No. and and and and and and Teach. T.T. S. Sup. T.T. S. Sup. Sup. 31 -.04 -.11 .16 -.15 .12 .27 32 .25 .03 .72 .30 .97 .67 33 -.20 .17 .35 -.03 .15 .18 34 -.27 .48 .53 .21 .26 .05 35 .23 -.12 .66 .ll .89 .78 36 -.02 -.21 -.36 —.23 -.33 —.15 37 —.09 .42 —.40 .33 -.49 -.82 38 .09 .15 -.65 .24 -.56 -.80 39 .19 .36 .03 .55 .22 -.33 40 .33 -.56 -.40 -.23 -.07 .16 41 -.03 -.23 .46 -.26 .43 .69 42 -.37 -.62 -.99 -.99 -1.36 .37 43 .15 -.03 -.60 .12 -.45 -.57 44 .58 -.35 .41 .23 .99 .76 45 .16 .12 .08 .28 .24 -.04 46 .07 .21 .73 .28 .80 .52 47 .19 .01 .26 .18 .45 .27 48 -.60 .55 .85 -.04 .25 .29 49 -.09 -.01 .06 -.10 -.03 .07 50 -.07 -.04 .03 -.11 -.05 .07 51 -.10 .53 .28 .43 .19 -.24 52 -.20 ~.53 .62 .33 .42 .09 53 -.53 .44 .53 -.09 .01 .09 54 -.45 .34 .52 -.ll .07 .18 238 Appendix J (cont.) Act. Supt. Teach. Teach. Supt. Supt. T.T. No. and and and and and and Teach. T.T. S. Sup. T.T. S. Sup. S. Sup. 55 -.22 .30 .03 .08 -.25 -.33 56 Open ended item 57 .18 -.02 .54 .16 .72 .56 58 .09 -.30 .79 -.21 .88 1.09 59 -.39 -.33 .76 -.72 .37 1.09 60 .32 —.28 .27 .03 .59 56 61 .22 -.38 .02 -.16 .20 36 62 -.18 -1.08 .46 —1.26 .28 1.53 63 -.05 -.01 .08 —.06 .03 .09 64 -.24 -.09 .38 -.33 .14 .47 65 .17 -.01 .57 .16 .74 58 66 .31 .17 -.03 .48 .28 -.20 67 .48 -.15 -.15 .32 .33 .00 68 Open ended item 69 .25 .53 .89 .78 1.14 .36 70 .13 .43 .19 .56 .32 -.24 71 .04 -.18 -.29 —.13 - 24 -.11 72 —.08 -.ll -.04 —.19 -.12 .07 73 -.17 -.03 .15 -.20 -.02 .18 74 .57 -.64 -.08 -.07 .49 .56 75 -.04 .73 .60 .69 .56 -.13 76 .09 .24 -.02 .34 .07 -.26 B16 -.11 -.01 .22 -.12 .ll .23 B17 -.07 -.13 .34 -.20 .07 .27 239 Appendix J (cont.) r r Act. Supt. Teach. Teach. Supt. Supt. T.T. No. and and and and and and Teach. T.T. S. Sup. T.T. S. Sup. Sup. B18 .04 .00 .25 .04 .29 .25 B19 -.23 .32 .26 .09 .03 —.06 B20 -.51 .12 .50 -.39 -.01 .38 B21 .16 .11 .36 .27 .52 .23 B22 .02 .29 .07 .31 .09 —.22 B23 -.28 .33 .ll .05 -.17 -.22 B24 -.18 .25 .15 .12 -.03 -.15 B25 -.30 .39 .44 .09 .14 .05 B26 .10 .24 .00 .34 .10 -.24 B27 -.05 .08 -.05 .03 -.10 -.13 B28 Open ended item B29 -.07 .25 —.01 .18 -.08 -.26 B30 .00 .17 -.16 .17 —.16 -.33 B31 .11 -.17 -.19 -.06 -.08 -.02 B32 -.05 .11 .14 .06 .09 .03 B33 .26 -.30 .06 -.04 .32 .36 B34 .34 -.36 -.49 -.02 -.15 -.13 B35 .29 -.25 -.24 .04 -.13 —.17 B36 .20 -.12 —.98 .03 —.78 -.86 BB7 .07 -.17 -.96 -.10 -.90 -.80 B38 Open ended item B39 .26 .52 .68 .78 .94 .36 B40 -.24 -.51 -.73 -.75 -.97 -.22 B41 -.16 -.81 -.58 -.97 —.74 .23 Appendix J (cont.) 240 Act. Supt. Teach. Teach. Supt. Supt. T.T. No. and and and and and and Teach. T.T. S. Sup. T.T. S. Sup. S. Sup. B42 .08 .64 .56 .72 .64 -.08 F‘Tg B43 .42 .57 .56 .99 1.66 .67 i g 844 -.20 .77 .64 .57 .44 -.13 : ‘ 845 .26 .15 .51 .41 .77 .36 ‘ B46 -.17 -.10 -.23 .27 —.40 —.13 ."‘ B47 .26 -.14 .29 .12 .55 .43 _:j B48 -.28 -.62 -.68 -.90 —.96 —.06 B49 Open ended item B50 .30 .33 .60 .63 .90 .27 B51 .13 .65 1.03 .78 1.16 .38 B52 .00 .40 .56 .49 .56 .07 B53 -.59 .46 .80 .87 1.21 .34 B54 .46 .32 .44 .78 .90 .12 B55 .61 .25 .10 .86 .71 —.15 B56 .35 .30 .02 .65 .37 -.28 B57 .35> -.06 .37 .29 .72 .43 B58 -.19 -.34 -.36 -.53 -.55 -.02 B59 -.06 -.63 -.31 -.69 -.57 .32 B60 .14 .38 .74 .52 .88 .36 B61 -.17 .86 .82 .69 .65 -.04 W: '1.“ rr ' ~ .. H.,; . W -.:m‘ a..}.....—--v' rf -' "_ ' 1 .‘ .' .. Aw " I‘ i... 4- I. _ .1 ' ‘ ) J .P‘