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J - -‘ IHLII-I‘ III“ yin“ ' ""’ LIBRARY Michigan State University f“: — This is to certify that the thesis entitled The Perceived Role of the College Supervisor of Student Teachers in the Ten Seventh-day Adventist Institutions in the U.S. presented by Jeewaratnam Moses (Y. J. Moses) has been accepted towards fulfillment of the requirements for PH- Di degree in W 0-7639 INIBIIINIQIMLIIHIIfllmllljmllllflllfllll OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: . ' 3;. "u, Place in book return to move “W" 4 charge from circulatton records THE PERCEIVED ROLE OF THE COLLEGE SUPERVISOR OF STUDENT TEACHERS IN THE TEN SEVENTH-DAY AOVENTIST INSTITUTIONS IN THE U.S. By Jeewaratnam Moses (Y. J. Moses) A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1979 ABSTRACT THE PERCEIVED ROLE OF THE COLLEGE SUPERVISOR OF STUDENT TEACHERS IN THE TEN SEVENTH-DAY AOVENTIST INSTITUTIONS IN THE U.S. by Jeewaratnam Moses (Y. J. Moses) Purpose of the Study The purpose of the study was two-fold: (l) to describe the college supervisor's role in the ten Seventh-day Adventist (SDA) colleges and universities in the U.S. as perceived by college super- visors, student teachers, cooperating teachers and principals; and (2) to determine the relationship between college supervisor's percep- tions of his role and those held by student teachers and cooperating teachers. Procedures A 72-item role expectation questionnaire was developed and data were gathered in Fall 1978. Items were ultimately grouped into four empirically established subscales--Personality Characteristics, Plan- ning, Delivery and Development. Altogether 29 college supervisors, 98 student teachers, 94 cooperating teachers and 42 principals from the ten institutions completed the questionnaire. These data were analyzed in two parts. In part one, six hypotheses were tested to determine if mean response ratings varied among the four independent variables--ten institutions, four groups of participants, three types Y. J. Moses - 2 of schools (public, SDA and both) and three levels of schools (elemen- tary, secondary and K—lZ). One-way and three-way ANOVA tests were used to analyze the data. In part two, four hypotheses were tested to determine if the degree of relationship between a college supervi- sor's ratings and those of his clients (student teachers and coopera— ting teachers) varied among participants at elementary and secondary levels in public and SDA schools. Means of the correlation coeffici- ents were compared in two-way ANOVA and t-tests. Findings In part one, in general mean response ratings were very high thereby indicating that respondents felt that college supervisors should perform the functions suggested by items in the questionnaire. Only five of the sixteen (four independent variables by four subscales) tested differences were statistically significant. Even these dif- ferences were small in absolute terms, and therefore lacked practical significance. The level of relationships between the responses of college supervisors and those of their clients examined in part two did not prove to be a function of any of the three independent variables that were examined. The means of the correlation coefficients reflecting role relationship between college supervisors and student teachers did not differ significantly from the corresponding means for role relationship between college supervisors and cooperating teachers. In general, the correlation coefficients were very low (83 of llG were not significantly different from zero). Even the role relation- ship among college supervisors themselves was very low. Y. J. Moses - 3 Conclusions When interpreted in terms of role theory, the findings of part one suggest that the college supervisor's role satisfies the necessary "consensus" requirements for successful role enactment thereby making it possible for college supervisors to provide successful experiences for all involved in the student teaching programs. However, results of part two suggest that there may be problems in the interactions among participants due to differences in perceptions of the relative importance of specific functions within the role. As a whole, these results seem to suggest that most participants lack awareness of the expectations of the college supervisor's role, and that the perfor- mance of the role would be facilitated by deliberation and consensus in defining the role. Recommendations l. The board of higher education in the General Conference of the SDA's should promote regular communication and discussion among college supervisors about their role, develop a clear role definition as a result of their collaborative effort, and disseminate this infor- mation to all participants. 2. College supervisors at each institution should meet with groups of student teachers, cooperating teachers and principals to discuss and come to an acceptance regarding specific functions of their role, prepare a monograph defining this role, and disseminate it to all participants. 3. Develop and offer a course to cooperating personnel on the purposes, nature of and specifics for roles in student teaching. Y. J. Moses - 4 4. Require college supervisors to take courses in supervision of student teaching. DEDICATION The price my family paid when I undertook the doctoral study was high. They put up with my obsessions and my unpredictable writing ups and downs of this dissertation. Therefore, this disser- tation is dedicated to my family who in tolerance of my many demands supported me in love, patience and strength, assuring my success. I am deeply indebted to my family: My wife, Gnani; My son, Kenneth Prakash; and My daughter, Juanita Prema. ii ACKNOWLEDGEMENTS Though one person undertakes the actual research and at its completion receives the reward, he is dependent on many others for ideas, criticism, direction and support. Many people contributed in many ways to the completion of this dissertation. I am deeply indebted to them. I hereby express my sincere thanks to all of them. Many sincere thanks are due to the members of my doctoral committee, Dr. John J. Cragun, Dr. James Costar, Dr. Max Raines, and in particular, to my committee chairman, Dr. Henry w. Kennedy, for the able guidance, professional direction, assistance and encouragement which was offered throughout this study. Very special thanks are given to Dr. Garland J. Millet, the Associate Director of Education in the General Conference of the Seventh-day Adventists, for his assistance in getting this study going. Thanks are also due to the Directors of Student Teaching-- Dr. Virgil Bartlett of Andrews University, Dr. Betty T. McCune of Atlantic Union College, Dr. Joseph B. Stevens of Columbia Union College, Dr. Viktor A. Christensen of Loma Linda University, Dr. Paul Brantley of Oakwood College, Dr. Melvin Nolford of Pacific Union College, Dr. K. M. Kennedy of Southern Missionary College, Dr. Ralph Bailey of Southwestern Adventist College, Dr. C. E. Felton of Union College, and Dr. Harold Ochs of Walla Walla College--and the college supervisors at these ten SDA institutions for themselves responding to the study questionnaire, for distributing the c0pies of the iii questionnaire to the student teachers, cooperating teachers and principals with whom they worked, and for collecting the completed answer sheets to return to me for analysis. Without their continued support, this study would not have materialized. Deep appreciation is extended to Dr. Donald J. Freeman for the invaluable statistical assistance and many helpful suggestions through- out this study. Thanks are also due to Dave Gerbing and Dave Solomon in the Office of Research Consultation, and the consultants at the Computer Laboratory for all the help with the use of the computer facilities and programs. A number bf faculty and staff in the Division of Student Teaching and Professional Development aided me in the deveIOpment of the initial, modified, and the revised questionnaires for the study. To them, I express my hearty thanks. Special thanks and gratitude are given to my family whose support, love and encouragement made this study possible; to my parents who, for various legitimate reasons, could have denied me an early education, but instead sacrificed much to educate me till I completed secondary education; to Gnani, my dear wife, whose confidence, understanding and unselfish support sustained me in rough times, for typing the rough drafts and the final copy of the dissertation; and to all who have made my stay at Michigan State University a most enjoyable, profitable, and memorable learning experience. Finally, I give my adoration and gratitude to God through the Lord Jesus Christ and the Holy Spirit for giving me the opportunity of a higher education, for His continued providence, and for opening may sincere hearts to help me complete this dissertation. iv TABLE OF CONTENTS Page LIST OF TABLES ....................... viii LIST OF FIGURES ....................... xiii Chapter I. THE NATURE OF THE INVESTIGATION ............ I Introduction to the Study ............... l Background of the Study ................ 7 Need for the Study .................. ll The Purpose of the Study ............... l5 The Objectives of the Study .............. l6 Part I: Magnitude of Response Ratings ....... l6 Part II: Pattern of Response Ratings ........ l7 Hypotheses ...................... l7 Part I: Magnitude of Response Ratings ....... 18 Part II: Pattern of Response Ratings ........ l8 Definitions of the Terms ............... 19 Delimitations of the Study .............. 22 Overview of the Study ................. 22 II. REVIEW OF RELATED LITERATURE .............. 24 Introduction ..................... 24 Seventh-day Adventist Philosophy of Education ..... 24 Teacher Education Programs in the SDA Institutions . . 27 Admission to Teacher Education ........... 31 Professional Courses ................ 32 Application to Student Teaching Program ....... 33 Student Teaching .................. 33 Role Theory ...................... 36 Role Theory Applied to Student Teaching ........ 42 Review of Literature and Selected Studies Based on Role Theory .................... 44 Review of Related Literature ............ 45 Selected Studies Based on Role Theory ........ 52 Chapter DESIGN OF THE STUDY .................. Data Collection Procedures .............. Demographic Characteristics of the Sample ...... College Supervisors ................ Student Teachers .................. Cooperating Teachers ................ Principals ..................... Development of the Role Expectation Questionnaire . . Introduction .................... Pilot Study .................... Identifying Subscales Within the Questionnaire. . . Evidence of Reliability and Validity of the Revised Questionnaire .................... Reliability .................... Validity ...................... Independent Variables ................ Testing the Hypotheses ................ Part I: Magnitude of Response Ratings ...... Part II: Pattern of Response Ratings ....... Summary ....................... ANALYSIS AND DISCUSSION OF THE RESEARCH DATA ...... Part I: Magnitude of Response Ratings ......... Subscale 1: Personality Characteristics ....... Conclusion for Subscale l .............. Subscale 2: Planning: Planning and Organization ..................... Conclusion for Subscale 2 .............. Subscale 3: Delivery: Instruction and Supervision ..................... Conclusion for Subscale 3 .............. Subscale 4: Development: Program and Professional Improvement ............... Conclusion for Subscale 4 .............. Summary of Findings for Part I ............. An Analysis of Individual Items ............ Subscale l: Personality Characteristics ....... Subscale 2: Planning: Planning and Organization ..................... Subscale 3: Delivery: Instruction and Supervision ..................... Subscale 4: Development: Program and Professional Improvement ............... Summary of Findings Related to Item Analysis ...... Part II: Pattern of Response Ratings ......... Summary of Findings for Part II ............ Conclusion for Chapter IV ............... vi 88 91 99 100 101 102 106 106 115 115 119 119 122 123 126 126 129 130 130 132 134 144 145 Chapter Page V. SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS .................... 146 Summary of the Study ................. 146 Summary of Major Findings .............. 149 Part I: Magnitude of Response Ratings ...... 149 Part II: Pattern of Response Ratings ....... 153 Other Findings .................... 156 Conclusions of the Study ............... 157 Implications of the Study .............. 161 Recommendations ................... 164 Recommendations for Further Research ......... 166 APPENDICES .......................... 168 A. Results of the Four Factor Analysis and Selection of Items by "Experts" ................. 169 B. Mean Ratings for Input Variables and Results of ANOVA Tests ...................... 175 C. Results of Item Analysis ................ 188 D. Analysis of Data on the General Subscale ........ 197 E. Seventh-day Adventist Philosophy of Education ..... 215 F. Preliminary Questionnaires ............... 222 To Directors of Student Teaching ........... 223 To the General Conference .............. 228 G. Role Expectation Questionnaire ............. 229 H. Correspondence ..................... 244 REFERENCES .......................... 258 vii Table 10. 11. 12. 13. LIST OF TABLES Summary of the teacher education programs in the ten seventh-day adventist colleges and universities in the U.S ......................... Responses of all groups to Frenzel's study of the college supervisor ................... Status of questionnaire distribution and returns from the ten SDA institutions .............. Professional experiences of college supervisors ..... Placement of student teachers according to types, levels and locations of schools and their grade point average at the time of student teaching at the ten institutions .................... Professional experiences of cooperating teachers . . . . Professional experiences of principals ......... Reliability and inter-subscale correlations for the seven subscales in the modified questionnaire ...... Reliability and inter-subscale correlations for the revised questionnaire .................. Distribution of the 263 respondents into the four independent variables--institutions, groups, types and levels of schools .................. The data used in the first statistical analysis for the institutions variable ................ Type of statistical procedures used to analyze the data for each of the four subscales ........... Distribution of student teachers and cooperating teachers into types and levels of schools for each of the 30 college supervisors .............. viii Page 28 55 74 76 77 79 79 84 86 89 9O 92 95 Table 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Balanced distribution of student teachers and coopera- ting teachers into types and levels of schools for each of the 13 college supervisors .......... Mean ratings for variables and summary of results of the most precise/powerful tests for the personality characteristics subscale ............... Cell means and standard deviations for the signi- ficant TS x LS interaction in the personality characteristics subscale ............... Cell means and standard deviations for the signifi- cant I x G x TS interaction in the personality characteristics subscale for six institutions (n = 161) ....................... Mean ratings for variables and summary of results of the most precise/powerful tests for the planning subscale ....................... Cell means and standard deviations for the signifi- pant G x)TS interaction in the planning subscale N = 263 ....................... Cell means and standard deviations for the significant G x LS interaction in the planning subscale N = 263 ....................... Cell means and standard deviations for the significant TS x LS interaction in the planning subscale (N = 263) ....................... Mean ratings for variables and summary of results of the most precise/powerful tests for the delivery subscale ....................... Cell means and standard deviations for the signifi- cant I x G interaction in the delivery subscale for six institutions (n = 161) ............ Mean ratings for variables and summary of results of the most precise/powerful tests for the development subscale ....................... Cell means and standard deviations for the signifi- cant I x G interaction in the development subscale for six institutions (n = 161) ............ ix Page 96 103 105 107 109 111 113 114 116 118 120 122 Table 26. 27. 28. 29. 30. 31. 32. 33. Status of hypotheses one through six for each of the four subscales of the role of the college supervisor. . . Significant differences in selected items in the four subscales for the input variables ........... Correlation-matrix for the paired response ratings of the 13 college supervisors on the 43 items in the revised questionnaire ................. Correlations between paired response ratings of each of the CS and each of his ST and CT on the 43 items in the revised questionnaire ............. A summary of the significant and non-significant correlation coefficients reflecting the role rela- tionship between CS and ST and between CS and CT on responses to 43 items in the Questionnaire ...... Means of the correlation coefficients and the results of two-way ANOVA (13 x 2) tests for the role rela- tionship between CS and ST and between CS and CT. . . . Results of the t-test involving means of the corre- lation coefficients showing the relationship between participants in public and SDA schools for the role of the college supervisor ............... Results of the t-test involving means of the corre- lation coefficients showing the relationship between participants in elementary and secondary schools for the role of the college supervisor ........... Appendices Results of the four factor analysis on the responses to the 72 items in the modified questionnaire and selection of items by seven "experts" in the Division of Student Teaching and Professional Development at Michigan State University ............... Mean ratings for variables and results of three— —way ANOVA (6 x 2 x 2) tests for the personality charac- teristics subscale (n = 161) ............. Mean ratings for variables and results of three-way ANOVA (4 x 3 x 3) tests for the personality charac- teristics subscale (N= 263) ............. Page 124 127 136 137 138 141 143 144 169 176 177 Table 8-3. 8-4. B-8. 8-11. 8-12. Mean ratings for variables and results of one-way ANOVA tests for the personality characteristics subscale (N = 263) .................. Mean ratings for variables and results of three- way ANOVA (6 x 2 x 2) tests for the planning subscale (n = 161) .................. Mean ratings for variables and results of three— way ANOVA (4 x 3 x 3) tests for the planning subscale (N = 263) ................... Mean ratings for variables and results of one-way ANOVA tests for the planning subscale (N = 263) Mean ratings for variables and results of three- way ANOVA (6 x 2 x 2) tests for the delivery subscale (n = 161) .................. Mean ratings for variables and results of three- way ANOVA (4 x 3 x 3) tests for the delivery subscale (N = 263) .................. Mean ratings for variables and results of one-way ANOVA tests for the delivery subscale (N = 263). . . . Mean ratings for variables and results of three- way ANOVA (6 x 2 x 2) tests for the development subscale (n = 161) .................. Mean ratings for variables and results of three- way ANOVA (4 x 3 x 3) tests for the development subscale (N = 263) .................. Mean ratings for variables and results of one-way ANOVA tests for the development subscale (N = 263) . . Results of item analysis for the five subscales by the four independent variables .......... Mean ratings for variables and results of three-way ANOVA (6 x 2 x 2) tests for the general subscale (n = 161) ..... . ................. Mean ratings for variables and results of three- way ANOVA (4 x 3 x 3) tests for the general subscale (N = 263) .................. xi Page 178 179 180 181 182 183 184 185 186 187 199 Table Page 0-3. Mean ratings for variables and result of one-way ANOVA tests for the general subscale (N - 263) . . . . 201 0-4. Mean ratings for variables and summary fo results of the most precise/powerful tests for the general subscale ....................... 202 D-S. Cell means and standard deviations for the signifi- cant G x TS x LS interaction in the general subscale (N = 263) .................. 204 D~6. Significant differences on selected items in the general subscale for the input variables (N = 263) . . 206 0-7. Correlation-matrix for the paired response ratings of the 13 college supervisors on the 29 items in the general subscale ................. 210 0-8. Correlations between paired response ratings of each CS and each of his ST and CT on the 29 items in the general subscale .................... 211 D-9. Means of the correlation coefficients and the results of two-way ANOVA tests for role relationship between CS and ST and CT ............... 212 D-lO. Results of the t-test involving means of the corre- lation coefficients showing the relationship between participants in public and SDA schools for the role of the college supervisor ............... 213 0-11. Results of the t-test involving means of the corre- lation coefficients showing the relationship between participants in elementary and secondary levels for the role of the college supervisor .......... 214 xii Figure LIST OF FIGURES Graphic representation of TS x LS interaction in the personality characteristics subscale ...... Graphic representation of the I x G x TS inter- action in the personality characteristics subscale ...................... Graphic representation of G x TS interaction in the planning subscale .............. Graphic representation of G x LS interaction in the planning subscale .............. Graphic representation of the TS x LS inter- action in the planning subscale . . ........ Graphic representation of I x G interaction in the delivery subscale .............. Graphic representation of the I x G inter- action in the development subscale ......... Appendices Graphic representation of G x TS x LS inter- action in the general subscale .......... xiii Page 105 122 CHAPTER I THE NATURE OF THE INVESTIGATION Introduction to the Study The problem of this study was to examine the role of the college supervisor of student teachers in the ten Seventh-day Adventist (SDA) college and universities (henceforth institutions) in the U.S. Spe- cifically, it was concerned with the analysis of the expectations of this role as perceived by incumbent college supervisors, student teachers, cooperating teachers, and principals associated with the student teaching programs at the ten institutions. According to the information received from the ten institutions and from the Office of Education in the General Conference of the SDA's in Washington, D.C., there is an apparent lack of a clearly defined role definition or job description for college supervisors in these institutions. Therefore, it was hoped that information deve- loped by this study might: (1) assist in further improving the inter- action processes in the student teaching programs in these ten insti- tutions, and (2) assist the General Conference and/or each of these institutions to develop a clearly defined role definition and/or a job description for their college supervisors. Since early 1960's the emphasis of Teacher Education in general has been on providing realistic direct school experiences to prospec- tive teachers. This emphasis has forced the location of clinical experiences including student teaching from the laboratory schools in public, private and parochial colleges and universities into off-campus schools. This move resulted in new cooperative partnership arrange- ments between the personnel in the institutions of higher education and the public schools. Beginning in the early 1970's enrollments in teacher education across the nation experienced a sharp decline, and this trend is still continuing. Nevertheless, considerable amount of research in teaching and teacher education has resulted in the emergence of new programs which include Performance/Competency Based Teacher Education (P/CBTE), modified forms of CBTE, and Teacher Centers concept for teacher pre- paration. These programs lay even greater emphasis upon providing extended clinical experiences in off-campus public schools to teacher candidates to help them better bridge the gap between theory and prac- tice. The goal now is to train highly competent teachers, even if they are only a few in number. These changes have necessitated in further establishing the cooperative partnership arrangements between the per- sonnel in the institutions of higher education and the public schools. In discussing cooperative partnership arrangements, and relevance of professional preparation programs, Maxine Greene (1970) proposed that teacher education should allow for self determination that is based on awareness of alternative styles of teacher behavior required by the society and its schools the future teachers would serve. In this context she stated that "in order to choose freely, however, teachers-to-be must be exposed to the world. They must be exposed directly or vicariously, to the many modes of community living: They must come to know the many shapes an individual's living space can take" (p. 63). Further, commenting on this cooperative partnership arrangement, Lord James of Rusholme (1972) contends that "highest priority" should be given to bringing into partnership diverse agen- cies-~schools, universities, polytechnics, colleges of education, advisory services, teacher centers, resource centers, and further education institutions. He maintained that the establishment of such a partnership would be more productive of quality and probably more cost-effective, and would be of singular importance all the way from undergraduate theory classes in teacher preparation through student teaching to inservice education during full time employment as a teacher. The above mentioned changes and ensuing developments in teacher education brought added concerns, responsibilities, expectations and challenges to teacher educators, and especially to college supervisors in the student teaching programs. The college supervisor is seen as the one person from the college or university who has the greatest amount of influence on student teachers. According to Dennis Redburn (1968), the college supervisor "serving in a liaison capacity between the college or university and the public schools supports closely all of the other members of the team and through his coordinating and general supervisory activities attempts to make the total teaching experience as rich and rewarding as possible for all concerned" (p. 13). The cooperative partnership arrangements between the student teaching programs and the public schools have placed the role of the college supervisor in a comparatively new perspective from what it was when he served in the laboratory schools. In the new arrangements many persons come in contact with him and as a result hold beliefs relative to his role. These persons include student teachers, coope- rating teachers, classroom teachers, principals, school secretaries, school custodians, superintendents, central office administrative personnel, college or university off-campus center directors, profes- sors and staff of the college or university, children in the classroom where the student teacher is placed, and indirectly their parents. Each of these populations hold certain beliefs concerning the status of the college supervisor as well as who he is and what he does. From the variety of people who come in contact with the college supervisor, Redburn has identified the three key members who with the college supervisor form the nucleus of the student teaching supervi- sory team: Who are the key members of the supervisory team? The nucleus is composed of the supervising teacher in whose classroom and under whose emphatic and helpful assistance the student teacher experiences his first actual teaching; the administrative staff who is responsible for the overall improvement of instruction in the school; the student teacher himself who must actively engage in his own profes- sional growth through constant improvement and self- evaluation; and the university supervisor, who, . . through his coordinating and general supervisory activities attempts to make the total student teach- ing experience as rich and rewarding as possible for all concerned (Redburn, 1968, p. 13). The college supervisor, the cooperating teacher and the principal influence the student teacher significantly in acquiring the compe- tencies essential for successful professional teaching practice. The quality of interaction among these four persons is dependent on the consensus of each role incumbent's expectations for his own behavior and of the interacting role behavior of others in the student teaching team. The move of student teaching from the laboratory schools to off- campus public schools, and the various new teacher education and stu- dent teaching programs have made the role of the college supervisor employed in the public colleges and universities a complex one. He now works closely with three groups of people (student teachers, co- operating teachers and principals) in one type of school (public schools) at two different levels (elementary and secondary). In most cases the elementary classrooms are self-contained single grade rooms, and the secondary schools are non-boarding. The role of the college supervisors employed in pll_ten SDA institutions is even more complicated than the role of their counter- parts in the public institutions. This is because the SDA college supervisors work very closely with six different groups of people (both SDA and non-SDA student teachers, cooperating teachers and prin- cipals) in two different types of schools (public and SDA) and at two different levels (elementary and secondary). All SDA institutions have their own elementary and secondary laboratory schools on campus. In addition to these, the denomination also operates elementary, boarding and non-boarding secondary schools located from one to 100 miles away from campus. Most of the elementary schools have multi- grade classrooms. Student teachers from SDA institutions are placed in SDA laboratory schools and in most of the off-campus SDA schools. Some student teachers are also placed in public schools. Furthermore, at some institutions student teachers are placed in both SDA and public schools usually an equal number of weeks in each, during the same tenn or semester. In most cases, in addition to supervising student teachers, the college supervisors teach one or two courses on campus. Thus, the college supervisors are kept heavily occupied hav- ing to work with student teachers in all these types and levels of schools plus teaching courses on campus. In order for any role incumbent in a team arrangement to function properly, according to Jacob Getzels (1963) there must be a certain amount of overlap in the perceptions of expectations by the comple- mentary role incumbents. Similarly, the severity of role conflict is dependent upon the relative incompatibility of expectations between the roles. The greater the level of incompatibility the more intense is role conflict and the greater the ineffectiveness of the individual. Examination or analysis of any of these positions must be carried out as a component of the team rather than as an isolated phenomenon. In clarifying and analyzing the role of the holders of these positions, the expectations they hold for their role as well as for the roles of others must be considered. The enactment of any of these roles of others depends upon the consensus of expectations for that role. Where this consensus is lacking, different views emerge as possible sources of conflict in establishing successful interaction among the members of the student teaching team. This study, therefore, through the input of the college supervi- sors, student teachers, cooperating teachers and principals associa- ted with the student teaching programs in the ten SDA institutions attempted to clearly define the role of the college supervisors in the student teaching programs in these institutions. Background of the Study The SDA denomination operates the largest Christian educational system in the world. According to the SDA Yearbook (1979), it opera- tes 4,409 educational institutions throughout the world. Of these, there are 3,839 elementary schools, 480 secondary schools, 66 colleges and three universities. In the United States alone there are 1,426 educational institutions--l,l74 elementary schools (K-9), 128 junior high schools (K-lO), 43 day and 50 boarding senior high schools (9—12), ten colleges and two universities. The elementary schools are called Church Schools, and the junior and senior high schools, Academies. Out of the twelve institutions of higher education, eight colleges and two universities offer elementary and secondary teacher training programs leading to B.A. and/or 8.5. degrees, and State and Denomina- tional teacher credentials. The philosophy and the policies of the SDA denomination require that insofar as possible only members of the church be employed in all the denominational educational institutions. Exceptions to this rule do exist in that when a qualified church member is not available to teach a particular subject, a non-SDA person is hired to teach that subject until an SDA person is available. Non-SDA persons have been known to teach music, physical education and industrial education courses in the SDA schools and colleges. Although the SDA educational institutions are established prima- rily to provide Christian education to the SDA children and youth, these institutions do admit non-SDA students. However, most of the time less than ten percent of teacher education candidates at any given institution are non-SDA's. At the time this study was conducted, the college supervisors in all ten institutions were members of the church. In the early days of the SDA institutions there were few student teachers and all of them were placed in the laboratory schools on campus to do their student teaching. When the enrollments in teacher education increased at all the ten institutions, for lack of suffi- cient number of placements available in the laboratory schools, stu- dent teachers were placed in nearby church schools, academies and public schools. Currently the number of student teachers placed in SDA and/or public schools varies depending upon the enrollments from one institution to another. However, the trend is gradually shifting to placing most of the student teachers in the church schools and academies on and away from campus. This is being attempted in keep- ing with the recommendation by the Office of Education in the General Conference of the SDA's in Washington, D.C., that student teaching be undertaken in an SDA school and where this is impossible or impractical, other opportunities should be made available for interaction with students and faculty in an SDA school. Whether a non-SDA student teacher is placed in an SDA school to do student teaching depends upon each individual case. Each case receives special consideration. To abide by the General Conference recommendation, the ten SDA institutions are doing their best to place their student teachers in SDA schools. The student teachers in all these ten institutions are strongly encouraged to do their student teaching in church schools and academies. However, the option to be placed in SDA schools or public schools is open to the student teachers. Some student teachers are still placed in public schools for any one or combination of the following reasons, which may vary from one institution to another: 1. The student teacher chooses to be placed in a public school. 2. The student teacher is married and it is impractical to move the family to an SDA school away from campus. 3. The student teacher has a major or minor subject area for which he is student teaching and it is not offered as part of the school curriculum in SDA schools. So, he cannot student teach in an SDA school even if he wishes to do so. 4. The student teacher may not have proper transportation avai- lable to travel to the off-campus SDA school daily even if it is only 10-30 miles away. 5. There may be no openings for additional student teachers in SDA schools that are accessible. Currently, student teachers from the SDA institutions are placed in any one of the eight different kinds of schools to do their student teaching: SDA (l) self-contained or (2) multi-grade church schools, (3) junior academies, (4) day or (5) boarding senior academies, and public (6) elementary, (7) junior high and (8) senior high schools. At some of the SDA institutions student teacher placements are handled in order of application submissions, and at others by "married" or "single" categories. Some institutions feel it is very impractical to move the married student teacher to a distant SDA school to do student teaching. Therefore, as a whole the student teacher placements may follow any one of the following arrangements: 1. The student teachers who major in elementary or ggpppgpry teaching and choose to be placed in public schools are placed in 10 public schools near the campus. It seems there are always adequate number of placements available in public schools. 2. The married student teachers who major in elementary teach- ing and choose to be placed in church schools are placed in the church school on campus or in one that is about 10-30 miles away from campus. If a sufficient number of placements are not available, then, the late applicants are either encouraged to move to the distant church school, or are placed in public schools near the campus. 3. The married student teachers who major in secondary teaching and choose to be placed in academies are placed in the academy on campus, or in one that is about 10-30 miles away from campus. Usually, if there is an academy on campus, then the next closest academy is one hundred or more miles away from campus. Because of this, the late applicants are encouraged to move to the distant academy, or are placed in public schools near the campus. 4. In several of the institutions studied, student teachers who major in Art, Physical Education and Music are required to student teach at both elementary and secondary levels. Therefore, they are placed in institutions where they can do this. Often this ends up to be in public schools unless the church school and the academy are in close proximity. Also, there are instances where the student teacher teaches in both the church school and the public secondary school, or in an academy and the public elementary school. This varies from one institution to another. At one institution student teachers are placed in SDA schools for half the term, and in public schools for the rest of the term. 11 For the above mentioned four categories of student teachers, the college supervisor responsible for each student teacher from the res- pective institutions keeps in direct contact with the student teacher, his cooperating teacher and the school principal. 5. The unmarried student teachers who major in elementary or secondary teaching and choose to be placed in denominational schools are placed in the distant church schools and boarding academies. Arrangements are made with the church school principal or the local SDA church pastor for the elementary teacher candidates to live with a church family/ies near to the church school. The secondary teacher candidates are provided free food and room in the boarding academies. These student teachers get complete church related community involve- ment in these schools in addition to their full-time student teaching. For the student teachers in this category, the principal or the;, staff member appointed by the principal at the church school and the v academy assumes responsibility to help them with their in and outside school activities. The college supervisor responsible for these student teachers visits these schools regularly to provide routine supervision and to interact with the cooperating teachers, the respon— sible staff member and the principal regarding the student teachers' progress. Need for the Study Several concerned and experienced teacher educators including Florence Stratemeyer and Margaret Lindsey (1958), the various authors of the articles in the Forty Third Yearbook of the Association for Student Teaching (1964), and Jo Ann Price (1977) have attempted to 12 give a clear description of the role of the college supervisor in the public institutions of higher education in the United States. These educators wrote during the last three decades. On the one hand, regardless of the variety of innovative teacher education programs that have emerged during these decades, there is much consensus among teacher educators and especially the college supervisors regarding their role as described by the above mentioned three major sources. In fact Teacher Education or Student Teaching Handbooks of most colleges and universities give a condensed form of Stratemeyer's college supervisor's role description statements as applicable to the college supervisor on the campus. 0n the other hand, although several doctoral dissertations on the role of the college supervisor have used Stratemeyer's role descrip- tion statement on which to base their studies, when these studies analyzed the expectations of the key members of the student teaching team (college supervisors, student teachers, cooperating teachers and principals) for the college supervisor's role, the results indicated lack of consensus among these team members on various functions of the role. All of these studies dealt with the college supervisor's role in the public institutions of higher education. Also, in spite of all the personal opinions expressed for the role of the college supervisor by various authors who themselves have had extensive experience as college supervisors, no two college supervisors in any given institution perform their role alike. This is due to the lack of a clear role definition for the college supervisors at the indivi- dual institutions, and dissemination of this information to the other members in the student teaching team. 13 The SDA denomination operates ten degree granting institutions in the U.S. All the college supervisors and most of the student teachers in these institutions are members of the church. Elementary and secondary teachers are trained in these institutions primarily to teach in church schools and academies. Student teachers from these institutions are placed at all grade levels in SDA church schools, day and boarding academies, and public schools. The college supervi- sors from these institutions interact with SDA student teachers, coope- rating teachers and principals in SDA schools, and with SDA and non- SDA student teachers, cooperating teachers and principals in public schools. It is suspected that their approach to the public school personnel may be different from their approach to SDA school personnel because of the differences in the philosophies and religious beliefs. It is also suspected that the role of the college supervisor in SDA institutions, for the above stated reasons, becomes multi-faceted, more complicated and significantly different from the role of the college supervisor in the public institutions. According to the computer search in ERIC documents, dissertation abstracts, and periodical journals, there is no reported study under- taken on the role of the college supervisor in parochial institutions. Also, the Office of Education in the General Conference of the SDA's in Washington, D.C. maintains a collection of donated doctoral dis- sertations authored by members of the church and others on topics related to SDA church, educational and medical institutions. The information received from this office states that so far no study dealing with the role of the college supervisor in the SDA 14 institutions has been undertaken. Furthermore, information from the General Conference and from the ten SDA institutions studied states that there is no formalized role definition or job description for the college supervisors in these institutions. This may imply that the college supervisors employed in these institutions are playing their role by ear. Though there is a growing body of research into the experiential component of teacher education, the results of much of that research often lack specific applicability because of the great variety of student teaching programs that have emerged in recent years. Since each institution or group of institutions, like the SDA institutions, should set up their own structure appropriate to their own setting and personnel, they should plan on a gradual development of this structure in response to research. Although the role of the college supervisors in the ten SDA institutions is unique, in that they work with SDA and non—SDA student teachers, cooperating teachers and 1 schools, and at elementary secon- principals in public, SDA and Both dary and K-122 levels, they lack specific applicability of the role to these situations and to the denominational background for lack of research. Clearly then, a need exists to study the role of the college supervisors in the ten SDA institutions, especially as it is perceived by the incumbent college supervisors, student teachers, cooperating 1Both = Public and SDA schools. Some student teachers teach in both types of schools for half a term at each. 2K-12 = Some student teachers teach at both elementary and secon- dary levels; e.g., Music and Physical education majors. 15 teachers and principals associated with the student teaching programs in these institutions. The Purpose of the Study The purpose of this study is two—fold: (l) to describe the role expectations of the college supervisor of student teachers in the ten Seventh-day Adventist colleges and universities in the U.S. as perceived by college supervisors, student teachers, cooperating teachers and principals associated with the student teaching programs at these ten institutions; (2) to determine the degree of relation- ship between the college supervisors and student teachers, and between the college supervisors and cooperating teachers in their perceptions of the role of the college supervisor. The Objectives of the Study To achieve the two-fold purpose of this study, five specific objectives, seven research questions, and ten hypotheses were formu- lated. The five objectives are as follows: 1. To clearly define the Personality Characteri- stics deemed essential for a college supervisor to be able to interact successfully with parti- cipants in the student teaching programs. 2. To clearly identify the Planning activities of the role of the college supervisor. These activities are concerned with the planning and organizational tasks related to preparation for the placement of student teachers in schools. 3. To clearly define the Delivery activities of the role of the college supervisor. These activities are concerned with (a) providing per- tinent instruction to the key members of the student teaching team and (b) supervising student teachers. 4. To define the potential role of the college 16 supervisor in the area of Developmental acti- vities. These activities have to do with (a) the student teaching program improvement, and (b) professional improvement of the college supervisor himself. 5. To determine the strength of the relationship among the participants in the student teaching programs in their perceptions of the role of the college supervisor. Research Questions To achieve the above listed five objectives, an analysis was made of the perceptions of incumbent respondents in the four key groups on each of the four subscales of the college supervisor's role expectations questionnaire--(l) Personality Characteristics, (2) Plan- ning, (3) Delivery, and (4) Development. In congruence with the five basic objectives, the study more specifically sought satisfactory answers to seven questions regarding the magnitude and pattern of response ratings. The study was divided into two parts. Part I has four questions which sought answers for the magnitude of response ratings, and Part II has three questions which sought answers for the pattern of response ratings. Part I: Magnitude of Response Ratings Question 1. Do incumbent respondents in the ten SDA institutions differ in their perceptions on each of the four subscales of the role of the college supervisor? Question 2. Do incumbent respondents in the four key groups (college supervisors, student teachers, cooperating teachers and prin- cipals) differ in their perceptions on each of the four subscales of the role of the college supervisor? Question 3. Do incumbent respondents in the three types of schools (public, SDA, and Both) Question 4. Part II: Pattern Question 5. Question 6. Question 7. 17 differ in their perceptions on each of the four subscales of the role of the college supervisor? Do incumbent respondents in the three levels of schools (elementary, secondary and K-12) differ in their perceptions on each of the four subscales of the role of the college supervisor? of Response Ratings, Does the strength of relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by student teachers differ from the strength of the corresponding relation- ship for cooperating teachers? Does the strength of relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by key members (student teachers and cooperating teachers) in public schools differ from the strength of’the correspond- ing relationship for the key personnel in SDA schools? Does the strength of relationship between a college supervisor's self perceptions of his role and the perceptions of that role held by key members (student teachers and cooperating teachers) in elementary schools differ from the strength of the correspond- ing relationship for the key personnel in secondary schools? Hypotheses Four groups of people (college supervisors, student teachers, cooperating teachers and principals) interacting in three different types of schools (public, SDA, and Both) at three different levels of schools (elementary, secondary, and K-12) at the ten SDA institu- tions were involved in this study. Ten hypotheses were formulated to test the expectations and relationships identified in the seven 18 research questions listed above. The first six hypotheses were directly related to the four questions in Part I. The last four hypotheses were directly related to the three questions in Part II. Stated in null form, the ten hypotheses were: Part I: Magnitude of Response Ratings Hypothesis I: Hypothesis II: Hypothesis III: Hypothesis IV: Hypothesis V: Hypothesis VI: There are no significant differences among the respondents in the ten SDA institutions in their mean ratings on each of the four subscales of the role of the college supervisor. There are no significant differences among the respondents in the four groups in their mean ratings on each 0 the four subscales of the role of the college supervisor. There are no significant differences among the respondents in the three types of schools in their mean ratings on each of the four subscales of the role of the college supervisor. There are no significant differences among the respondents in the three levels of schools in their mean ratings on each of the four subscales of the role of the college supervisor. There are no significant two-way interactions involving any two of the four variables. There are no significant three-way interactions involving any three of the four variables. Part II: Pattern of Response Ratings Hypothesis VII: The means of the correlation coeffi- cients reflecting the relationship between a college supervisor's self- perceptions of his role and the per- ceptions of that role held by student teachers will not differ from t e corresponding means of the correlation coefficients for cooperating teachers. 19 Hypothesis VIII: The means of the correlation coefficients reflecting the relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by key members (student teachers and cooperating teachers) in public schools will not differ from the corresponding means of the correlation coefficients of the key members in SDA schools. Hypothesis IX: The means of the correlation coefficients reflecting the relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by key members (student teachers and cooperating teachers) in elementary schools will not differ from the corresponding means of the correlation coefficients of the key members in secondary schools. Hypothesis X: There are no significant two-way inter- actions involving means of the correla- tion coefficients. Definitions of the Terms In order for the reader to more clearly identify the underlying ideas, the research findings, and the conclusions of this study, the following describe the operational definitions of the terms used in this study. Bplg; A set of acts, actions, behavior patterns, and expecta- tions which are generally accepted by persons assuming, or relating to those assuming, a particular title or identity. A role is consi- dered to be, in itself, only one of the many facets of total persona— lity, which consists of many roles, each to be activated in situations and under circumstances where the participant is expected to assume such a role (Robert Hoexter, 1970). Role Expectation: An evaluative standard applied to an occupant of a position; i.e., what an individual is expected to do in a given 20 situation, both by himself and by others (Corrigan and Garland, 1966). Position: A location of an individual or class of individuals in relation to others in a system of social relationships (Corrigan and Garland, 1966). Perception: A unique and individual sensory construct or aware- ness in the mind of a human being; i.e., (1) how an individual sees others, (2) how he sees the situation in which they are involved, and (3) the interrelations of these two. Social System: "A system of interaction of plurality of actors in which the action is oriented by rules which are complexes of com— plementarity of expectations concerning roles and sanctions" (Parsons and Shils, 1951, p. 190). Members of the Student Teaching Team: Those individuals most directly involved in the student teaching program. From the college or university, these are the college supervisors and the student teachers; and from the schools, these are the principals and the cooperating teachers. College Supervisor (University Supervisor, College Coordinator, College or University Representative, Area Supervisor, Clinician or Cluster Consultant): An individual employed by the teacher education institution to supervise the activities of student teachers and the relationships and conditions under which the student teachers carry on their work. Student Teacher: A college student, usually an undergraduate senior (sometimes a graduate student seeking teacher certification) who is engaged in an assigned student teaching experience in a 21 public, private or parochial school for the purpose of gaining a realistic, supervised, clinical experience in teaching prior to, and as a requirement for, certification as a teacher. Cooperating Teacher (Supervising Teacher, Clinical Instructor, Base Teacher): A fully certified and experienced individual regu- larly employed in a public, private or parochial school who willingly accepts the responsibilities and duties of providing realistic chal- lenging clinical experiences for a student teacher, and who is seen by those responsible for the selection of cooperating teachers as able to fulfill those requirements. Principal (School Administrator or Building Administrator): The chief administrative officer or overseer in charge of the operation of a school building wherein student teachers are placed to perform their student teaching responsibilities. In some cases, particularly in large schools, the responsibility for student teaching activities within the school is delegated to an assistant principal or other staff member. Where such delegation occurs, the responsible staff member is subsumed under the title "principal." Field Experience (Clinical Experience): The practical experience in which a prospective teacher is involved in putting theory into practice. Such experiences may include observation, tutoring, team teaching, group teaching, solo teaching, etc., under the close super- vision of the classroom teacher who is also the cooperating teacher. Student Teachingy(Directed Teaching): A period of time usually ranging ten to eighteen weeks during which the student teacher gra- dually assumes teaching responsibilities in a classroom under the supervision of the classroom teacher and the college supervisor. 22 Delimitations of the Study The focus of this study was limited to the role of the college supervisor of student teachers in the SDA institutions in the U.S. only. It was not the intent of this study to examine other roles in the student teaching team, important as these roles are in the total functioning of a field experience unit. This study was related to ten SDA institutions in ten geographi- cal locations in the U.S., and conclusions reached are valid only to these institutions and may be valid when applied to similar situations as those described in the study. In addition, the findings may be generalized to other institutions involving the application of social systems theory. The copies of the questionnaire for this study were bulk-mailed to the Directors of Student Teaching at the ten SDA institutions. They distributed the questionnaires to the college supervisors, stu- dent teachers, cooperating teachers, and principals. They collected the completed answer sheets and bulk-mailed them back to the researcher. Therefore, the data used for the analysis in this study were limited to what the Directors of Student Teaching were able to collect. Overview of the Study This study is organized into five chapters, appendices, and bibliography. The main content areas of the final four chapters are listed below. Chapter 11 provides brief descriptions of the phi1050phy of the SDA education, teacher education programs in the ten SDA institutions, role theory and as it is applied to student teaching, and a summary 23 of literature and research related to the study. Chapter III provides a review of the data collection procedures, demographic characteristics of the sample, development of the question- naire, the independent variables, the hypotheses, and the statistical procedures chosen to analyze the data. Chapter IV sets forth the data, the results of the analysis of the data and the discussion of the findings. Chapter V consists of the summary of the study, summary of the major findings, conclusions, implications of the study, recommenda- tions, and recommendations for further research. CHPATER II REVIEW OF RELATED LITERATURE Introduction The review of related literature in this chapter serves three main purposes: 1. It serves as a conceptual and theoretical frame of reference for this study. It does this by providing brief descriptions of the philosophy of education of the Seventh-day Adventist (SDA) denomina- tion, and of the teacher education programs in the ten SDA institu- tions studied. 2. It guides and substantiates the research methods employed in this study. It does this by providing a short description of role theory, and discusses role theory as applied to student teaching. 3. It provides a summary of available literature and research reports pertaining to the selected four subscales of the role of the college supervisor. Seventh-day Adventist Philosophy of Education Each of the ten SDA institutions involved in this study has its own philosophy of education. However, these philosophies strongly reflect the universal SDA philosophy of education. The entire state- ment of this universal philosophy is reproduced in Appendix E with written permission from the publishers. A brief summary of this philosophy is included here in the following pages. The SDA denomination bases its philosophy of education on the belief that the ultimate purpose of man is to love and serve God and 24 25 his fellow men, and that all instruction and learning must be direc- ted toward helping him achieve that end. Ellen G. White, the deno- mination's first and major writer on educational theory, states clearly the object of Christian education from the SDA viewpoint: To bring man back into harmony with God, so as to elevate and ennoble his moral nature that he may again reflect the image of his Creator, is the great purpose of all education and discipline of life (White, 1913, p. 49). In accordance to the above stated purpose of education and discipline of life, White set forth the basic educational phi1050phy of the SDA's thus: True education means more than pursual of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and with the period of existence possible to man. It is the harmonious development of the physical, the mental and the spiritual powers. It prepares the student for the higher joy of wider service in the world to come (White, 1903, p. 13). The SDA's appreciate and financially support the public schools of the countries in which they reside. They believe these schools are doing an excellent work, but hold that religious instruction should not be a part of the public school curriculum. Hence, to uphold the objectives and the philosophy of the SDA education as stated above, the denomination operates its own educational system, preschool to university levels, paid for by the members of the church to educate their children and youth. SDA parents are urged to send their children to denominational schools wherever they can be ope- rated, but no religious sanctions are used to force them to do so. According to the figures reported in the Seventh-Day Adventist 26 Yearbook (1979), the denomination operates 4,409 educational insti- tutions throughout the world. Of these, 3,839 are elementary schools, 480 secondary schools, 66 colleges and 3 universities. In the U.S. alone there are 1,174 elementary schools (K-9), 128 junior academies (K-lO), 43 day and 50 boarding academies (9-12), 10 colleges and 2 universities. The curricula in all of these educational institutions are designed to instruct the learners in a Biblical view of the origin of life, of man's duty, and of man's destiny; and to safeguard them from errors arising from humanistic and materialistic world views. In the SDA institutions teachers, preachers, nurses, secretaries, administrators, physicians, laboratory technicians, businessmen, wood- workers, agriculturalists, and various other types of professionals are trained primarily to serve in the SDA churches, schools, hospi- tals, orphanages, and different types of industries. Many qualified SDA's are also gainfully employed in the public schools, universities, hospitals and in other professions all over the world. In every school experience from kindergarten to graduate school the SDA educational institutions endeavor to reach the following objectives: 1. To maintain a constant spiritual atmosphere. 2. To make the study of the Bible an integral part of the curriculum. 3. To help students achieve a Christian philoSOphy of life. 4. To promote a high level of scholarship, independent think- ing, and highest achievement possible. 5. To promote healthful habits of living through gainful 27 employment in school related agricultural enterprises and industries rather than through competitive sports. 6. To promote social, cultural and emotional growth resulting in stable, balanced citizens to bear life's responsibilities. 7. To provide instruction and skills necessary to maintain happy homemaking. 8. To promote personal commitment to the service of God, church, fellowmen, and to the promulgation of the Christian faith. Teacher Education Programs in the SDA Institutions3 The ten SDA institutions which offer four year Teacher Education programs are located at the following addresses: 1. Andrews University Berrien Springs, Michigan 49104 2. Atlantic Union College South Lancaster, Massachusetts 01561 3. Columbia Union College Takoma Park, Maryland 20012 4. Loma Linda University (two campuses) 4a. Loma Linda Campus Loma Linda, California 92350 4b. La Sierra Campus Riverside, California 92515 5. Oakwood College Huntsville, Alabama 35806 6. Pacific Union College Angwin, Napa County, California 94508 7. Southern Missionary College Collegedale, Tennessee 37315 3Table 1 gives a summary of the Teacher Education Programs. 28 .93» :2. 3.33 c— .3 0.33 :3 3.02. s .343 ha.- mconal P3508 9: .0333: .83 :2. 8.33 up so 063 :3 3.00: a to. :33 a... «3?... Douglas v.3 30:8 5:... 2 .32.: 33:: a E 3.83 s to. v..- .35» <8 .3 S 9.3.. .5 .8.— ..uaou 3 v9.32... 0..- ucogoaou «5:3» coo—.8 v8.3.8 .2: .o 3.5.8.39 3.35: a... 5 838:3 :23: u: v.33 3:30:93 .7395 v.5 .3053 3.8- .5333» 3.33:3 .532. 980 3:3... 2.523 cofioo 09.9: 3.83m so Lac-zoom - mm 3950.. 32 a5 .3338 n 5. .0838 8.83.». .3 3:332 .. 2 .338 3.2 3 3:382 .. 5.. 3332.3 hon-zucosum 0.: 05 3 v..- .5333u 3 «9.25 3.333. v.2 33m 2: .3 3.63.... on: 9.: «53:332.. :8 2: an «528-... 838:3 .353..- 8. a o. o. 8.. 8 e... a. 3-8 9.. 8.... x x 8 m. 2 x x :8. a... «8:82.31... . 8... m x z. a... 8.~ 8 8 2 2.38 .2. 8.. x .. 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Walla Walla College College Place, Washington 99324 The Teacher Education programs at each of the ten institutions are approved by the respective State Boards of Education, the Regio- nal Associations of Colleges and Schools, the Office of Education in the General Conference of the SDA's in Washington, D.C., and in some cases by the National Council for the Accreditation of Teacher Edu- cation (NCATE). Most of these institutions are members of the Ame- rican Association of colleges for Teacher Education (AACTE). The ten SDA institutions prepare teachers to teach primarily in the SDA elementary and secondary schools in the U.S. Some of their graduates, however, Opt to teach in public schools, while still others go overseas as missionaries to teach in the denominational schools. Although the requirements for State teacher certification vary from state to state, most states have some kind of reciprocity pro- cedures. The SDA denomination also issues its own teacher certifi- cates. The Office of Educatidn in the General Conference is respon- sible for the educational standards in the SDA schools in the U.S. In consultation with the ten institutions, periodically, it revises and updates the teacher certification requirements. It then dele- gates the authority to the Offices of Education in the regional con- ferences (often referred to as Union Conferences) to issue 30 certificates in its behalf to elementary, intermediate and secondary educational personnel who meet the requirements. Consequently, the requirements for the Teacher Education programs in the ten institu— tions are somewhat similar. However, there are slight differences in course offerings and requirements for purposes of State certifi- cation. Eight of the ten institutions studied offer traditional type of teacher education programs. Loma Linda University offers a CBTE program approved by the Commission for Teacher Preparation and Licensing in the State of California. At Union College the Union's Individualized Teacher Education (UNITE) Program uses a modified CBTE approach which combines individualized and humanistic emphasis. At Columbia Union College, Southwestern Adventist College, Union College and Walla Walla College micro-teaching is practiced, and videotaping facilities are used for clinical experiences. All ten institutions offer four year B.A. and/or 3.5. degrees in elementary and secondary teacher education leading to State and SDA denominational teaching credentials. Only at Pacific Union College and Loma Linda University the student needs to take an additional fifth year of study to fully meet the requirements for a California State Teaching Credential or as Loma Linda University calls it a "Clear Teaching Credential." Atlantic Union College, Southwestern Adventist College, Union College and Walla Walla College offer a two-year Associate degree in Early Childhood Education. Union College offers a 8.5. degree also in Early Childhood Education and Middle School Education. The two 31 universities (Andrews and Loma Linda) do not offer the Associate degrees. In the remaining four colleges, the elementary teacher candidate may get an Early Childhood endorsement by taking a few more courses deSigned for that purpose. Admission to Teacher Education At nine of the ten institutions a student who wishes to enroll in an elementary and/or secondary teacher training program is requi- red to file a formal application to the Teacher Education Council in the Department of Education at the institution one term or semester after enrollment at the institution, but not later than the sophomore year. However, at Walla Walla College the student has to consult with the assigned academic adviser regarding specific requirements for the major chosen, and schedule regular consultation with the Department of Education and Psychology to facilitate proper schedu- ling of professional education experiences. To be admitted to the Teacher Education Program at any one of the ten institutions, the student must have a specified minimum GPA, which varies from one institution to another. At Southwestern Adventist College it is 2.20; Oakwood College, 2.25; Columbia Union College and Pacific Union College, 2.50, and in the remaining six institutions, 2.00. The student must also show evidence of good physical health, emotional stability, moral fitness as indicated by recommendations from teachers, work supervisors or deans; he must also present evidence of competence in basic English communication skills. At most of the institutions, in order to continue in the teacher education program, the student must maintain a cumulative 32 GPA of 2.00 in all subjects, and a minimum GPA of 2.50 in his major and minor subjects. The student's scholastic progress is evaluated regularly and the student is counseled accordingly. Professional Courses The Teacher Education Handbook or Bulletin at each of the insti- tutions outlines a suggested course sequence for each term or semes- ter for the four years. This list identifies the basic requirement courses, education courses, required religion courses, and recommen- ded credit hours of study in the content majors and minors. The credit hours required for the education courses for a major in elementary education range from 32-54 credit hours. This varia- tion depends upon the institution, the type of degree sought (B.A. or 3.5.), and the term or semester system in practice at the insti- tution. The credit hours for the education courses for a secondary teacher program vary from 22-44 credit hours for the same reasons. For most of these edudation courses the student is required to spend a specified number of clock hours in clinical experiences in more than one classroom with more than one teacher at more than one school. The student must complete these experiences prior to stu- dent teaching. The hours range from 50 at Union College to l55 at Southern Missionary College for elementary teacher candidates, and from 20 at Atlantic Union College to llO at Southern Missionary College for secondary teacher candidates. At Atlantic Union College both the elementary and secondary teacher candidates are required to spend an additional 45 clock hours in education related activities. A student who wishes to do full-time teaching in the SDA 33 schools has to obtain two types of teacher certificates-~the State and the Denominational teacher certificates. To be eligible for the latter, the student has to take l2-18 credit hours of religion courses including the course Special Methods in Bible. Application to Student Teaching Program In the Junior year, the education student must apply to the Teacher Education Council at the institution for admission to do student teaching for the ensuing senior year. The procedures slightly vary at Walla Walla College (see page 3l). At Southern Missionary College, Union College and Walla Walla College the student must have a cumulative GPA of at least 2.00; Atlantic Union College, and Southwestern Adventist College, 2.20; Andrews University and Oakwood College, 2.25; and Columbia Union College, Loma Linda University and Pacific Union College, 2.50. In addition, the student must continue to be physically healthy, emotionally stable and morally fit. Prior to student teaching the student must have completed Methods courses and other basic requirements in major and minor fields. Student Teaching The student teaching period lasts l0-l8 weeks according to the term or semester system practiced at the institution. At most of the institutions student teachers (henceforth student/s) are placed in nearby public elementary and secondary schools. However, many of the institutions studied place a few students in SDA church schools, junior academies, and senior boarding and non-boarding academies. The senior academies are as far as l to l000 miles from 34 the campus. Some institutions make every effort to place as many students as possible in these academies. For instance, Andrews University places a large number of its elementary majors in the SDA church schools in Michigan, and the secondary majors in the junior and senior academies in the States of Michigan, Illinois, Indiana, Wisconsin, and sometimes in Florida; a few students are placed in the public schools near the campus. At Columbia Union College students majoring in Physical Educa- tion and Music student teach eight weeks in an elementary school and another eight weeks in a secondary school, while the rest of the students do it for ten weeks in either an elementary or a secondary school. At Loma Linda University, according to the student's desire, student teaching may be done for l8 weeks in a public school or an SDA school, or for nine weeks in each. At Oakwood College student teaching is done for 3% weeks in an SDA school and then for 7 weeks in a public school. At Pacific Union College about twenty percent of the students teach in both SDA and public schools for eight weeks in each, while the rest of them do it for 16 weeks in either an SDA or public school. At Union College elementary education majors may opt to student teach eight weeks full-time, or sixteen weeks half days, and secondary education majors may do it seven weeks full—time or l4 weeks half days. At Southern Missionary College student teaching is done for half a semester (nine weeks). At the remaining four institutions student teaching is done in either public or SDA schools for a required number of weeks (see Table l). The college supervisor makes four or more visits in a term or 35 semester to the student's classroom to observe and provide necessary feedback. At Southwestern Adventist College the college supervisor makes a minimum of eight visits to the classroom. Regular student teacher seminars are held during the student teaching term at all the institutions. In addition to the visits by the college supervi- sor to a student placed in a distant SDA school, the principal of the school or a staff member appointed by the principal provides necessary guidance, instruction and supervision. The student's teaching performance is formally evaluated two or three times a term or semester. These evaluations include a short description of the student's progress in all aspects of teaching, and his potential as a would be teacher. These evaluations are also interpreted as a letter or numerical grade at some institutions, and as a Pass-No Pass grade at other institutions. During the student teaching term or semester, students who are not placed in distant SDA schools are allowed to take a certain num- ber of courses only if approved and as long as this does not inter- fere with their student teaching requirements. In summary, requirements in the teacher education programs offered in the ten SDA institutions are somewhat similar contentwise. The differences lie in the number of credit hours required for major, minor and professional courses. The programs are also somewhat similar to the ones offered in the public institutions. The major difference between the programs in the SDA and public institutions is the incorporation of Christian doctrines into almost every class period in the former, and the lack of it in the latter. 36 Institutionwise, the differences between the SDA and public institu- tions are that in the former (a) there is an overall Christian atmos- phere on the campus, (b) there is open evidence of Christian commit- ment and influence of the faculty, staff and students, and (c) there is a continual integration of scriptures into the content of the coursework. These practices are not permitted in the public institu- tions. Role Theory The theories of social actions formulated by Talcott Parsons have been used extensively to develop large bodies of research to study the interaction processes among individuals in educational institutions. Max Black (1961) summarized these theories into seven broad principles, which can be applicable to social systems at all levels of complexity. The seven principles are: 1. All human action is directed toward goals. 2. All human action is relational, in the sense of being a function of the actor's innate needs (or 'viscerogenic needs'), his acquired orientations, and the particular situation in which he finds himself. 3. All human response to stimuli has two distinct dimensions--is simultaneously cognitive and cathectic. 4. All human action involves selection between alternative orientations and responses. 5. Selection (or evaluation) involves the use of standards. 6. All interaction between actors involves com- plementarity of expectations, in the sense 'that the action of each is oriented to the expectations of the others.‘ 37 7. Orientations and actions are organized in systems (Black, 1961, pp. 272-273). Parsons and Shils (1951) define social system as a "system of interaction of plurality of actors in which the action is oriented by rules which are complexes of complementarity of expectations concerning roles and sanctions" (p. 195). According to Parsons (1961) "one of the most important develop- ments of social sciences in the last generation has been that of role theory, and for this complementarity of expectations has been fundamental" (p. 340). He further states that "the most fundamental theorem of action seems to be that the structure of systems of action consists in institutionalized (in social and cultural systems) and/or internalized (in personalities and organisms) patterns of cultural meaning" (p. 342). For social systems these patterns are values, norms, and patterns of role expectations for individuals. Any social system, then, can function only when all members occupying positions in the system have internalized these goals to the extent that they are contributors to the functioning of the system. Thomas and Biddle (1966) indicate that role theory owes much to the theatre; and that its perspective and language allow for more than a metaphorical characterization of human behavior. They report: The field of role consists of a body of know- ledge; theory and characteristic research endeavor, and a domain of study, in addition to a particular perspective and language.. In these respects role theory is not unlike its sister specializations in behavior science, and like any scientific endeavor role theory aspires to understand, predict and control the particular phenomenon included in its domain of study (p. 3). 38 The concept of role is used by a variety of disciplines and each has its own definition. The focus of the particular discipline and the problems peculiar to it often determine the theoretical construct and operational research procedure employed. While this is a matter of fact, it is still possible and useful to determine what common elements formulate the concept. Gross, Mason and McEachern (1958, p. 3) have identified three basic categories in relation to the concept of role: 1. Normative: In this category role is considered a function of the norms or standards expected of position occupants. 2. Individual: In this category role is a pattern of behavior appropriate to the social situation of the incumbent. 3. Behavioral: In this category role is defined as the actual behavior of the individual occupying social position. In the Normative category the definitions of role as the dynamic aspect of a position, office or status are included (Linton, 1936, pp. 113-114). It has to do with the behavioral standards expected of a position holder and not to the individual's actual behavior (Sarbin, 1954, p. 223). The Individual category includes those definitions of role in which the individual defines his situation with reference to his and others“ social positions. Parsons suggests that role is: A sector of the total organization system of an individual actor which is organized about expectations in relation to a particular set of value standard which govern interaction with one or more alters in the appropriate comple- mentary roles (Parsons, 1951, pp. 38-39). The Behavioral category includes those definitions of role which 39 suggest that role is the actual behaviors of occupants of social positions rather than normative standards for this behavior (Newcomb, 1950, PP. 298-334). Gross, Mason and McEachern (1958) have also summarized the common elements which characterize the concept of role theory as used by many writers. They suggest that: The three ideas which appear in most conceptua- lizations are that individuals in (a) social locations (b) behave with reference to (c) expec- tations. There are two major points of emphasis within these common elements. The first is that the human behavior does not occur at random; the behavior of the individual is influenced to some extent by his expectations and by the expecta- tions of others in the group or society of which he is a part. The second is that expectations are assigned to individuals on the basis of their positions or locations in systems of social rela- tionships (p. 3). Thus a role is defined by expectations of self and others and is a dynamic of interaction within a social system. Role is the point of contact between the individual and the social system. This unit is the most important in a social system because it defines the individual's participation in a social situation, by himself and others, and constitutes the expectations of that role. The theoretical social systems model further suggests that conflict may be present in the social systems, and that the social systems can tolerate a certain amount of conflict and alienation from the normative expectations. Getzels, Lipham and Campbell (1968, pp. 108-119) have identified five major types of conflict that may be present in the social systems. These are: 40 1. Conflict between cultural values and institutional expectations. 2. Conflict between role expectations and personality disposi- tions. 3. Conflict between roles and within roles: a. Disagreement with a group defining a given role. b. Disagreement among several groups each defining expectations for a given role. c. Contradiction between two or more roles that an individual is occupying at the same time. 4. Conflict deriving from personality disorders. 5. Conflict in the perception of role expectations. Thus the quality of the complementary role relationship in action will depend on the relative conflict or similarity in the expectations held for role incumbents. According to Corrigan and Garland (1966, pp. 11-12) the inter- acting positions involved in the student teaching team can be viewed as a partial social system and are therefore subject to analysis within the framework of role theory. In the student teaching programs positions exist to meet the guidelines and opportunities for learn- ing necessary to meet the objective of helping the student teacher prepare, through integration of theory and practice, to assume respon- sibility as a beginning teacher. Expectations for behavior are attached to these positions and thus define their roles. As such, the student teaching situation fulfills the definition of a social system. 41 Because effective role enactment and effective role relationships appear to be related to consensus on role expectations and clarity of role definition, it is important to examine the expectations which define the roles in the student teaching situations in order to deter- mine the states of consensus which exist on definitions of this role (Twyman and Biddle, 1963, p. 183). Corrigan and Garland (1966, p. 5) point out that The Association of Student Teaching has attempted to define roles and solve role conflict problems in student teaching situations by publishing several yearbooks and other publications. These reports focused on primary roles operating in the student teaching situation. Since these reports were of a general descriptive nature and treated a role inde- pendently instead of viewing roles in their relationships to other roles, they have not had extensive impact on role consensus or on role conflict problems. Recognition of the need for Research criteria suggest that one way to approach the problems of role consensus and role conflict is through perceptions--through identifying what is expected of profes- sional personnel (in this study college supervisors), what they expect of themselves, and what others (student teachers, supervising teachers and principals) expect of them (p. 6). In short, each role in a relationship system derives its meaning only in relation to other roles in the system. This is the basic assumption underlying this study. 42 Role Theory Applied to Student Teachinq In the Forty Seventh Yearbook of the Association for Student Teaching, Corrigan and Garland (1968, p. 95) presented an interaction system model that shows the specification of position in the student teaching social system. The model is reproduced here. College Supervisor We % ‘11 Student “‘::::::::::;:\ l J» . . Teacher , PrinCIDal F“/ Cooperating Teacher The diagram above is useful as a framework for viewing the interacting relationship that exists among college supervisors, student teachers, cooperating teachers and principals. The double arrows signify a two way process in the role relationships. Thus any role in this system can be viewed in terms of its relationship to other roles. Areas of consensus, conflict and ambiguity among 43 the four groups of people in the student teaching social system regard- ing the expectations they hold for the college supervisor, or for any one of the other groups, may be identified through an analysis of the expectations held for that group. When three groups in the student teaching social system hold contradictory expectations for the college supervisors, then the college supervisors are confronted with the dilemma of either having to shift from one set of expectations to another as the situation demands, or choosing one set of expectations as their primary frame of reference. In such a case the college supervisors may be judged effective or otherwise in terms of the expectations held for them by the other incumbents in the social system. Gross, Mason and McEachern (1958, p. 12) also suggest that dis- agreement regarding role definition may be of intensity rather than direction. John Strouse (1971, pp. 12-15) states that problems in the relationships of the members of the social system will be evident when there is a lack of consensus regarding expectations of another member's role which are not congruent with the role occupant's own definition. The problems will be further compounded into ambiguity and conflict when more groups are involved and there is disagreement with respect to the intensity of expectations--that is, one member of a group, or several members, or the entire group may hold strongly to an expectation for a given role while from another group a member, or several members, or the entire group may also agree but less strongly. As pointed out earlier, student teaching meets the definition of a social system. The role relationships among the four positions 44 involved in student teaching may be viewed within the framework of role theory as outlined above. In attempting to interpret his (college supervisor's) role, Redburn (1968) contends that "the college supervisor is privy to three sets of perceptions added to his own, those of the student teachers, the supervising teachers and the principals. Remaining cognizant of total direction and outcomes, the college supervisor must synchronize these perceptions into a harmony of value producing experiences neces- sary for effective learning without upsetting the balance of relation- ships between the actual participants in the drama" (p. 14). As pointed out thus far, effective role enactment is related to consensus on the expectations held by the position incumbents. Hence, it is fitting and proper to examine these expectations to determine the states of consensus which exist in the definition of these roles. Therefore, this study used procedures selected from role theory, literature related to teacher education and student teaching, and expectations held by incumbent college supervisors, student teachers, cooperating teachers and principals to analyze the role of the college supervisor of student teaching in the ten SDA institutions in the U.S. Review of Literature and Selected Studies Based on Role Theory Since the time student teaching moved from laboratory schools to off-campus public, private and parochial schools, there has been an increased emphasis on providing varied realistic clinical experiences to teacher candidates. This increased emphasis has brought many new concerns, responsibilities and challenges to teacher educators as a whole, and to college supervisors and cooperating teachers in 45 particular, in helping student teachers put the academically acquired theory on teaching and learning into practice in the elementary and secondary classrooms. Four key groups are closely involved in the student teaching programs. They are the college supervisors, student teachers, coope- rating teachers and principals. How well these four groups interact and agree upon each other's roles, responsibilities and relationships in the student teaching programs determines the amount and quality of guidance and direction the student teachers get in preparation to be successful teachers. Especially the college supervisor as a repre- sentative of the college or university has much to contribute to the success of the student teaching program. According to various arti- cles and studies reported in this section, the college supervisor has emerged as an important member of the student teaching team. Review of Related Literature Many articles have been written on the role expectations for various positions in student teaching programs. A large number of these studies have focused upon the roles of cooperating teachers and student teachers. Relatively little has been written for or about the role of the college supervisor. The review of literature and research on the role of the college supervisor reported in the following pages has been compiled from books, periodicals, ERIC documents through computer search, dissertations and dissertation abstracts, and correspondence with ten speakers at the ATE Michigan and Ohio Miniclinic on The Role of the College Supervisor: Current Practices and Future Directions held in Ann Arbor, Michigan, September 29-30, 1977. Of the eight replies to the correspondence, only one 46 article by Elizabeth Waters (1977) of the University of Dayton contained material relevant to this study of the role of the college supervisor. Another speaker, A. L. Sebaly (1977) of Western Michigan University, wrote a two—page letter as he had no copy of his paper readily available. In this letter, he briefly summarized in five short statements his findings from a study of the ERIC materials between the years 1967-77 seeking to identify the work of the college supervisor. In the 1960 edition of the Encyclopedia of Education Research John Michaelis (1960, p. 1477) described the college supervisor as a "team man." He said that the college supervisor has become (1) a liaison person between the school system and the institutions of higher learning; (2) a resident "father-mentor" of sorts to the student teachers away from campus; (3) an "interpreter of college policies; (4) a resource person to the school teachers, and (5) a college instructor. Succinctly put, his role is that of a "team-man." Edgar Tanruther (1970) views the college supervisor as an official leader. He states, "It is his design that determines the characteri- stics of the program of practical or field-based experiences. Res- ponsibility for the success of the program and the quality of teachers produced rests heavily on his shoulders" (p. 53). These "team-man" and the official leadership role functions of the college supervisor were further identified by Florence Stratemeyer and Margaret Lindsey (1958) in their book Working with Student Teachers. They were reiterated by Stratemeyer (1964) in the Forty-Third Yearbook of the Association for Student Teaching. The authors of various 47 articles in this Yearbook attempted to describe the underlying duties of the role of the college supervisor as evidenced in the majority of institutions under survey. In the summary chapter of the Yearbook, Stratemeyer pointed out two central purposes of the college supervisor: (l) to facilitate continuity of the professional sequence in student teaching and in those aspects of the professional education that follow; and (2) to facilitate the efforts of the college faculty and the K-12 school staff to work in partnership and jointly contribute to the education of teachers. She states that these two central purposes are achieved through the college supervisor including in his activities such functions as: a. Working with the Director of Student Teaching in making assignments of student teachers to schools and supervising teachers, including-- -study of the student's record and talking with him and his college advisor -identification of appr0priate laboratory situa- tions —cooperative study of the student's needs and interests with the potential cooperating teacher -clarification with the building principal of points bearing on possible placement of the student b. Providing specific guidance to a group of student teachers through-- -group seminars to discuss problems relating to student teaching -supply of materials and resources to enhance the student teacher's work c. Providing specific guidance to each student teacher through-- -observation of his work in the classroom and school -individual conferences with the student to cooperatively analyze what was observed and plan for next steps -individual conferences with the supervising teacher -three-way conferences with the student and supervising teacher 43 Providing help to the group of supervising teachers working with student teachers for whose growth he is responsible (e.g., work conferences, workshops, seminars, and courses) Providing help to individual supervising teachers through conferences, making materials and resources available, sharing background data on the student and his college work Participating with other college supervisors in study and improvements of the student teach- ing program, including his own professional inservice growth Interpreting, as occasion demands, the program and policies of the college to the personnel of the cooperating school and the school community Communicating problems met by students and the concerns and feelings of supervising teachers to the appropriate college personnel; providing for cooperative efforts to improve the program of teacher education Helping, as requested, with activities of the school or the supervising teacher's classroom (Stratemeyer, 1964, pp. 161-162). In 1968 the Commission on Standards for Supervising Teachers and College Supervisors issued a position paper on The College Supervisor. It included a few more specific functions, in addition to Strate- meyer's list above, for the role of the college supervisor. It stated that while a college supervisor's responsibilities vary from one institution to another, he may hold or share any of the follow- ing responsibilities. Only those functions not mentioned by Stratemeyer are listed here: . recommend reassignments when necessary Orienting the student teachers to the school environment in which they will do their student teaching 49 Establishing and maintaining good relationships between colleges and cooperating schools Acquainting cooperative school personnel with the philosophy, objectives, organization, and content of teacher education program Learning the philOSOphy, objectives, organiza- tion, and content of the cooperating school program Counseling with student teachers concerning problems of adjustment to their teaching role Consulting with cooperating school personnel on curriculum, instructional, and organizational matters when requested (pp. 5-6). In a paper presented at the Mid-West Professional Preparation Conference in Angola, Indiana, Jo Ann Price (1977) capitalized on Stratemeyer's list of functions for the role of the college supervisor. To this list she added a few more specific functions to further clarify the changing role of the college supervisor in field experi- ences. The additional specific functions include: 1. . . . conferring with colleagues teaching in the area of methodologies and supervising pre- student teaching field experiences Matching student teachers with appropriate supervising teachers Teaching methods course during first eight weeks of professional semester A minimum of three-one-half day visits for observation of each student teacher Establishing a tension-free atmosphere for the student teacher during the student teach- ing experience Assuming a leadership role on the team (student teacher, supervising teacher, and university supervisor) which is concerned with the growth of the student teacher 10. 50 Being actively involved in continuous and cooperative evaluation of the student teaching program and the progress of each student teacher in the program -administration of the Purdue Student Teacher Opinionnaire -completion of an open-ended evaluation instru- ment, re-student teaching, the student teaching program, the supervising teacher, and the university supervisor -completion of evaluation of instruments by the supervising teacher and the university super- visor mid-way through student teaching and at the conclusion of student teaching Providing a follow-up of each student teacher through written and oral recommendations for job placement currently and in the future when requested Providing assistance to individual supervising teachers through conferences, making materials and resources available, sharing background data on the student teacher and her university prepa- ration, interpreting university educational programs and acting as a curriculum consultant and resource person for improving programs and the quality of instruction in the public school. Maintaining open communication between the Director of Student Teaching and the Department (Price, 1977, pp. 13- 15). However, within a year after outlining the above mentioned role description, she further recommended that the college supervisor should be a consultant to cooperating teachers and train them to be skilled supervisors and evaluators of student teachers. Of all the functions stated above for the role of the college supervisor, James A. Johnson (1974) emphasizes the consultant func- tion. He recommends that the college supervisor should spend fifty percent of his worktime as a consultant on many aspects of teacher education--a consultant to administrators, teachers, student teachers, 51 student teaching supervisors, and perhaps even campus based programs. A college supervisor should use his expertise effectively in administering the students' Teacher Education program rather than duplicating functions laterally. In this regard Joseph C. English specifies the following functions for the college supervisor's role: 1. He assists in the coordination of various aspects of the teacher education program. His main func- tion will be that of evaluating the student teach- ing program in terms of a field concept of profes- sional education or the total quality of the program. He may act as a consultant to supervising teachers, administrative personnel, and student teachers on various aspects of improving their programs. He may act in the capacity of a curriculum consul- tant in terms of suggesting intended learning outcomes of the teacher training program. He may act as an interested observer when he is invited to the classroom. But rather than observe student teacher's presentation in terms of such items as his personal appearance, his rapport with students, his methodologies of motivation, his utilization of a textbook, and his ability to interest members of a class, the University Supervisor should concern himself with the sole achievement criterion of the student teacher to effect verbal interaction with his students. He conducts an agency for learning, a clearing house for useful ideas and materials pertaining to teacher education effectiveness. He publicizes and supports the teacher education program in order to generate the interest of other university specialists to contribute to the total efforts of the program. He provides the legality to the program by con- tributing the services of his office to strengthen the relationship between the university and the public school (English, 1971, pp. 157-158). Teaching or training others how to teach is not enough. It is 52 important for the college supervisor to upgrade his expertise. In this regard, Joseph Abruscato (1972, pp. 146-147) states that the college supervisor must actively study the latest research in teach- ing, in learning, in educational psychology, and in group processes. He must in addition get back into the classroom so as to refresh his mind concerning the realities faced by the school teachers. In conclusion, according to the descriptions of the role of the college supervisor thus far, it becomes clearly evident that within the span of two decades, theoretically the role of the college super— visor has not changed greatly regardless of the emergence of different types of Teacher Education programs. It is also evident that it was the highly experienced teacher educators and college supervisors who issued these descriptions of the role of the college supervisor. These role descriptions are biased because they do not include the perceptions of the incumbent student teachers, cooperating teachers and principals who are also key members of the student teaching team. The applicability of these role functions depends on the degree of consensus on role expectations held by the college supervisors and by those with whom they interact closely in the student teaching program. Therefore, in the next section, selected recent research studies on the role of the college supervisor as perceived by the key members of the student teaching team are reviewed for the purpose of determining the practical role expectations of the college supervisor. Selected Studies Based on Role Theory Research very strongly complements theory that a college supervi- sor is an important person in the student teaching experiences. 53 Without him student teaching experiences will not be complete. Three studies specifically emphasized this point. In a longitudinal study on the interpersonal relations of the student teaching triad which consisted of college supervisors, student teachers and cooperating teachers, Albert Yee (1968) found that the "college supervisor is the key person in the triad," and that he carries the greatest potential for influencing the interaction within the triad. In another study at the University of Alabama, Denver String- fellow (1973) states that according to both literature and survey responses the college supervisor has emerged as an important member of the student teaching team. He maintains that the college super- visor's major reSponsibilities are to assign the student teachers to schools and conduct seminars for them. He, like A. L. Sebaly, bemoans the fact that relatively little has been written for or about the college supervisor. N. J. Frenzel (1977, pp. 14-17) conducted a study at the Univer- sity of Wisconsin to determine the perceptions of those individuals relating directly to university supervisors. Altogether 226 student teachers, 251 cooperating teachers from early childhood, elementary, special education and secondary education, and 69 principals respon- ded to the following six statements indicating their view of the role of the university supervisor. l. The university supervisor is a hindrance to the student teacher and/or classroom supervisor. Rather than being of help the university super- visor is a deterrent to a student teacher. This role should be discontinued. 54 2. The university supervisor serves no real function. Although not hindering effective student teaching, the university supervisor adds little of worth. 3. The university supervisor contributes in a small way to the student teaching experience. A university supervisor is good to have, but the student teaching experience would suffer little if this position were discontinued. 4. The university supervisor contributes somewhat to the student teaching experiences. The major function of the university supervisor should be to visit the school only when problems have developed which the classroom supervisor and student teacher cannot resolve. 5. The university supervisor is an asset to the student teaching experience. Regular visits and conferences with the university supervisor make an impact on what happens in the student teacher's classroom. 6. The university supervisor is an essential compo- nent in the student teaching experience. Not to have the university supervisor would severely weaken the student teaching experience. The university supervisor provides a key link in the instructional relationship between required university courses and field experiences. Table 2 represents the responses of student teachers, classroom supervisors and principals to Frenzel's questionnaire. 0f the 546 respondents, the highest percentage of each group (student teachers, 37.61 percent; classroom supervisors, 35.46 percent; and principals, 50.72 percent) selected item 5, thus emphasizing that the university supervisor is a key part of the student teaching experience. Two of the three groups (classroom supervisors, 31.08 percent; and principals, 33.33 percent) selected item 6 as the second highest, thus indicating that the university supervisor is an essential component in the stu- dent teaching experience, and not to have him would severely weaken TABLE 2: Responses of All Groups to Frenzel's Study of the College Supervisor 12:33:35 5353:3128; Principals Total Responses Percent 2:233:52: Percent 2:33;: Percent 3:333:23: Percent 118226 11-251 N-69 11'546 It. 1 8 3.54 2 0.80 0 0.00 10 1.83 It. 2 18 7.96 6 2.39 0 0.00 24 4.40 has 3 39 17.26 35 13.94 5 7.25 79 14.47 [ten 4 41 18.14 41 16.33 6 8.70 88 16.12 m- s as 37.51 as 33.45 35 50.72 209 38.28 1t:- 6 35 15.49 78 31.08 23 33.33 136 24.91 the student teaching experience. As a total group, 209 (38.28 per- cent) respondents selected item 5 and 136 (24.91 percent) selected item 6. In contrast to these results, very small percentages of two groups (student teachers, 3.54 percent and 7.96 percent: and classroom supervisors 0.80 percent and 2.39 percent) and none of the principals selected items 1 and 2 respectively, which state that the university supervisor is a hindrance and of no real function to the teaching experience. In his conclusion, Frenzel stated that the university supervisor is the key member in the student teaching experiences and that the university should continue to provide supervisors who will insure a quality student teaching program. The position of a college supervisor is a very important one in the student teaching program. It is, therefore, equally important ”that the person who occupies this position has the personality charac- teristics and professional qualifications to maintain good interper- sonal relations with student teachers, cooperating teachers and prin- cipals, and to operate a quality student teaching program. At least 56 three studies attempted to find out what personal and professional qualifications are essential for a college supervisor. Harvey Freed (1976) at Temple University used a questionnaire method to collect data from supervisors, principals, cooperating teachers and student teachers on important personal traits which itemized personality characteristics, and on role expectations of a college supervisor. The findings of this study indicated that three out of the four groups ranked "supportive" trait as most desired. Dther traits considered highly important were "empathetic," "tactful," "patient," and "objective." Regarding the role expectations, the study indicated that (1) the supervisor's relationships with the student teacher were the most highly rated in importance; (2) the supervisor should be mainly concerned with the professional develop- ment of the student teacher; and (3) the supervisor should not be concerned with the principal's responsibilities at the cooperating school. Also, there were significant differences in expected roles related to the supervisor and the cooperating teacher. Supervisors and student teachers indicated that there must be more supervisory input into the selection and evaluation of cooperating teachers and schools. However, principals and cooperating teachers indicated that the supervisor should not be concerned with these aspects of the prac- ticum. Student teachers commented that these differences in opinion created many problems for them. George Youstra (1970) administered a questionnaire containing twenty-eight criteria for the selection of college supervisors. A total of 168 members of the Southeastern Regional Association for 57 Student Teaching and 32 cooperating teachers participated in this study. These participants were from 102 institutions of higher edu- cation in the ten Southeastern states of Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee, Virginia and West Virginia. The results of the study indicated that a majority of the respondents considered 20 of the 28 criteria "basic, necessary requirements" for college supervisors. The 20 items dealt with both personality characteristics and professional qualifications of a college supervisor. The conclusions of Albert Yee's (1968) longitudinal study men- tioned earlier also indicated that appropriate personality characteri- stics are essential to fruitful interactions. He stated that insuf- ficient time was spent in the initial stages to develop mutual per- ceptions of the triadic relationship; there is need for the members of the triad to perceive the student teaching experience as an inter- action of the three working together if it is to be an effective program; and better methods be sought to bring about a compatible match on the basis of personality characteristics, teacher behavior, and group interaction. A college supervisor is an important person, and he must have "supportive" personality characteristics which are very important to maintain positive interpersonal relations with the student teachers, cooperating teachers and principals. Should he be a subject matter specialist or a process oriented generalist?- The following two stu- dies show contradictory results. Dne maintains he should be a gene- ralist, while the other hints that there is no significant difference whether he is a generalist or a specialist. 58 Upon examining the role elements of a full time college supervi- sor in a newly formed off-campus setting, Walter Crocker (1972) found that a process oriented generalist supervisor is more useful to both the school district and the college than a higher number of subject area specialists. Crocker recommended that further studies on the efficacy of a K-12 generalist supervisor should be encouraged. Roger Beaumont (1973) conducted a study on the effectiveness of the generalist versus the specialist college supervisor of secondary student teachers in relation to a particular subject area, in corres- pondence to some functions more than to others, and in fulfilling his responsibilities in a given student teaching program. This study involved 203 student teachers, 203 cooperating teachers and 92 princi- pals associated with two state universities. They recorded their perceptions on three parallel rating forms designed to rate their effectiveness of 26 college supervisors. The conclusions of the study showed that there were no significant differences in the perceptions of the respondents in the effectiveness of the specialist or genera- list college supervisor (l) in relation to subject matter except possibly in the area of social studies; (2) in relation to various functions defined in his role, nor in one function over another; and (3) in fulfilling his responsibilities in a given student teaching program. Several other studies have been conducted on various facets of the role of the college supervisor. They dealt with functions which include administrative, liaison, instructional, and supervisory and evaluational facets of the role of the college supervisor. To add 59 further insight to the present study, brief summaries of selected studies which employed role theory on the above mentioned facets of the role are included here. William Bennie (1966) reported a survey conducted with 120 super- vising teachers concerning their reactions to the responsibilities of the college supervisor. The supervising teachers reported that they felt the college supervisor should: 1. 10. Visit the classroom of the supervising teacher frequently enough to become acquainted with the students and their teaching practices. Provide the supervising teacher with pertinent information about the student teacher. Share responsibility of evaluation of the stu- dent teacher with the principal, the supervising teacher, and the student teacher. Help the supervising teacher understand and play his role in the student teaching program. Help the supervising teacher and the student teacher resolve any problems which develop in the student teaching experience. Acquaint the supervising teacher with what is expected from student teacher--diaries, evalua- tions, reports, and the like. Be willing and able to make suggestions for the improvement of instruction in the classroom of the supervising teacher. Help the supervising teacher and the principal provide opportunities for the student teacher to participate in varied and extensive activi- ties in the total school program. Provide source of information as requested by the supervising teacher or the student teacher. Observe the prospective supervising teacher in action several times prior to any student teach- ing assignment. 60 11. Place the student teacher with the supervising teacher who can provide high quality teaching exper1ence. 12. Help the principal in his preparation for the induction of the student teacher into his school program. 13. Consult and advise with the student teacher as the occasion dictates. l4. Observe the student teacher in action and follow the observations with a three-or-four way confe- rence. 15. Help the college understand and discharge its responsibilities to the student teaching program in the laboratory and cooperating school (Bennie, 1966, p. 46). Leonard Kaplan (1967) analyzed the role of the college supervisor at the elementary school level as perceived by the incumbent members of the student teaching triad. The study instrument he used designa- ted behaviors expected of college supervisors and contained forty items with a four point response scale ranging from “absolutely must" to "absolutely should not.“ He used Chi-Square procedures to analyze the data and found significant differences among student teachers, co- operating teachers and college supervisors in their perceptions of the role of the college supervisor. His findings indicated three major factors which the three groups viewed as contributing to the lack of agreement: (1) different perceptions of the role of the college supervisor in evaluation and in acting as a resource consultant; (2) the incumbent members of the triad lacked awareness as to the expectations held for the role of the college supervisors; and (3) a lack of communication within and between the three groups. In addition to examining the role of the college supervisor as a 61 generalist, Crocker (1972) further examined eight other facets of the role: supervision, seminars, in-service activities, field experiences, preservice center, service to the college, administrative duties and responsibilities, time and motion, and the role of the college in the development of pre-service field centers. Data concerning the role elements were recorded daily. Number of verbal interactions, types of activities, mileage, time consumption and actions taken were examined quantitatively. School personnel and student teachers assis- ted in the qualitative analysis of the role. The results of this study showed that (l) the center approach was considered superior to the former "transient“ approach; and (2) great improvements were made in areas of higher frequency of visits, improved communications, avai- lability of the supervisor, usefulness of his presence, and reduced travel time. Some of the necessary conditions Crocker listed for a successful field oriented supervisory role include: 1. A small geographic area in which supervision takes place. 2. Few or no campus duties. 3. An assignment of no more than twenty student teachers. 4. A supporting organization such as the center idea. 5. Accessibility to subject matter people at the college. 6. Opportunity to discuss the role with other supervisors on a regular basis. Some of Crocker's recommendations include: 1. Further attempts should be undertaken to create more awareness on the part of the total college staff as to what field experiences are being developed and to encourage further cooperation. 62 2. The position of the college supervisor should be upgraded in both financial and status areas. It should be made a desirable career position in and of itself. 3. Periodically as many college personnel as possible should return to the "front lines" to renew their acquaintance with public school teaching-learning. Public school people could profit by an exchange program also. 4. Broad, clearly defined role definitions need to be made and disseminated. Rodney Petty (1965) analyzed the role of the college supervisor in the student teaching program at the University of Oregon as per- ceived by seven incumbent status groups--elementary and secondary student teachers, elementary and secondary cooperating teachers, elementary and secondary school principals, and college supervisors. He attempted to find out if the incumbents within any of these status groups held common expectations for the college supervisor. He dis- covered that although there was consensus between and within the groups with whom the college supervisor normally interacted, role conflict did exist in a number of instances on the items studied and to a large enough degree to be of concern to the incumbents involved in the study. College supervisor practices in Kentucky were compared with those followed by college supervisors in Texas and with those recom- mended by national authorities. For this study, Glynn Creamer (1974) used a questionnaire method to determine the emphasis on practice of the college supervisors pertaining to student teachers, cooperating teachers and principals. A total of 67 percent of the state presidents of the Association of Teacher Education (ATE) and 81 percent of Ken- tucky secondary supervisors participated in the study. T-test for 63 two independent samples was used to analyze the data. The results of the study showed that (1) there were no significant differences between the emphasis of supervisory practices by the state presidents of the ATE and by Kentucky college supervisors, (2) there were no signifi- cant differences between the emphasis of supervisory practices of special and general supervisors, but there were significant differences between the use of supervisory practices reported by Texas supervisors in 1968 and such use by Kentucky supervisors. The conclusion of this study was that the special and general Kentucky supervisors were using the practices recommended by national authorities equally well, and to a higher degree than did Texas supervisors in 1968. Another study examined the role of the college supervisor with specific reference to six categories of the role: Administrative Functions, Establishing Liaison, Instruction, Providing Leadership, Evaluation, and the last category was entitled General. Altogether 184 student teachers, 160 cooperating teachers, 18 college supervisors and 28 school principals associated with the Student Teaching Program at Memorial University of Newfoundland, Canada, responded to the questionnaire. Ernest Cluett (1977) used the Chi-Square test of sig- nificance for 'k' independent samples as the statistical treatment for this study. 'The results of the study showed lack of consensus among the four groups mainly in the areas of role expectations asso- ciated with Evaluation and Administration. Some lack of consensus was also evident in the remaining four categories. An analysis of these responses displaying a lack of consensus showed that the four groups were in opposition with respect to their expectations of the role of the college supervisor. 64 A follow-up interview with 20 student teachers, 20 cooperating teachers, 5 college supervisors and 5 principals randomly selected from those who completed the questionnaire revealed that all groups perceived the college supervisor as the overall coordinator for the student teaching system and the best person to perform the vital func- tion of linking the school and the university in the provision of field experiences. Cluett stated that the college supervisor was seen as primarily concerned with mediating disputes; briefing parti- cipants in the program; and sharing with others the responsibility for supervising, advising and evaluating student teachers, but he was not seen as an expert on teaching or as an expert in the content areas. The college supervisor was viewed as the pragmatic expert in relation to the practicalities and constraints of the school situation. Cluett further stated that the four groups expressed varying degrees of consensus relative to the college supervisor selecting cooperating teachers, evaluating them, and involving other school and college personnel in supervising and advising student teachers. This variation centered around the jurisdictional and legal prerogatives of the principal's primary role as principal of the school. The col- lege supervisor was not seen as the decision maker in these areas. In another study, a modified form of Kaplan's role expectation instrument with 40 items was administered by Mary Ashby (1973) to 64 cooperating teachers, 63 student teachers and 13 college supervisors to determine the role of the college supervisor at Fordham University. Also, follow-up interviews were conducted with 10 cooperating teachers, 10 student teachers and 5 college supervisors to determine perceived 65 reasons for discrepancies in the degree of consensus among and within the three groups in their expectations for the role of the college supervisor. The major findings included: (1) there was higher percentage of consensus among the groups for the role of the Fordham College Supervisor for 38 out of 40 items on the instrument; (2) com- munication among the role agents in the Fordham program concerning the role of the college supervisor was good; (3a) college supervisors and- cooperating teachers favored that college supervisors should look over the student teachers' daily lesson plans and units; student teachers did not; (3b) college supervisors favored use of videotaping as an evaluating technique; student teachers did not; and (4) the three groups favored the expectation that the college supervisor should visit the student teacher in the cooperating public school each week. They did not favor the twice a month or three to five visits a semester. The actual and the ideal role of the college supervisor as per- ceived by 182 student teachers, 73 cooperating teachers, 60 college supervisors and 30 directors of student teaching from 29 colleges offering undergraduate and graduate elementary education programs in student teaching was undertaken by Dorothea Kunde (1973). The find- ings of this study suggested that all groups viewed the actual role as it was presently constituted in about the same way. However, the ideal supervisor was seen differently by the groups. All groups signifi- cantly differed from the viewpoint expressed by the directors of stu- dent teaching. The directors and the supervisors were farthest apart in their perceptions of the ideal. There was agreement among the 66 respondents (other than the directors) for the expectations of the ideal role. Kunde attributed these inconsistencies to the differential perceptions of the directors and all other role incumbents, and to the present lack of a clear role definition of a college supervisor. The term "supervisor" in college supervisor indicates that in addition to other responsibilities he personally visits the class- room of the student teacher to observe the student teacher in action; record data and facilitate feedback to help the student teacher improve his teaching performance. Is it really essential for the college supervisor to visit the student teacher's classroom? While Frenzel (1977), discussed earlier, indicated that it was, two other studies indicated otherwise. Betty Ann Burklund (1972) explored the visitation versus non- visitation supervisory procedures in student teaching. She used two treatment groups. The first group consisting of thirty student tea- chers did not receive a visit from the college supervisor but did receive the three supervisory procedures developed for the study. The second group also consisting of 30 student teachers received two supervisory visits. Each supervisory procedure included "content to be conveyed in a message, the vehicle(s) by which the university supervisor sent the specified content, and the time during student teaching when the message was sent and the response was to be returned." All student teachers received the same minimum content and were requested to do the same assignments. Non-visit group received the content in the form of mimeographed materials and audio-taped record- ings. The university professor chose the vehicles to transmit the content to the visit group, and used them during the first visit. 67 Data from students included lesson plans, audio recordings of lessons, response sheets, reaction forms, and additional materials volunteered by students. Ccoperating teachers and university supervisors also provided reaction forms. A two—way analysis of variance, a 2 test, p test, t test and descriptive statistics were used to analyze the data. The results of this study showed that no significant differences were found for 69 of the 91 analyses. In 12 instances the non-visit group had significantly higher scores, and in 10 instances the reverse was true. According to Burklund, the implications of the results included; (1) non-visitation supervisory procedures for selected areas of student teaching supervision may be used in place of a visit; (2) clear and valid statements of evaluation feedback from supervisors is important; (3) supervisors need to portray clearly through effective evaluative feedback what can be seen from evidence received via non- visitation methods; and (4) student teachers and c00perating teachers need help in recognizing the importance of taking responsibility for sharing evidence of teaching behavior with the university professor and for planning three-way evaluations, recognizing the importance of periodic evaluations, and communicating clearly what is expected of the university supervisor. Burklund suggested that time is requisite for participants to change role expectations and develop new supervi- sory skills. The effects of the university supervisor on the performance and adjustment of student teachers was studied by June Morris (1972). The study involved 96 student teachers, 15 university supervisors, 98 cooperating teachers and 3,318 secondary students. Fifty student 68 teachers in the control group did not experience any of the normal supervisory functions of a university supervisor such as observations, conferences, seminars, and evaluations as did those 46 student teachers in the experimental group. To measure performance, cooperating teachers, student teachers, and secondary students responded to the Purdue Teacher Evaluation Scale. Adjustment was measured by self- ratings on the Purdue Student Teacher Opinionnaire. The conclusions of the study showed that there were no significant differences (1) between the classroom performance of student teachers, and (2) between the adjustment of student teachers whether or not they experienced normal supervisory functions of a university supervisor. In fact, the control group perceived that it performed better than the experiemental group in matters of student-teacher communication, methods and procedures. 0n the basis of these conclusions, Morris recommended that (1) the university supervisor be retained to function primarily in the liaison role, and that he should be available for counseling with student teachers when the need arises; (2) the university super- visor be employed in a position to provide in-service education for school personnel in the art of providing supervision to student tea- chers: and (3) new patterns of university supervision such as the use of tapes and video-tapes, closed-circuit television, and inter- action analysis be researched to determine need for involving the university supervisor in direct supervision of student teachers. With regard to professional development or improvement of the college supervisor, no specific studies were conducted on this topic. However, some of the studies stated above briefly alluded to the fact 69 that the college supervisor should be a member of the professional -organizations, write and publish articles on student teaching and teacher improvement, and assist in conducting follow-up studies of the current student teaching program/s on campus and make necessary changes. Finally, from a study of the ERIC materials between the years 1967-77 seeking to identify the work of the college supervisor, A, L. Sebaly (1977) found that: 1. There apparently is no theory among college supervisors upon which the supervision is based. There is conflicting evidence about the value of college supervisors working with student teachers. One strain of evidence indicates that, as far as improving the competencies of the student teachers in the classroom, the college supervisor makes little or no contri- bution to the development of this competency. There has been some study about the relation- ship of the student teachers, the college supervisor and the supervising teacher. These studies examine the triad and come up with mixed conclusions. The evidence indicates that there may be more part-time college supervisors of student teachers than there are regular college or university staff. This was especially true in the larger institutions. College supervisors, in evaluating their role, seem to mention that they cover more non- professional activities than professional--for instance, miles traveled per week, number of school buildings visited and paper work. The general conclusion according to Sebaly was that the college supervisor was a facilitator, a classification that does not fit any of the regular university ranks. In conclusion, this section of the chapter has dealt with litera- ture and research studies on the role of the college supervisor in the 70 public institutions of higher education. Everyone involved in the student teaching programs regards the college supervisor as an impor- tant person and as an asset to the programs. Therefore, it is essen- tial for the college supervisor to possess "supportive" traits of personality complemented with high academic qualifications so that he can maintain positive interpersonal relations with participants in the programs and operate a quality student teaching program. Both theory and research complement each other on the liaison aspects of the role of the college supervisor. As for any other aspects of the role (such as administration, instruction, supervision and evaluation) the expectations varied among participants. This variation in expec- tations was a function of the institution, the group, the types and the levels of schools to which the participants belonged. However, repeatedly it was pointed out that the inconsistencies to the differ- ential perceptions of the role of the college supervisor was due to a lack of awareness as to the expectations held for the role of the college supervisor, and a lack of a clear role definition of the college supervisor. This is the state of the college supervisor's role in the public institutions. Would the role of the college supervisor be the same in parochial institutions, especially in the SDA institutions? These institutions are guided by a common SDA universal philosophy of education, the people in them believe in the same biblical doctrines, and operate somewhat similar teacher education and student teaching programs. It was suspected that because of these common elements among the SDA's, there would be no significant differences among the respondents in their expectations for the role of the college supervisor and that there is 71 high degree of role relationship among them. Making use of the infor- mation available from the public institutions for its background, the present study made an attempt to examine the role of the college super- visor in the SDA institutions in the U.S. relative to selected aspects of the role of the college supervisor, namely, personality characteris- tics, planning and organization, instruction and supervision, and program and professional improvement, so that the information thus generated may be used to improve the interaction processes among the participants in the student teaching programs at these institutions. CHAPTER III DESIGN OF THE STUDY The purpose of this study was to determine the expectations of the role of the college supervisor in the ten Seventh-day Adventist (SDA) institutions as perceived by incumbent college supervisors, student teachers, cooperating teachers and principals associated with the student teaching programs at these institutions. In the following sections of this chapter, the data collection procedures, demographic characteristics of the sample, development of the questionnaire, the independent variables, the research hypotheses, and the statistical procedures chosen to test the hypotheses are described. Data Collection Procedures The procedures for collecting the data are illustrated by the following calendar outline: July 12, 1977: Approval was obtained from the Office of Education in the General Conference of the SDA's in Washington, D.C., to conduct this study in the SDA institutions in the U.S. (See Appendix H). May 21, 1978: Proposal for this study was approved by the members of the doctoral guidance committee. May 25 - June 10 Pilot study was conducted at Michigan State 1978: University to determine the adequacy of the initial questionnaire prepared for the study. June 20, 1978: The Office of Education in the General Conference sent letters to the Directors of Student Teaching at the ten SDA institutions endorsing this study and requesting their cooperation in collecting data (See Appendix H). June 28, 1978: A preliminary questionnaire was mailed to the ten Directors of Student Teaching 72 73 requesting (1) information about the teacher education and student teaching programs at the institution, (2) the number of college supervisors, student teachers, cooperating teachers and principals who will be associated with the student teaching programs for Fall term or first semester of 1978-79 school year, and (3) their cooperation to distribute the study questionnaires and collect the data from the above four groups. _All ten Directors agreed to cooperate and help (See Appendix F). Sept. 10, 1978: Required number of copies of the role expec- tation questionnaire were bulk-mailed to the Directors of Student Teaching to distribute to the respective members in the four groups during the Fall term or first semester of 1978-79 school year. Oct. 1, 1978- Data collection continued. First reminder Feb. 28, 1979: was sent in October 1978. Second reminder was sent to some of the Directors requesting them to kindly return all the data they were able to collect. An attempt was made to get all the college supervisors, student teachers, cooperating teachers and principals associated with the student teaching programs at the ten SDA institutions during the Fall term or first semester of 1978-79 school year to respond to the questionnaire. According to the information received from the ten Directors of Student Teaching, questionnaires were distributed to 30 college supervisors, 137 student teachers, 137 cooperating teachers and 69 principals. Table 3 shows the status of the questionnaire for the four groups at each of the ten institutions. By the February 29, 1979 deadline, 29 (97 percent) college supervisors, 98 (72 percent) student teachers, 94 (69 percent) cooperating teachers and 42 (61 per- cent) principals responded to the questionnaire. The figures in the OUT columns of Table 3 represent the number of questionnaires distri- buted to each group, and those in the IN columns represent the actual 74 TABLE 3: Status of Questionnaire Distribution and Returns from the Ten SDA Institutions. Insti- College Student Cooperating tution Supervisors Teachers Teachers Principals TOTAL OUT IN OUT IN OUT IN OUT IN OUT IN # l 2 2 21 21 25 22 13 11 61 56 (100) (100): (88) (85) (92) # 2 4 4 6 6 6 2 4 l 20 13 (100) (100) (33) (25) (65) 5 3 3 3 " 7 5 7 4 4 3 21 15 (100) (71) (57) (75) (71) 11 4 4 4 l7 7 18 18‘ 14 5 53 34 (100) (41) (100) (36) (64) # 5 2 2 3 6 8 4 2 2 20 14 (100) (75) (50) (100)1 (70) # 6 2 2 10 3 10 O 3 l 25 6 (100) (30) (OO) (33) (24) # 7 4 4 23 18 18 13 ' 9 3 54 38 (100) (78) (72) (33) (70) 5 8 2 2 9 4 9 4 5 4 25 14 (100) (44) (44) (80) (14) # 9 5 4 20 13 20 13 4 2 49 32 (80) (65) (65) (50) (65) #10 2 2 16 15 16 14 ll 10 45 41 (100) (94) (88) (91) (91) TOTAL 30 29 137 98 137 94 69 42 373 263 (97) (72) - (69) (61) (71) 75 number of people who responded to the questionnaire. The percentages of returns range from 92 percent for institution one to 24 percent for institution six. The percentages are rounded to whole figures. Demographic Characteristics of the Sample College Supervisors A total of 29 college supervisors responded to the questionnaire. This group included 18 males and 11 females, with an average of ten years of experience as a college supervisor. Over half of the indivi- duals (18 of 29) were 45-54 years old, and only three were 44 years or younger. All members of this group have earned the equivalent of a master's degree; 19 have completed the doctorate (Ph.D. or Ed.D.). Table 4 summarizes the professional background of this group, and the approximate number of student teachers they have supervised. Twenty-eight of the college supervisors had at least three years of experience as elementary or secondary school teachers in public or SDA schools, 18 served as principals at these levels, and six served as cooperating teachers during this stage of their career. In addi- tion, 12 college supervisors have supervised 50 or less student teachers, six supervised 41-250 student teachers, and seven supervised more than 250 student teachers. Student Teachers A total of 98 student teachers responded to the questionnaire. This group included 30 males and 68 females with an average age of 22 years. Seventy-eight student teachers were in the age bracket of 19-24 years, sixteen in 25-34 years, and four above 34 years. Table 5 summarizes the placement of student teachers according to the types, levels and locations of schools at the ten institutions. The table 76 mgomp>cmn=m mamppou mN Pope» as» we «so cease: mFocz ummgmm: any cu mmmaucoucma 0cm mammnucmcea cw mcmne:z “my ARV Locummp — N mempmcmaoou mu Amy Amv Amy Fmawu:_ca WW Awpv AWNV Amy genome» w Aopv Amy AeNV gemw>emqsm mu m p n mmmppou Amy ARV emsummh P N mcwumcmaooo m" Ame as m: A“: Amy M E 3: 8: :3 8: a ._ cummh 1. 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No :8. e3— .2. tutu 0&3 'v— .ue.u.¢ can: an...” .mmosu . .8238. “a 3... 129 institution rated consistently low on that one item. Differences in mean ratings to the items in this susbcale were not statistically sig- nificant in the other three variables. Subscale 2: Planning; Planningand Organigation Differences in mean ratings on two of the eight items in this subscale were statistically significant across three variables. Res- ponses to item 21 alone reflected significant differences across two variables. These results might be possible explanations for the sig- nificant main effects and interactions reported in Table 18, p. l09. An investigation of the mean ratings on item 21 in the Groups variable shows that while the CS "completely agreed," ST, CT and SA "mostly agreed" that the CS should select the cooperating schools on the basis of the college philosophy and policies for student teaching. However, the mean ratings for ST and CT were comparatively lower than for the other two groups. Mean ratings on the same item (item 21) in the TS variable show that all respondents "mostly agreed." However, the sizeable differ- ences in mean ratings were statistically significant. The mean rating for the respondents in public schools was the lowest. Thus, it was concluded that respondents in public schools tend less to agree that the cooperating schools be selected on the basis of the SDA college philosophy and policies for student teaching. Mean ratings on item 22 in the LS variable show that respondents at elementary, secondary and K-l2 levels "mostly agreed" that the CS should gather personal and professional information from potential CT for compatible matching with ST. However, respondents at secondary and K—l2 levels tend to regard this as a little less important for 130 the CS to do. Subscale 3: Delivery: Instruction and Supervision 0f the 16 items in this subscale, differences in mean ratings on two items were statistically significant--item 48 in the TS variable and item 49 in the LS variable. A review of the mean ratings for item 48 shows that although all respondents "mostly agreed" that the CS should conduct inservice workshops for CT and SA on topics relating to curriculum, instruction, supervision, human relations, innovative teaching methods, self-assessment and A-V usage, those in public schools tended to "slightly agree" that he should do so. This could mean that the public school teachers felt better prepared,or that they get enough inservice in these areas through the local public school systems. Mean ratings on item 49 in the LS variable were the highest for elementary levels, suggesting that the CS should accept temporary teaching appointments in elementary or secondary schools. Although the respondents at secondary and K-l2 levels tended to "mostly agree" to this, their mean ratings show that they did not see that it was critical for the CS to teach at these levels, or that they did not consider him an expert in teaching or competent in content area. Subscale 4: Development: Program and Professional Improvement Differences in mean ratings on six of the l5 items in this sub- scale were statistically significant, five of them in the Institutions variable alone. Differences in mean ratings on two of the five items were again significant, one in the TS variable and another in the LS variable. Differences in mean ratings on the sixth item were signi- ficant in the Groups variable. 131 That the responses to five of the l5 items were significantly different in the Institutions variable alone was a revealing explana- tion for the significant Institutions main effect and the I x G inter- action in the ANOVA test results presented in Table 24, p. l20. Responses to five items relating to the CS developing more effec- tive observation instruments, attending professional improvement con- ferences, reading professional books and journals to keep current with changes in teacher education, publishing articles in professional journals and assessing his own performance in the student teaching programs reflected a lack of consensus. A review of the mean ratings for these items across ten institutions shows that mean ratings for respondents at institution six were consistently the lowest for all five items. Also, with the exception of institution five, respondents at the other nine institutions had consistently low mean ratings within the "slightly agree" interval for item 77 which states that the CS should get articles published in professional journals. In fact, at institutions six and ten the respondents disagreed that the CS should do this. In the Groups variable, there was a clear lack of consensus between the CS and the other three groups on the responses to item 72 which states that the CS should be a member and active participant in professional associations. The CS "completely.agreed" that they should be active members, but the ST, CT and SA "mostly agreed," but their mean ratings show that their expectations slightly declined in the order of ST, ST and CT, respectively. In the TS variable, responses to item 77 which states that the CS should publish articles in professional journals, respondents in 132 Both schools tended to "mostly agree," but respondents in public and SDA schools “slightly agreed." Finally, in the LS variable the differences in mean ratings to item 73 which states that the CS should attend workshops and clinics designed to improve teacher education and student teaching supervisory techniques were statistically significant. Respondents at the secon- dary level "mostly agreed," but those at elementary and K-l2 levels "completely agreed." The mean ratings show that the levels of consen- sus declined among respondents in the order of K-l2, elementary and secondary levels, respectively. Summary of Findings Related to Item Analysis Of the 43 items in the revised questionnaire, differences in mean ratings on ll items were statistically significant reflecting a lack of consensus on approximately 26 percent of the stated expectations of the role of the college supervisor. This lack of consensus was a function of the Institutions, TS and LS in which the four groups of respondents were involved. Seventy-four percent of the comparisons did not prove to be significantly different, although they did reflect varying degrees of consensus. In the Personality Characteristics subscale, there was a lack of agreement among respondents in the ten institutions on one item. Respondents at institution six held a lower level of expectation than those at the other nine institutions on the item which states that the CS should respect and recognize the worth and dignity of every individual in the student teaching team. In the Planning subscale, lack of consensus among the respondents 133 centered around two items. The respondents in public schools tended to "slightly agree" that the CS should select the cooperating schools on the basis of the SDA college philosophy and policies for student teaching. The respondents at the secondary and K-lZ levels "mostly agreed" that the CS should gather personal and professional informa- tion from potential CT for compatible matching with ST, but their degree of consensus was lower than it was for respondents at elementa- ry levels. In the Delivery subscale, lack of consensus centered around two items. The respondents in public schools tended to "slightly agree" that the CS should conduct inservice workshops for the CT and SA. The respondents at secondary and K-lZ levels also tended to "slightly agree" that the CS should accept temporary teaching appointments at elementary or secondary levels. In the Development subscale,responses to five items relating to the non-site aspects of the role of the CS such as developing more effective observation instruments, attending professional meetings, reading professional publications, getting articles published, and assessing his own performance reflected a lack of consensus. Respon- dents at institution six tended to "slightly agree" on these activi- ties while all the others "mostly agreed" or "completely agreed" on four of these items. All respondents at nine of the ten institutions “slightly agreed" that the CS should get articles published. In addition, although all four groups "mostly agreed" that the CS should be a member and participant in professional associations, the degree of consensus declined in the order of CS, ST, SA and CT, respectively. 134 In conclusion, the lack of agreement on the responses to the ll items was not disagreement. Most of the respondents either "mostly agreed" or "completely agreed." Responses to one item relating to the CS getting articles published received the lowest priority across the fOur groups. Apart from this, in the overall picture there was a definite agreement among the respondents that the CS should endeavor to perform the tasks identified in the 42 items. As pointed out through- out, the degree of consensus was a function of the TS and LS and the group to which the respondent belonged at the ten institutions. In a final effort to determine the-degree of relationship that existed between the CS's self-perceptions of his role and the percep- tions of that role held by his ST and CT at the elementary and secon- dary levels in public and SDA schools, a correlational study was conducted on their responses to the 43 items in the revised question- naire. The results of this study are shown in Part II of the chapter. Part II: Pattern of Response Ratings As already pointed out in Chapter III and according to role theory in the student teaching programs each incumbent participant holds his own expectations for his behavior as well as for the behav- ior of those with whom he interacts. How strong or weak this inter- action is among the participants depends upon how closely related each other's expectations are for a particular role. The stronger the relationship between their expectations, the greater the effec- tiveness in their interaction and greater the quality of the student teaching program. The poorer the relationship between their expec- tations, the greater the conflict in their interaction and poorer 135 the quality of the student teaching programs. Therefore, to determine the strength of relationship among the CS themselves, between CS and ST, and between CS and CT, a comparison was made between the self-perceptions of their role and the perceptions of that role held by their ST and CT. This was done by computing correla- tion coefficients between paired response ratings of the CS themselves, between paired response ratings of CS and ST, and between paired res- ponse ratings of CS and CT on the 43 items in the revised questionnaire. Four hypotheses were formulated to test this strength of role rela- tionship (See Chapters I and III}. To be significantly different from zero, or from no relationship at all, the correlation coefficients between paired response ratings to the 43 items must be .31 or higher when alpha equals .05. Borg and Gall (l979, p. 5l3) state that the size of the correlation coefficient indicates the degree of relationship between the variables. High correlation coefficients reflect a strong relationship. Low corre- lation coefficients reflect a low or slight relationship even if the correlations are significant at l percent level. Furthermore, they say that correlations ranging from .20 to .35 show a very slight relationship between the variables. As already explained in Chapter III, only l3 CS, 58 ST and 58 CT were involved in this part of the study. Table 28 presents the correlation-matrix for the response ratings of the 13 CS to the 43 items in the revised questionnaire. Most of the correlation coeffi- cients were comparatively low. The correlation coefficients ranged from .57 to -.l9, and the mean of the correlation coefficients was .22. Also, of the 78 correlation coefficients in this matrix 136 TABLE 28: Correlation-matrix for the Paired Response Ratings of the l3 College Supervisors on the 43 Items in the Revised Questionnaire CS 1 2 10 11 12 15 20 21 23 24 26 29 30 1 1.00 .31 .16 -.05 -.14 .22 .13 .33 .05 .02 .33 .38 .30 2 1.00 .16 .28 .29 .12 .20 .54 -.02 .24 .18 .22 .44 10 1.00 .22 .42 .42 .44 .31 .35 -.01 .00 .19 .25 11 1.00 .48 .39 .01 .49 -.05 .51 .04 .18 .43 12 1.00 .33 .21 .29 -.13 .57 .13 .27 .32 15 1.00 .43 .32 .03 .04 -.02 .04 .31 20 1.00 .36 .10 .07 .20 .11 -.16 21 1.00 .15 .33 .31 .41 .40 23 1.00 -.19 -.11 .38 .00 24 1.00 .43 .39 .37 26 1.00 .28 .04 29 1.00 .26 30 1.00 only 3l (40 percent) were significantly different from zero. These correlation coefficients reflect a very slight relationship among the l3 CS in the way they perceived their role. Table 29 presents the correlation coefficients between the paired response ratings of the CS and their ST, and between the paired res- ponse ratings of the CS and their CT on the 43 items in the revised questionnaire. Once again, most of the correlation coefficients were comparatively low. The correlation coefficients ranged from .65 to -.19, and the grand mean of the correlation coefficients was .2l. 0f the ll6 correlation coefficients, only 33 were significantly different from zero. A summary of the significant and non-significant correlation coefficients is shown in Table 30. Of the 58 correlation coefficients 137 .oua-a «sausages: as» 3. Loans: o—osx - cu coecaos ass unnu- asp —~. . uac¢.u.usoou co.ua—occou as» no goo: seasu nw. n bu ecu no so» mace-u—uuoou cc.u~—osgou ogu no coo: o—. o pm a:- mu so. «ago—0.55000 :o-uo—osgou 0:» .9 can: .csapoo a-sa so use ugu a. a. cla—oo sun. so» «agape—~uooo co.u-—ossoo use we cant. mm. a. .9.- a. 3. 3. 8. 2. mm. mm. a. 2. am. a. 8. 3. 2. 3. 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Ma mm. s. 2. a. .- 2. 2. 2. a. 8. 2.. 3. 8.- mm. a. on. 2.- mm. mm. 3. 2. 8. 8. m... a: .a. m. «a. 2. a. 2. z. 2. a. z. 3. 2. 8.- 8.- 3. a. 2... 2. 3.- 2. 8.. 2. z. 2. 3. on. a. a. 3. 3. 3. 3. .m H d Hm d. .m d .m Hm N d H d H d mm d mm d- m d. mm d w. d .m- a. a. a. a. 2.. z. 8.. 2. 2. z. 2. u . _ . a s o a . > s o a a m c a o p p o u 3:53:28 335. .5 s an: 2 2: co bu v:- »m u—g yo :uau new mu gu-u wo «nave-c oucoauou van-o; scolded neo.u-—ossou «on uau¢p 138 TABLE 30: A Summary of the Significant and Non-Significant Correla- tion Coefficients Reflecting the Role Relationship Between CS and ST and Between CS and CT on Responses to 43 Items in the Questionnaire* Role Relationship Role Relationship Total Between CS and ST Between CS and CT # of Correlation Coef- ficients Significantly ‘5 ‘8 33 Different from Zero (26) (31) (28) # of Correlation Coef- ficients Not Signifi- 43 40 83 cantly Different from (74) (69) (72) Zero m Total 58 58 116 (100) (100) (100) Means of the Correla- -; tion Coefficients '19 ~23 -21 * Numbers in parentheses are percentages to the nearest whole number. reflecting the degree of role relationship between the 13 CS and their ST, only 15 (26 percent) were significantly different from zero. The mean of the correlation coefficients was .19. 0f the 58 correlation coefficients reflecting the degree of role relationship between the 13 CS and their CT, only 18 (31 percent) were significantly different from zero. The mean of the correlation coefficients was .23. The grand mean of the correlation.coefficients was .21. Thus, Tables 29 and 30 show that the degree of role relationship between the CS and their ST, and between the CT and their CT was low. Prior to proceeding with testing hypotheses seven through ten, a brief discussion of the low correlation coefficients is needed. The analysis thus far has concentrated on means and has examined differences in the magnitude of ratings for each of the four subscales. It is possible, however, that the mean ratings across several items 139 will be identical for two individuals despite the fact that the pattern of responding is widely divergent. Consider the following example: Example 1 Example 2 Ratings of Ratings of Ratings of Ratings of item individual 1 individual 2 item individual 1 individual 2 l 5 5 1 5 l 2 3 3 2 3 5 3 l l 3 l 3 Mean = 3.00; correlation = 1.00 Mean = 3.00; correlation = -.50 In example l, both the means and the pattern of responding are identical for the two individuals. In example 2, the mean ratings are identical for both individuals despite the dramatic difference in the pattern of responding. By computing correlation coefficients, it should be possible to measure the extent to which the pattern of res- ponding to a given set of items is similar or different. The corre- lation between the ratings of individual 1 and 2 is high in example 1, and low in example 2, thereby reflecting the fact that the pattern of responding is similar in example 1 and dissimilar in example 2. Thus, in Part II, the attention has shifted from differences in the magnitude of responses to a given set of items (means) to possible differences in the pattern of responding to the same set of items (correlations). With this explanation, consider results of Part II. The correlation coefficients in Table 29 were used as the data base to test hypotheses seven through ten. Hypothesis VII: The means of the correlation coefficients reflecting the relationship between a college supervisor's self—perceptions of his role and the perceptions of that role held by student teachers will not differ from the corresponding means of the correlation coefficients for cooperating teachers. 140 Hypothesis X: There are no significant two-way inter- actions involving means of the corre- lation coefficients. To test these two hypotheses, for each of the 13 CS means of the correlation coefficients were computed using the correlation coeffi- cients reflecting the degree of relationship between him and his ST and CT. These are presented in Table 29. The overall mean of the 116 correlation coefficients was .21, which was significantly differ- ent from zero when alpha equals .05. With the means of the correlation coefficients as dependent variables, F values were computed using a two-way ANOVA (13 x 2) test. The results are presented in Table 31. Although there were sizeable differences in means of the correlation coefficients, these differ- ences were not statistically significant for the two main effects or the interaction. Thus, hypotheses seven and ten were not rejected. These results support the following observations: Although there were large differences (ranging from -.01 to .31) in the means of the correlation coefficients reflecting the degree of role relationship between each CS and his ST and CT together, these differences fell short of statistical significance. This means that the above mentioned degree of relationship was not significantly different across the l3 CS and their ST and CT together in the way they perceived the role of the CS. However, the low means of the correlation coefficients reflect a very slight relationship among them in their perceptions of the role of the CS. There was a small difference between the means of the correlation coefficients reflecting the degree of relationship between the 13 CS 141 TABLE 31: Means of the Correlation Coefficients and the Results of Two-Nay ANOVA (13 x 2) Tests for the Role Relationship Between CS and ST and Between CS and CT Means of the Correlation Coefficients for Input Variables College 1 Means of Means of Supervisors Corr. Coeff. Groups** Corr. Coeff. # l (n=24)* .26 ST (n=58) .19 # 2 (n=12) .31 CT (n=58) .23 #10 (n= 4) .20 #11 (n= 4) .23 #12 (n= 6) .21 #15 (n= 8) .13 Grand Mean of the #20 (n= 4) .20 Correlation Coefficients = .21 #21 (n=10) .19 #23 (n= 4) .12 #24 (n= 6) .11 #26 (n= 8) -.01 #29 (n=10) .28 #30 (n=l6) .24 Analysis of Variance Statis. Source of Variation SS df MS F Signif. College Supervisors (CS) .754 12 .063 1.756 N.S. Groups (6) .040 1 .040 1.124 N.S. CS x G .461 12 .038 1.073 N.S. Residual 3.221 90 .036 Total 4.476 115 .039 *Numbers in parentheses represent the number of ST and CT working with each CS. The means of the correlation coefficients reflect the degree of role relationship between each CS and his ST and CT. **The means of the correlation coefficients reflect the degree of role relationship between the CS and ST and between the CS and CT. 142 and their ST and between the 13 CS and their CT. It was not statis— tically significant. This means that the degree of role relationship among all the 13 CS and their ST was not significantly different from the degree of role relationship among all 13 CS and their CT. However, the low means of the correlation coefficients (.19 and .23 respec- tively) clearly indicate that there was only a slight relationship among them in the way they perceived the role of the CS. The two-way interaction (CS x G) was not statistically signi- ficant. This means that the degrees of relationships mentioned above for the two main effects were not significantly different; i.e., for all 13 CS the degree of role relationship between them and their ST and CT together, or separately, was not different. However, the low means of the correlation coefficients clearly indicate that there was a very slight relationship among all of them in the way they perceived the role of the CS. Hypothesis VIII: The means of the correlation coefficients reflecting the relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by key members (student teachers and cooperating teachers) in public schools will not differ from the corresponding means of the correlation coefficients of the key members in SDA schools. This hypothesis could be best tested using a two-way ANOVA test, but for reasons already explained in Chapter III in relation to Table 14, p. 96, it was not possible to do so. Instead, t test was used. The results are presented in Table 32. Although the mean of the correlation coefficients was slightly higher for participants in public schools than for those in SDA schools, the difference was not statistically significant. This means that the degree of relationship 143 TABLE 32: Results of the t Test Involving Means of the Correlation Coefficients Showing the Relationship Between Participants in Public and SDA Schools for the Role of the College Supervisor . Mean Corres. Statis. Variable n Corr. 5 D' t Value df Signif. Public Schools 30 .237 .173 .81 114 N.S. SDA Schools 86 .201 .205 between CS and the key members (ST and CT) in public schools in their perceptions of the role of the CS was not significantly different from the corresponding degree of relationship between CS and the key members (ST and CT) in SDA schools. Therefore, null Hypothesis VIII was not rejected. However, the low means of the correlation coefficients indicate the degree of role relationship among the above mentioned participants was very low. Hypothesis IX: The means of the correlation coefficients reflecting the relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by key members (student teachers and cooperating teachers) in elementary schools will not differ from the corres- ponding means of the correlation coeffi- cients of the key members in secondary schools. Once again, for the same reason as in the previous case, it was not possible to use two-way ANOVA tests. Instead, t test was used. The results are presented in Table 33. There was a small difference between the means of the correla- tion coefficients for the key members (ST and CT) at elementary and secondary levels, but the difference was not statistically significant. This means that the degree of relationship between CS and the key 144 TABLE 33: Results of the t Test Involving Means of the Correlation Coefficients Showing the Relationship Between Participants in Ele- mentary and Secondary Schools for the Role of the College Supervisor . Mean Corres. Statis. var‘ab‘e ” Corr. 5 D' 1'. Value df Signif. Elementary 62 .192 .195 -1.13 114 N.S. Secondary 54 .234 .200 members (ST and CT) at elementary levels in their perceptions of the role of the CS was not significantly different from the corresponding degree of relationship between CS and the key members (ST and CT) at secondary levels. Therefore, null Hypothesis IX was not rejected. However, the low means of the correlation coefficients indicate the degree of role relationship among the above mentioned participants was very low. Summary of the Findings for Part II In this part of the Study an attempt was made to determine the degree of relationship among CS, ST and CT in their perceptions of the role of the CS. This was done by computing correlation coefficients for paired response ratings on the 43 items in the revised question- naire among the CS themselves, between CS and ST and between CS and CT. These correlation coefficients were further used to test the degree of role relationship between participants in public and SDA schools, and between participants at elementary and secondary levels. The means of the correlation coefficients as dependent variables were analyzed through an application of ANOVA and t tests. The results of this study showed that there was a very low rela- tionship among the CS themselves in the way they perceived their role. 145 The mean of the correlation coefficients for the CS paired response ratings was .22. Likewise, there was a very low relationship between CS and ST, and between CS and CT in the way they perceived the role of the C82. The mean of the correlation coefficients between the paired response ratings of the CS and ST was .19, and between the CS and ST was .23. The grand mean of the correlation coefficients was .21. Conclusion for Chapter IV This chapter has presented the results of the statistical proce- dures used to analyze the data and discussed the findings. The results of Part I of the study showed that in general there was a high level of consensus among respondents in their expectations on the four subscales of the role of the CS. When interpreted in terms of role theory, these findings suggest that the role of the CS satisfied the necessary "consensus" requirements for successful role enactment thereby making it possible for the CS to provide successful and satisfying experiences for all involved in the student teaching programs. However, the results of Part II of the study showed that regardless of the TS and LS in which the CS, ST and CT were involved, there was a very low relationship among them in the way they perceived the role of the CS. When interpreted in terms of role theory, these findings suggest that there may be problems in the interaction among the participants in the student tea- ching programs due to the differences in perceptions of the relative importance of specific functions within the role of the CS. As a whole, the results of this study indicate that there is a lack of a formalized role definition for the CS and communication about it among partici- pants in the student teaching programs. CHAPTER V SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS In Chapter IV the results of the study were presented, and the findings were discussed. This chapter present the summary of the study, summary of the major findings, conclusions, implication, recom- mendations and suggestions for further research. Summary of the Study This study was undertaken to develop information that could be used to improve the quality of interaction in the student teaching programs at the ten Seventh-day Adventist (SDA) institutions in the U.S., through an anlysis of the role of the college supervisor as one of the components in the student teaching social system. This role was analyzed as it was perceived by college supervisors, student teachers, cooperating teachers and principals. The theoretical framework used for this study relates to the nature of the social setting within which the college supervisor performs his role. During the student teacher's field experience all four of the above role incumbents interact closely and thus hold certain expectations for their own behavior as well as for the behavior of others. Literature and research reviewed in Chapter II suggest that the greater the consensus on the expectations fOr a specific role, the more satisfying will be the experience for all involved. The relation- ships among the positions involved in student teaching can be viewed 146 147 as an interaction system, and this total system can be analyzed in the framework of role theory. Role theory proposes that effective role enactment is related to consensus on role expectations, and effec- tive role relationship is based on clear definition of the role to the participants in the given social system. Therefore, it is necessary to examine the expectations which define the roles in the student teaching social system and determine the strength of role relationship among participants in that system. For this study the college super- visor was chosen as the focal role within the social system. The questionnaire developed for this study contained 72 specific role expectations classified as expectations relating to personal and professional characteristics, administration, liaison, instruction, evaluation, program development, and professional development. This seven subscale questionnaire was administered to the college supervi- sors, student teachers, cooperating teachers and principals involved in the student teaching programs at the ten SDA institutions during the Fall term or first semester of 1978-79 school year. Of the 373 people to whom the questionnaire was administered, 263 responded. The four independent variables for this study were ten Institutions, four Groups, three Types of Schools (Public, SDA, Both Public and SDA) and three Levels of Schools (elementary, secondary and K-12). Due to high correlation coefficients among the seven subscales, and low correlation coefficients between some of the items in the subscales, the entire data were factor analyzed using three, four, five and seven factor solutions. These analyses identified four factors or subscales. Four "experts" in the Division of Student Teaching and Professional Development at Michigan State University 148 gave appropriate titles to these four subscales, and another seven "experts“ face validated the items in these subscales. The final pro- duct of these procedures was a revised questionnaire of 43 items divi- ded into four subscales with high correlation coefficients between items in each subscale, low correlation coefficients among subscales, and high internal reliability coefficients among the four subscales. The four subscales are: (1) Personality Characteristics, (2) Planning: Planning and Organization, (3) Delivery: Instruction and Supervision, and (4) Development: Program and Professional Improvement. These new data were used to test the ten hypotheses formulated for this study. The data were analyzed in two parts. Part one had six hypotheses testing for the magnitude of response ratings. These hypotheses were tested for significance through application of three-way and one-way ANOVA. Furthermore, to determine if the general attitude toward the role of the college supervisor varied across the four independent varia- bles, an item analysis was conducted using a series of Chi-Square tests. Part two had four hypotheses testing for the pattern of role relation- ship among the college supervisors themselves, and between the college supervisors and their student teachers and cooperating teachers. Correlation coefficients were computed between the paired response ratings of college supervisors themselves, between college supervisors and student teachers, and between college supervisors and cooperating teachers on the 43 items in the revised questionnaire. Using the means of the correlation coefficients as dependent variables, the four hypo- theses were tested for significance through application of two-way ANOVA and t-tests. The theoretical framework for this study suggests that the inter- acting roles of the key participants in the student teaching programs define the role of the college supervisor through expectations that they hold for that position incumbent. expectations for a role by complementary roles is essential to the incumbent's functioning in that role. used to guide Part I of this study are reiterated below and the major 149 Summary of Major Findings findings relating to these questions are reported. Part I. Magnitude of Response Ratings 1. Inherent in these general questions was an attempt to determine the nature of the differences that might be identified and thus to Do incumbent respondents in the ten SDA institu- tions differ in their perceptions on each of the four subscales of the role of the college super- visor? Do incumbent respondents in the four key groups (college supervisors, student teachers, coopera- ting teachers and principals) differ in their perceptions on each of the four subscales of the role of the college supervisor? Do incumbent respondents in the three types of schools (public, SDA and Both) differ in their perceptions on each of the four subscales of the role of the college supervisor? Do incumbent respondents in the three levels of schools (elementary, secondary and K-12) differ in their perceptions on each of the four sub- scales of the role of the college supervisor? further delineate the role of the college supervisor. The results of this part of the study show that in general the incumbent respondents in the four groups at the three Types and the The degree of overlap in the The general research questions 150 three Levels of Schools at the ten institutions did not differ in their perceptions on each of the four subscales of the role of the college supervisor. However, they considered certain subscales of the role to be more important than the others. These are reflected clearly in the grand mean ratings for the four subscales. In the descending order of magnitude they are: Personality Characteristics (4.906), Development (4,318), Delivery (4.212) and Planning (4.161). Where there were significant differences in their perceptions, these were due to the differences in their responses to individual items in the subscales, and these were a function of the Types and Levels of Schools in which the groups were involved at the ten institutions. In the following pages the findings are reported for each independent varia- ble. 1. By Institutions, in general there was a high level of consen- sus among respondents on the four subscales of the role of the college supervisor. However, for six of the 43 items in the questionnaire the respondents at institution six differed significantly from the others. The mean ratings for these items across institutions varied from a low 2.17 at institution six to a high 5.00 at four institutions (See Table 27, p. 127). The respondents at institution six felt it was more important fbr the college supervisor to do other things spelled out in the questionnaire for smooth operation of the student teaching program than for him to spend time on non-site activities such as developing more effective observation instruments, attending professional meet- ings and conferences, reading professional journals, getting articles 151 published, and assessing his own performance. In fact, all respon- dents at nine institutions did not think it was critical for the col- lege supervisor to publish articles in professional journals. 2. By Groups, in general there was a high level of consensus among the four groups of respondents on the four subscales of the role of the college supervisor. However, they differed significantly on two items with mean ratings ranging from 3.81 for cooperating teachers to 4.55 for college supervisors (See Table 27, p. 128). The cooperating teachers did not perceive it was important for the college supervisor to select the cooperating schools on the basis of the college philosophy, policies, procedures and guidelines for student teaching. 0n the item relating to the college supervisor be- coming a member and active participant in the state and national teacher education associations, the college supervisors tended to "completely agree" that this was very beneficial for them, and the cooperating teachers, student teachers and principals though "mostly agreed," their mean ratings indicated their expectations were compa- ratively lower. 3. By Types of Schools, again in general there was a high level of consensus among the respondents on the four subscales of the role of the college supervisor. However, they differed significantly on three items with mean ratings ranging from 2.84 for those in public schools to 4.36 for those in Both schools (See Table 27, p. 128). The respondents in public schools tended less to agree that the college supervisor should select the cooperating schools on the basis of college philosophy, policies, procedures and guidelines for student 152 teaching, and on his sharing with the cooperating teachers and prin- cipals during inservice workshops his expertise in curriculum, instruction, supervision, human relations, innovative teaching methods, self-assessment, and A-V usage. This could mean that the public school teachers feel better prepared or that they get enough inservice in these areas through the local public school systems. Also, the respondents in public and SDA schools tended to "slightly agree“ that the college supervisor should get articles published in professional journals, but the respondents in Both schools tended to "mostly agree" that he should do so. 4. By Levels of Schools, once again in general there was a high level of consensus among the respondents on the four subscales of the role of the college supervisor. However, they differed significantly on three items with the mean ratings ranging from 3.55 for those at secondary levels to 4.74 for those at K-12 levels (See Table 27, p. 128). The respondents at elementary, secondary and K-12 levels "mostly agreed" that a college supervisor should gather personal and profes- sional information from cooperating teachers to match them with stu- student teachers, but their mean ratings indicate varying degrees of consensus. The respondents at secondary and K-12 levels tended to only "slightly agree“ that the college supervisor should accept temporary teaching assignments at elementary or secondary levels to maintain his teaching skills in his major and minor areas. The res- pondents at secondary levels "mostly agreed," while those at elemen- tary and K-12 levels "completely agreed" that the college supervisor should attend clinics, workshops and conferences designed to improve 153 teacher education and student teacher supervisory techniques. Thus, the results of Part I of the study show that lack of con- sensus among respondents was prominent mainly on two items relating to Planning (selecting cooperating schools and gathering personal and professional information from cooperating teachers), two items rela- ting to Delivery (temporary teaching assignments and conducting inser- vice workshops), and especially three items relating to Professional Improvement (publishing articles, membership in Teacher Education associations, and attending professional conferences). Otherwise, there was high level of consensus among the four groups of respondents on the four subscales of the role of the college supervisor. Part II. Pattern of Response Ratings The stronger the relationship among position incumbents in their perceptions of the college supervisor's role, the greater the chances of positive interaction among them in the student teaching program. Role theory states that effective role relationship exists among parti- cipants in a social system if the role is clearly defined to the parti- cipants. The general research questions used to guide Part II of this study are reiterated below and the research findings are reported. 5. Does the strength of relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by student teachers differ from the strength of the corresponding rela- tionship for cooperating teachers? 6. Does the strength of relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by key members (student teachers and cooperating teachers) in public schools differ from the strength of the cor- ponding relationship for key members in SQA_ schools? 154 7. Does the strength of relationship between a college supervisor's self-perceptions of his role and the perceptions of that role held by key members (stu- dent teachers and cooperating teachers) in elemen: tary schools differ from the strength of the corres- ponding relationship for key members in secondary schools? In this part of the study the pattern of response ratings to the 43 items in the revised questionnaire was compared to determine the strenth of role relationship among college supervisors themselves between college supervisors and student teachers, and between college supervisors and cooperating teachers. This comparisonwas further extended to include the types and levels of schools in which the res- pondents were involved. Correlation coefficients were computed between paired response ratings of college supervisors and student teachers, and between paired response ratings of college supervisors and cooperating teachers on the 43 items. The means of the correla- tion coefficients were analyzed through application of two-way ANOVA and t-tests. The results of these analyses indicated that the strength of the role relationships was not significantly different in any of the three relationships queried above (See Tables 31, 32 and 33 on pages 141, 143, and 144, respectively). However, the correlation coefficients were very low throughout, thus indicating a very slight role relationship among respondents. For the role relationship among the college supervisors themselves, of the 78 correlation coefficients in the correlation matrix only 31 (40 percent) were significantly different from zero. The correlation coefficients ranged from .57 to -.19, and the mean of the correlation coefficients was .22 (See Table 28, p. 136). 155 For the role relationship between college supervisors and student teachers, of the 58 correlation coefficients only 15 (35 percent) were significantly different from zero. The correlation coefficients ranged from .65 to -.19, and the mean of the correlation coefficients was .19. For the role relationship between college supervisors and cooperating teachers, of the 58 correlation coefficients only 18 (45 percent) were significantly different from zero. The correlation coefficients ranged from .62 to -.07, and the mean of the correlation coefficients was .23 (See Table 29, p. 137). When the above correlation coefficients for the responses between college supervisors and student teachers and between college supervisors and cooperating teachers were divided according to the Types and Levels of schools in which the respondents were involved, and the means of these new correlation coefficients were analyzed statistically, there were no significant differences in their role relationships. However, the means of the correlation coefficients were very low--for public schools, .237; SDA schools, .201; elementary levels, .192; and secondary levels, .234 (See Tables 32 and 33 on pp. 143-144). Therefore, it was concluded that although the strength of relation- ship among the various groups mentioned above was not significantly different in their perceptions of the role of the college supervisor, it was not a strong relationship. In fact, the role relationship was extremely low. There was only a slight role relationship among the college supervisors themselves, between college supervisors and student teachers, and between college supervisors and cooperating teachers. 156 Other Finding§_ In the preparation of the revised questionnaire, altogether 29 of 72 items were discarded from the modified questionnaire because either they did not have a factor loading of $.35 and above, or they were not selected by the "experts“ who face validated the items in the four factors. These items were grouped into one general subscale and were analyzed using the same kind of statistical procedures which were used to analyze the data in the four subscales (See Appendix D). The results of these analyses indicated that there was a high level of consensus among the four groups of respondents in their expec- tations on 27 of 29 items in this subscale. The grand mean was 4.222. All four groups tended to disagree on the item which stated that the college supervisor should be a specialist. They all agreed that he should be a generalist. Also, the respondents only "slightly agreed" that the college supervisor should be able to administer and interpret tests on personality and leadership styles to determine the student teacher's readiness to student teach. The means of the correlation coefficients reflecting the role relationship among the college super- visors themselves, between college supervisors and student teachers, and between college supervisors and cooperating teachers were .50, .27, and .30, respectively. These figures denote low role relation- ship among and between the groups mentioned above for the role of the college supervisor. Finally, these results are consistent with the results on the four subscales, in that there was a high level of consensus among res- pondents in their expectations of the role of the college supervisor, but a low relationship in the way they perceived his role. 157 Conclusions of the Study Role theory states that effective role enactment is based on the level of consensus on role expectations; the greater the consensus on the expectations for a specific role, the more satisfying will be the experiences for all involved. The results of the first part of the study show that in general there was a high level of consensus among respondents in the student teaching programs at the ten SDA institu- tions in their expectations on the four subscales (Personality Charac- teristics, Planning, Delivery and Development) of the role of the college supervisor. The results for each subscale are as follows: In the area of the desired Personality Characteristics of a col- lege supervisor, respondents "completely agreed" that the college super- visor should show enthusiasm in working cooperatively as a team member; exert leadership in creating an environment of positive human relations; demonstration a positive attitude toward teaching as a profession; and respect and recognize the worth and dignity of every individual in the student teaching program. In the area of Planning and Organization, there was a high level of consensus among respondents that the college supervisor should work cooperatively with co-supervisors in formulating policies, procedures and guidelines of the student teaching program; assess the assignment needs of the student teacher applicants; work with the principals of the cooperating schools in the assignment of student teachers to coope- rating teachers; and work with the personnel of the distant cooperating schools and academies to help arrange housing, seminars and other meetings for student teachers placed there. However, there was a lack of consensus among respondents that the college supervisor should 158 select the cooperating schools on the basis of college philosophy, policies and procedures; and gather necessary personal and professional information from the potential cooperating teachers for compatible matching with student teachers. In the area of Delivery, there was a high level of consensus among respondents that the college supervisor should perform specific instructional and supervising functions of his role. These functions include providing pertinent information and instruction (seminars and workshops) to student teachers, cooperating teachers and principals; resolving difficulties in the team relationship; teaching methods courses to student teachers; working with cooperating teachers in assisting the student teachers improve their teaching skills; and observing student teaching behavior and facilitating feedback and evaluation. However, lack of consensus centered on two functions rela- ting to the college supervisor sharing his expertise in curriculum, instruction, supervision, etc. with the cooperating personnel; and accepting temporary teaching assignments in an elementary or secondary school to maintain own teaching skills. Finally, in the area of Development, there was a high level of consensus among respondents that the college supervisor should engage himself in functions designed to improve the student teaching program and his professional expertise. These functions include evaluating cooperating teachers; experimenting with alternative student teaching field experiences; interacting with team members for input to improve the program; participating in follow-up studies of graduates; setting own performance and self—improvement goals and objectives annually and working toward achieving them; conducting research to 159 benefit the program; and inviting evaluation of his work from team member and implementing appropriate changes as a result of team and self-evaluation. However, lack of consensus centered on activities relating to the professional.improvement.such as holding membership and participation in professional organizations, attending professional workshops and conferences, reading books and periodical journals to keep current with changing trends in teacher education and student teaching; and publishing articles in professional journals. When interpreted in terms of role theory stated at the beginning of this section, these results suggest that the role of the college supervisor satisfied the necessary "consensus" requirements for suc- cessful enactment thereby making it possible for the college supervi- sor to provide successful experiences for all involved in the student teaching programs at the ten institutions. For the most part, the findings of this part of the study are consistent with the experiences in public institutions as reported by the experienced teacher educators and college supervisors like Strate- meyer and Lindsey (1958), Stratemeyer (1964), Price (1977), and by the Commission on the Standards for Supervising Teachers and College Super- visors (1968) about the role of the college supervisor. The findings are also consistent with the findings of many researchers like Petty (1965), Bennie (1966), Stringfellow (1973) and Cluett (1977) who also studied the role of the college supervisor in various public institu- tions. Role theory also states that effective role relationship will result when a clear definition of the role is provided to all partici- pants in the social system. The results of the second part of the 160 study show that there was a very low relationship among the college supervisors themselves, between college supervisors and student tea- chers, and between college supervisors and cooperating teachers in their perceptions of the role of the college supervisor. These low role relationships indicate there will be problems in effective role enactment of the college supervisor, and possible conflict among those involved in the student teaching programs. They also indicate that the members of the student teaching team have their own definitions of the role of the college supervisor for lack of awareness of the expectations held for the role, and for lack of communication among them about the role of the college supervisor. According to role theory, therefore, if there is to be effective role relationship, there must be a clear role definition of the college supervisor provided to all participants in the student teaching programs. These findings are quite consistent with what Kaplan‘(1967), Yee (1968), and Kunde (1973) found in their studies of the role of the college supervisor in different public institutions. Before the study was undertaken, it was felt that for lack of research on the role of the college supervisor in the SDA institutions, the college supervisors were playing their role by ear. Nevertheless, because of the common elements contributing to the similarities among the teacher education programs at the ten institutions, it was suspec- ted that (1) there would be high level of consensus among the members of the student teaching team in their expectations of the role of the college supervisor and (2) there would be a high level of interaction and role relationship among the members of the student teaching team. 161 At the same time it was also suspected that (3) the role of the college supervisor in the SDA institutions was even more complicated and multi-faceted than the role of the college supervisor in public institutions (See pp. 13-14). The results of this study proved su5picion number one true, suspicion number two false, and there was not enough evidence to specifically proVe suspicion number three statistically. The items in the questionnaire did not make any distinction between the role of the college supervisor in SDA institutions and public institutions. However, since student teaching is basically the same whether it is done in SDA schools or public schools (See the description of teacher education programs at the ten institutions, pp. 27-36), it was conclu- ded that the role of the college supervisor in the SDA institutions is not significantly different from the role of the college supervisor in the public institutions. Implications of the Study In general there was a high level of consensus among the partici- pants (college supervisors, student teachers, cooperating teachers and principals) in the student teaching programs in the three Types and the three Levels of Schools at the ten SDA institutions on the four subscales of the role of the college supervisor. When interpreted in terms of role theory, these results predict that an effective role enactment and successful functioning of the college supervisor is possible at the ten institutions. However, the study alSo revealed that there was a very low relationship among college supervisors, and between college supervisors 162 and their student teachers and cooperating teachers in the way they perceived the role of the college supervisor. This finding implies that there may be problems in effective role enactment of the college supervisor for lack of communication among the above mentioned parti- cipants about the role of the college supervisor because according to role theory effective role relationship will result only when the role is clearly defined to all participants concerned. In particular, these findings imply different things to different members in the student teaching team. A very low relationship among the college supervisors at a given institution or at all the ten institutions for their role implies that they do not have a clear understanding of what their role is. This could be so for lack of a clearly written role definition or job description, or for lack of communication and interaction among these college supervisors about their role, or for lack of training in the area of Supervision of Student Teaching. Information received from the ten institutions and the Office of Education in the General Conference of the SDA's in Washington, D.C. states that there is no written role definition or job description for the role of the college supervisor. For lack of such a document clearly delineating the role of the college supervisor, and/or possibly for lack of communication and interaction among the college supervisors about their role, and/or possibly for lack of training in the area of Supervision of Student Teaching, it appears that each college supervisor does that which he thinks is proper or appropriate for his role. There are considerations here for the Board of Higher Education in the General Conference and 163 for each of the ten institutions to develop "programs" to enhance communication and discussion among college supervisors about their role, and to develop a clearly defined role definition for them to help strengthen the role relationship among them that they may func- tion more effectively and Operate successful student teaching programs in the SDA institutions. A very low relationship between college supervisors and student teachers in their perceptions of the role of the college supervisor implies a lack of communication between them about this role. It appears that the student teachers (whether placed in distant SDA schools, or in SDA and public schools in the proximity of the institu- tion) take it for granted that the college supervisor assures them of a placement, observes them a few times and assigns them a final grade. Apart from that they do not know what more he is actually supposed to do. It also denotes that there is no written document explaining the role of the college supervisor to the student teachers so that they may know. Of all the Teacher Education and Student Teaching Handbooks received from the ten institutions, only three of them had a short paragraph indicating what the student teacher could expect of the college supervisor. There are serious considerations here for the student teaching departments or the college supervisors at the ten institutions to discuss the role of the college supervisor with the student teachers, and develop a monograph clearly defining that role and distribute it to the student teachers. The very low relationship between college supervisors and coope- rating teachers in their perceptions of the role of the college super- visor implies a lack of communication between them about this role. 164 Two Student Teaching Handbooks contained a short paragraph of what a student teacher could expect of the cooperating teacher, but nothing about what a cooperating teacher could expect of the college super- visor. For lack of such information, the cooperating teachers may interpret the role of the college supervisor to their own liking from a buddy to an unwelcome intruder. Without cooperating teachers there will be no student teaching field experiences. Since the college supervisors depend solely on the willing service of the cooperating teachers every year, it is very critical that they define their role clearly to the cooperating tea- chers so that the idiosyncratic interpretations will not be made. In fact, the extremely low role relationship between them suggests that this group needs to be exposed to an extensive discussion on the pre- cise definition and acceptance of the college supervisor's role so that their combined efforts may result in quality student teaching programs at the ten institutions. Recommendations The following are recommended based on the findings and conclu- sions of this study. 1. Since the Board of Higher Education in the General Conference of the SDA's in Washington, D.C. issues teach certification require- ments and assumes responsibility for the quality of higher education in the SDA institutions in North America, it is recommended that this Board in collaboration with the Departments of Education and Student Teaching at the ten institutions should give study to the problem of low role relationship among college supervisors and take necessary 165 measures to remedy this situation. Possible measures may include: (i) promotion of communication and discussion among the college supervisors in the ten SDA institutions about their role to assist the board to develop a written role definition. (ii) development of a monograph clearly delineating the role of the college supervisor, and dissemination of this monograph to the college supervisors in the ten institutions. (The questionnaire used for this study will serve as an excellent starting point for these purposes.) 2. Each of the ten SDA institutions in consultation with col- laborative personnel in the student teaching programs should develop a handbook which would define the expectations for all roles concerned in keeping with the expectations ascertained. It is further recom- mended that this handbook would be flexible enough to permit innova- tions in the provision of field experiences, as student teaching programs continue to evolve. 3. The college supervisor should discuss his role with the stu- dent teachers during student teacher orientation or early in the term and come to a common understanding and acceptance of the specifics of his role. It is further recommended that a monograph defining the role of the college supervisor be prepared and distributed to the student teachers. 4. The college supervisor should meet with the cooperating teachers as a group to discuss his role with them and come to a common understanding and acceptance of his role. It is further recommended that a monograph defining the role of the college supervisor should be prepared and distribted to the cooperating teachers. 166 5. The college supervisor should meet with the principals as a group to discuss his role with them and come to a common understanding and acceptance of his role. It is further recommended that a monograph defining the role of the college supervisor should be prepared and distributed to the principals. 6. A course should be developed for cooperating personnel deal- ing with the purpose, nature of, and specifics for roles in providing reality based teacher education and student teaching programs. 7. If necessary, require the college supervisors to take course work specifically in the area of Supervision of Student Teaching. Recommendations for Further Research The present study was the first of its kind undertaken in the SDA institutions. The focus of this study has been the role of the college supervisor as a role in the broad student teaching collabora- tive social system. As such the results of the study have broader implications applicable to all ten institutions in general and lack very specific application to individual institutions. Also, the results suggest that the instrument used for the study did not clearly distinguish the differences of role perceptions of the role of the college supervisor among the participants in the student teaching programs. The study was indeed a good pilot project. The findings of this study, therefore, suggest a number of areas for further research. 1. It is recommended that another similar study be undertaken with a conscious effort to construct an instrument that will be more able to distinguish the differences of role perceptions of the role 167 of the college supervisor among the participants. Furthermore, it is suggested that data be gathered from a larger sample than was done for this study. This would mean gathering data from participants for more than one term or semester. 2. It is suggested that a study be undertaken to identify the specific properties of the role of the college supervisor at each of the ten institutions, and at individual school student teaching units. The results of such studies would greatly assist in the placement of student teachers through a fuller understanding of the most productive type of unit. 3. There is a need for a longitudinal follow-up study to deter- mine the transference from student teaching to other positions, i.e., the degree to which the student teachers hold permanent those views and expectations developed during their student teaching term. The longitudinal follow-up study would either reinforce or deny certain assumptions regarding the merits of such experiences. 4. There is need to clarify the roles of other members in the student teaching social system. The focus of such a study could be the investigation of the differences in the incumbent's perceived role and the actual performance of that role. APPENDICES 168 APPENDIX A Results of the Four Factor Analysis and Selection of Items by "Experts." 169 170 co.ua=—a>a m=.:c.ucou we. co.n.: ~a—.- oo~. owp. omn- -cua:m a:.oa=o ouoeoLq gu.=: a_oou us. go use» «a wagon -9. gu—amoc was .mo.gc.u .nmo— ouoaoaua on: we. =.o.=.os .no “guano—osou .- . .- . .o Eocmoca poao. m.coguaau accuse» one o=.e;ouou o» «o. oou poo can Aaoogga was «ex. c. .x—m=.m. Esau o=.guaou acouzuu as. :— poccomcoa .p. g..: cacao: «a «oucuco.=ou ea..o=—a>o u—og .~o .: . .u . co_>~gma oc.gu~oa gos\n.g a>sumao cu seaguma—u n.50gu v9— 0.: son -aou ucovzum oz. on a.m—> voucaoccaca «co among as one: .um . . . . Acoumosmm a c. was.“ egos. use. a :— was.» 00— Nam ova um. 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Ava. -.:ooc a. u=.m:og ... 5:.mzog accuses a—og cu newton. so pocguu mc.ua.unoau “can".n «nu ma po:=0a.oa as» gs.) use: goguao» m:.«.>.uaan a a» coauoou ueooaaa - so nausea—um- ogu c. poocum a=.uacoaoou as. ea paa.uc.ga as. :0.) .co) mxzm.>cmu=_ ho «.uoa as. no Acoc.mou ma.=:eeou we. poogun we on». ._u>o— mango use coco aucnaam .Loguoo» oc.m.>coa:m he an... acne -.—aaa sesame. acaoaun as. we Sumo: u:o§:a.a»a as. «mumm- mzo.>.o»=. we n_naa «so :9 ago: a» a... e—aoz «saxos soc: an.) 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LuauoEomxecuu xgoso «cacaou co.» -auauo .oguoou c. “casem.uma ac.guoou oco.umoo— «a osag soamoeomxegoa u:.guaoa acouaum as. a:.c:u nose 3..) Au.cn.—.sau can au.=:.ucou =_ouc.os o» conga gouaoaamxagou o=.:uaou «goes.» on. o=.cau e.gmco.uapos —~Q.uc.gn-.oguoou ac.u.>.oa=¢-.agu -.o. .cauaun me. e. on... .gm.: “.5. no...=u....e o>.ouo. o=_:uauu acouaua as.» p_:. o.:. Loguaau acovauu as. ~o co.uu:u=. paauogn so. 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Logos». usassu» ozu cu so.uou.—.u- page gs.) su.:sseouus guansoou cmuu.gz os.»:uuxu us_>o.a .nm »~ocs csc.a can cause Lusx».g c. »_..x» us.gu -so» :35 =.sus.se o» posse» musssouo» so synagoEo—o so c. o:.gusou as »so.coa egos» .»s»—.a au.csucosso cos: “sous. .ov an: as snuuosxms n >5 venue—om »aau~ v Loans» n sous-u u gowns» p sauna» a—co osos< as» on.» so as.s-os sous-u mlou— .0: I00— ...Sczsou. 3.... as»: 174 xxxxx ——~.n pan-n awe-u sum.- men-o pas.- u—~.a pan.- ~ov.u "—0.- ovc.u oc—. one. mac-u 000. ns—. nom- map. on».u ouo.o pvw. om—. upo- nap. o~—. ~No. poo.a amp. asp. an—.c on”.- n—o. mu". m—c.u awe-u «mu. o—o.u moo. oussasousus sos\»ws sus. ss.uss use-spa» ss- soos so »..s»os as» nos. »o sass ous.ssss so asses—s5. asssoss ss.susuu “sovsu» as» s. cussesossos szs sus\».s a—ss—smos »»o»»s sasssss ms.suaou asossu» s. »xsoz ssx» ass: su.z .osss» -sos as. so.» ass: sosx».s so so..ss—s>o sapssas ou.>s— »—sssson pass.»»usoss s. »oss.ssuas ass».>sass» use .ms.susoa usossu» .so.uausso sosuaou s. »~—u_sss ssms.usos s».psss «9:3 as. as 5869:. 838:3 sass—.3 as. so “Cases «5 so. »ouso.sosxo spa—u use os.susau .ss.ssso— so »uuus»~ »ss.ss> s. .s_o.s sss >ssss... susso»os usos.usos susssou sum» ass. sus. ms.>o.su- ssszos xssz sss .ssoa msoso x—sssososs »o>.uusnss ss- »—sos assassssse.-u—o» use oussELsssms s3: sosx».s so» ss.ass use was.» as. s. »oss.ssuou ass».>soss» sss .ss. -susou usmssu» .ss.ususso sosusuu s. »ssssu as.ssasu gs.) usosssu son; as a»ssos ssa. »—su.ss.sus us-.ssossss sous »oss.ssuuu xss».>soss» smsusmu assess» as. so.uausso sususou usoss .3. cu sass.»ms »uusssusssu sss »sss»xso3 .»u.s.pu assau- »so.ua.uo»»s so.ususss cassava .sss.sss ss- ousa» sus—ssossss s. uses.u.ssss ss.»us sss sagas: - on susss»os usa »ssosu .sss.sss ass a...» .paso.usu.u»s. ass. seasons »\ssssoss os.susos usmss.» as» s. »mssssu so.ssu.u»s. use as usQEoFss. a» »a~3 u»uams» »\2sssoss as. osssss. cu »sps»os as. o»s sss .»osssss.s .o »o.ssu» ss-zo—ps. sosossu so_ass.u»s. as» an »\Esssoss so_u~usso sususou asosssu as» us ssvuss—sso as» s. ouss.u.usss apo>.uus ss.>~sos ss.su-ou ».sosu.uu assess» uss»soa apo>.suonss sa »usosssu»s. so.ussso»ss o>.uuosso ass: 0»: ss- soposus on os—su» n—usoa».»ssu .os .ss .nh .ms .cs .us .pn .om .oo s»: a. .35.... s s. 2.8...» .5: s souuas n saunas N saunas — sous-u arse o>os< vs- mn.« so us.susa saunas nauuu lawn “sass—usage "—-< usa

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In the four factor analysis, some of these items did not have a factor loading of $.35 or above. Those that did were not selected at least by four of the seven “experts“ to belong to any of the four subscales discussed in the body of this study. However, it was felt that these items may present some worth- while information about the role of the college supervisor. The reason this subscale is called "General" is because the items did not lend themselves to a definite title. Some of the items could be clearly given the title "professional qualifications," some "administrative activities," others "liaison," and still others "evaluation." Due to this variability in the contents of these items, the title "General" was selected. To analyze the data in this subscale, the same pro- cedures used to analyze the data in the four subscales were also used here. Part I: Magnitude of Response Ratings The results of the three-way ANOVA (6 x 2 x 2) tests with par- tial sample (n = 161), the three-way ANOVA (4 x 3 x 3) tests with total sample (N - 263) and the one—way ANOVA tests with total sample for the main effects are presented in Table D-l, D-2, and D-3. Table D-4 provides the summary of the most precise/powerful tests among them. These results support the following observations: There were very slight differences in mean ratings for each of the four variables, and these observed differences fell far short 198 TABLE D-l: 199 (6 x 2 x 2) Tests for the General Subscale (n = 161) Mean Ratings for Variables and Results of Three-Nay ANOVA Cell Means for Input Variables Completely Disagree 3 Mostly Disagree 4 Slightly Disagree Response Scale Slightly Agree Mostly Agree 5 Completely Agree Grand Mean 4.204 Standard Deviation = .423 Insti- 1 Mean Mean Types of I Mean tutions Ratings Groups Ratings Schools Ratings # 1 (n=42) 4.187 ST (n=77) 4.215 Public (n= 57) 4.202 # 4 (n=25) 4.101 CT (n=84) 4.195 SDA (n=104) 4.206 # 7 (n=31) 4.342 # 8 (n= 8) 4.315 # 9 (n=26) 4.074 #10 (n=29) 4.258 Analysis of Variance . Statis. Source of Variation SS df MS F Signifi. Institutions (I) 1.475 5 .295 1.848 N.S. Groups (G) .001 l .001 .007 N.S. Types of Schools (TS) .005 1 .005 .032 N.S. I x G 1.644 5 .329 2.059 N.S. I x TS 1.672 5 .334 2.095 N.S. G x 15 1.362 1 .362 8.531 p < .01 I x G x TS 1.363 5 .273 1.707 N.S. Residual 21.874 157 .160 Total 28.586 160 .179 TABLE 0—2: 200 (4 x 3 x 3) Tests for the General Subscale (N = 263) Mean Ratings for Variables and Results of Three-Way ANOVA Cell Means for Input Variables Response Scale 0 = Completely Disagree 3 = Slightly Agree 1 = Mostly Disagree 4 = Mostly Agree 2 = Slightly Disagree 5 = Completely Agree Grand Mean = 4.222 Standard Deviation = .421 Mean Types of Mean Levels of I Mean Groups Ratings Schools Ratings_ Schools Ratings CS (n=29) 4.395 Public (n= 81) 4.184 Elem (n=118) 4.261 ST (n=98) 4.181 SDA (n=154) 4.225 Sec (n=118) 4.190 CT (n=94) 4.208 Both (n= 28) } 4.314 K-12 (n= 27){ 4.188 SA (n=42) 4.230 Analysis of Variance, Statis. Source of Variation SS df MS F Signif. Groups (G) 1.035 3 .345 2.044 N.S. Types of Schools (TS) .187 2 .094 .555 N.S. Levels of Schools (LS) .504 2 .252 1.494 N.S. G x TS 1.289 4 .322 1.909 N.S. G x LS .919 6 .153 .908 N.S. 15 x LS .568 3 .189 1.121 N.S. G x TS x LS 2.058 4 .515 3.049 p < .05 Residual 40.164 238 .169 Total 46.462 262 .177 201 TABLE 0-3: Mean Ratings for Variables and Results of One-Way ANOVA Tests for the General Subscale (N I 263) Cell Means for Input Variables Response Scale 0 I Completely Disagree 3 I Slightly Agree 1 I Mostly Disagree 4 I Mostly Agree 2 I Slightly Disagree 5 I Completely Agree Grand Mean I 4.222 Standard Deviation I .421 Insti- Mean Mean Types of Mean Levels of Mean tutions Ratings Groups Ratings Schools Ratings Schools Ratings I 1 (nI56) 4.209 CS (nI29) 4.395 Public (nI 81) 4.184 Elem (nI118) 4.261 I 2 (nIl3) 4.042 ST (nI98) 4.181 SDA (nI154) 4.225 Sec (nI118) 4.190 I 3 (nIlS) 4.290 CT (nI94) 4.208 Both (n- 28) 4.313 K-12 (n- 27) 4.188 I 4 (nI34) 4.191 SA (nI42) 4.230 I 5 (nI14) 4.185 I 6 (u- 6) 4.190 I 7 (nI38) 4.410 I 8 (nI14) 4.246 I 9 (nI32) 4.072 810 (nI41) 4.247 Analysis of Variance Statistical Source of Variation SS df MS F Significance Institutions: Main Effect 2.654 9 .295 1.703 N.S. Residual 43.808 253 .173 Total 46.462 262 .177 Groups: Main Effect 1.056 3 .352 2.009 N.S. Residual 45.406 259 .175 Total 46.462 262 .177 Types of Schools: Main Effect .353 2 .177 .996 N.S. Residual 46.109 260 .177 Total 46.462 262 .177 Levels of Schools: Main Effect .335 2 .167 .943 N.S. Residual 46.127 260 .177 ' Total 46.462 262 .177 TABLE 0-4: Tests for the General Subscale 202 Mean Ratings for Variables and Summary of Results of the most Precise/Powerful Cell Means for Input Variables 0 I Completely Disagree 1 I Mostly Disagree 2 I Slightly Disagree Response Scale Grand Mean I 4.222 3 I Slightly Agree 4 I Mostly Agree Standard Deviation I .421 S I Completely Agree Insti- Mean Mean Types of Mean Levels of tutions Ratings Groups Ratings Schools Ratings Schools 1 Ratings I 1 (nI56) 4.209 CS (n=29) 4.395 Public (nI 81) 4.184 Elem (nIllB) 4.261 I 2 (nIl3) 4.042 ST (nI98) 4.181 SDA (nI154) 4.225 Sec (n=118) 4.190 I 3 (n=-15) 4.290 c1 (n=94) 4.205 Both (n- 25) 4.313 x-12 (n- 27) 4.188 I 4 (nI34) 4.191 SA (nI42) 4.230 I 5 (nI14) 4.185 I 6 (nI 6) 4.190 I 7 (nI38) 4.410 I 8 (nIl4) 4.246 I 9 (nI32) 4.072 I10 (nI41) 4.247 Stunary of ANOVA Tests Results ANOVA Corresp. Test Sample Table in Statistical Effect Used Size :opendix F-Ratio - df Significance Institutions (I) 1-way 263 D-3 1.703 97253 N.S. Groups (G) 3-way 263 0-2 2.044 3/238 N.S. Types of Schools (TS) 3-way 263 0-2 .555 27238 N.S. Levels of Schools (LS) 3-way 263 0-2 1.494 2/238 N.S. I x G 3~way 161 0-1 2.059 5/157 N.S. I x 15 3-uay 161 D-l 2.095 5/157 N.S. G 1 TS 3-uay 263 0—2 1.909 4/238 N.S. G 1 LS 3-vay 263 0-2 .908 67238 N.S. TS x LS 3-way 263 0-2 1.121 3/238 N.S. I a G x TS 3-uay 161 0-1 1.707 5l157 N.S. G x TS 4 LS 3-way 263 0-2 3.049 47238 p < .05 203 of statistical significance for the four main effects, the two-way interactions, and one three-way interaction. However, there was a significant G x TS x LS interaction (F = 3.049, p < .05). This means that there was a difference in mean ratings of the four groups of respondents according to the types and levels of schools in which they were involved. Thus, null Hypothesis VI was rejected for this interaction. A close investigation of the cell means and standard deviations in Table D-5 and the graphic repre- sentation inFigure 8 give a clear picture of this interaction. The table for the cell mean ratings shows several empty cells for college supervisors, cooperating teachers and school administrators thus indicating that none worked in these areas. ’There was one empty cell for student teachers too. The graph shows that both the direction and the magnitude of the differences in mean ratings among the respondents vary from one level of school to another. The mean ratings show that all respondents "mostly agreed" that the college supervisor should perform the tasks outlined in the 29 items. However, the mean ratings also show that the level of consensus varied from one situation to another. Conclusion for Magnitude of Response Ratings In general there was a high level of consensus among respondents for the specific functions of the role of the college supervisor identified in the 29 items. Where they differed, it was a function of the types and levels of schools in which they were involved. An Analysis of Individual Items In an attempt to determine if general attitudes toward the role of the college supervisor vary across the four variables, responses TABLE 0-5: 204 Cell Means and Standard Deviations for the Significant G x TS x LS Interaction in the General Subscale (N I 263) 0 I Completely Disagree 1 I Mostly Disagree 2 I Slightly Disagree Response Scale 3 I Slightly Agree 4 I Mostly Agree I S I Completely Agree . College Student Cooperating School Lezels Supervisors Teachers Teachers Administrators 0 e Sshools Public 5011 Both Public SDA Both Public SDA Public 5011 Mean 4.793 4.362 4.466 4.353 4.174 3.845 4.373 4.223 4.096 4.498 Elementary n 1 2 6 13 30 4 ll 31 9 11 S.D. .000 .171 .401 .378 .450 .153 .352 .422 .509 .309 Mean 4.402 4.254 4.238 4.090 4.690 3.930 4.323 4.182 4.188 Secondary n 3 8 19 23 l 16 30 7 11 5.0. .331 .520 .313 .501 .000 .481 .386 .483 .355 . Mean 4.433 4.058 4.214 3.880 4.052 3.991 Ro12 n 9 3 5 2 4 4 5.0. .312 .535 .860 .268 .345 .350 4.“ 1 4.700- I/’ 4.500-1. 4.400- 4.300 x CS, Public --- CS. SDA ‘ozm ---_ cs. 30th ' ' -. ‘° " , -—---- 51' Public ‘Jm "..."'7 «up _‘. ’. Is,‘ ......_ ST. SDA \ '- \ ‘ ..\ 0...... —— ST. Both 4.000 _ / ..\ ".1 pp"... c1, Public 5‘.._—.. --'—- CT. SDA 3.900 - ‘“--‘~—~ ------ SA. Public 0.0.03...“. SD“ 3.800 E1. Sec K-lz Levels of Schools Figure 8: Graphic Representation of G x TS x LS Interaction in the General Subscale 205 to individual items in this subscale were analyzed in a series of Chi- Square tests. The results of this analyses are presented in Table C-l in Appendix C. This table also included the results of the item ana- lysis for the 43 items in the revised questionnaire. Only those items in subscale 5 that were statistically significant for each of the four variables are presented in Table D-6. In the Institutions variable, although the mean ratings on four items were significant, the respondents "mostly agreed" on the specific expectations of the college supervisor's role identified in these items. However, the mean ratings indicate a large degree of variance in their level of consensus. Especially respondents at institution six tended to "slightly agree" on items 50 and 63 which state that the college supervisor should use various methods for student teacher observation and maintain adequate records of supervision and evalua- tion. In the Groups variable, mean ratings on three items were signifi- cantly different. All four groups clearly indicated that they do not want a specialist college supervisor. On item 13 which states that the college supervisor should demonstrate commitment to SDA principles, the college supervisors and student teachers "completely agreed," and the cooperating teachers and school administrators "mostly agreed." The student teachers rated the lowest on item 5l which states that the college supervisor should observe the student teacher a minimum of four times in a term. 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Acoumwsom a :— mbE.» aces. ~— use - me e me e sm c on e m Eco» a cv mos.u can; go e:e.=_e a go’sogoa n.5agoamu “cannon «ea «sconce .—m apo>up ococm so once opus." a c. mgoguamu acuuaum gu'z . . . . . a~u>.m:puxo xcoz arse: ocowmcogu can ape.» uazu c¢ umvpa’uoam vo~pcaouoc mp omg_- —w N Na N am N c_ N m a ma xu_po:a a» .acauom .covunuauw xgaucusm—u .xcoum.z .zm——mcu no gun“ coco acoucou c.2auoua_mmm :. nomcaoo ounavaca gmaoco coxoa assay um__u—uoqm a on .m— . . . . . . nopa.uc_ca pa.uom can .—-c_suoov m» “com mN pm c an o nu e nm e m .—au.:ao .pacovuaoavu um.uco>c< mac-cuco>om ogu o» «cues—seou manganeee~v .m— t. 233 5. 5 5 8 2.8 8: -—gu -aam macvunz cum: uooumu manage Avoacuucouv “one waa III'UIII provide necessary personal and professional information on the student teacher, supervising teacher, principal, and him/ herself to each other in each team make provision for the student teacher to get information on organizations such as state department of education, local schools systems, teacher associations, Seventh-day Adventist educational system, and State and Denominational certification requirements in cooperative planning with school and college/university personnel help to make the resources and personnel of the institution available to the cooperating school, and vice versa make him/herself readily available to the supervising teacher, principal and the student teacher (and/or visit the school when requested) to confer on personal and professional matters and exchange ideas to promote personal and professional growth consult with the general methods instructor (if he/she is not the methods instructor) regarding the student teacher' 5 strengths and weaknesses consult with the supervising teacher and the student teacher early in the term/semester to plan a schedule of instructional program for the entire term/semester for gradual induction of the student teacher into full time student teaching resolve difficulties that might arise in the student teacher-supervising teacher—principal relationship during the student teaching term/semester INSTRUCTION teach the general methods course to teacher candidates in order to maintain continuity and familiarity with them during student teaching have at least one teaching assignment in teacher education courses every term/semester in addition to supervising student teachers be able to apply a variety of effective teaching skills in providing instruction to student teachers and supervising teachers during seminars and inservice workshOps respectively 0 l 2 3 l 2 l 2 l 2 1 2 l 2 l 2 l 2 l 2 1 2 (over) Completely Disagree hostly Disagree Slightly Disagree Slightly Agree flostly Agree Completely Agree ‘\ 48. 49. 50. 51. 52. S3. 54. 55. 56. 57. 58. S9. 237 Completely Disagree Mostly Disagree Slightly Disagree Slightly Agree Mostly Agree Completely Agree “FUND-‘0 IIIIII share with the supervising teacher and the principal during inservice workshops his/her expertise in curriculum, instruction, supervision, human relations, innovative teaching methods, self-assessment, and arv usage 0 l 2 3 b accept, when opportunity arises, short periods of teaching in an elementary or secondary school maintain own teaching skills in his/her major and minor areas 0 l 2 3 6 use, when appropriate, checklists, interaction analysis, audio or video taping, and other observation instruments to observe student teaching behavior (for both instructional analysis and evaluation purposes) . O l 2 3 4 observe the student teacher's behavior a minimum of four times in a term (more times in a semester) 0 l 2 3 4 make at least one unannounced visit to the student teacher's classroom to observe his/her teaching behavior 0 l 2 3 6 provide extensive written feedback accompanied with oral facilitation to the student teacher in his/her teaching behavior at each observation visit . , 0 l 2 3 & conduct student teacher seminars and meetings on topics relevant to student teaching experiences 0 l 2 3 6 cooperate with the supervising teacher in planning and instructing the student teacher in effective use of required teaching skills ' O l 2 3 6 cooperate with the supervising teacher to assist the student teacher in applying theories on learning, and human growth and development in his/her teaching situations 0 l 2 3 4 provide suggestions to the student teacher on the selection and location of additional materials for better planning and implementing of instruction 0 l 2 3 « demonstrate, or arrange with someone else for demonstrating job seeking strategies to the student teachers 0 l 2 3 4 require the student teacher to maintain a portfolio of his/her teaching activities, instructional materials, written feed- back and evaluation forms 0 l 2 3 4 EVALUAIION provide interpretation of specific criteria or guidelines to the personnel in the student teaching team for satisfactory completion of student teaching 0 l 2 3 k 238 Completely Disagree Hostly Disagree Slightly Disagree Slightly Agree Mostly Agree Completely Agree MbUNP-‘O 61. conduct early diagnosis of the student teacher's teaching behavior and provide for experiences based upon the identified strengths and weaknesses O l 2 3 b 62. hold evalution conferences as needed with all personnel in the student teaching team (singly, in twos and threes) to determine the student teacher's total program of deve- lopment O l 2 3 4 63. maintain and use adequate logs, diaries, and regular reports as some of the tools which promote ongoing supervision and continuing evalution O l 2 3 4 64. in conferences with the supervising teacher determine the student teacher's letter grade (if letter grades are used) or Pass-Fail grade based on the performance criteria established by the student teaching department at the college/university 0 l 2 3 A 65. identify the nature and value of supervision the supervising teacher provides to the student teacher to determine whether to assign student teachers to him/her in the future 0 l 2 3 A PROGRAM DEVELOPMENT 66. promote and experiment with alternative models for student teaching field experiences 0 l 2 3 4 67. interact with co—snpervisors, supervising teachers, principals and student teachers for input to the development and implementation of effective student teaching program/s at the institution 0 l 2 3 6 68. consistently strive to develop and use more effective observation instruments to objectively measure student teacher's teaching behavior 0 l 2 3 4 69. actively participate in the evaluation of the current teacher education program/s at the institution through follow-up studies of graduates, and use the results to improve the program/s ' O l 2 3 4 70. encourage student teachers to develop observation instruments to objectively measure their own teaching behavior 0 l 2 3 A 71. suggest ways to implement at the institution changes in the student teaching program/s adapted from institutional, state and national trends and research 0 l 2 3 a (over) 72. 73. 76. 75. 76. 77. 7s. 79. 239 0 - Completely Disagree 1 - Mostly Disagree 2'- Slightly Disagree 3 - Slightly Agree 4 - hostly Agree 5 - Completely Agree PROFESSIONAL DEVELOPfiENT be a member and active participant in appropriate state and national teacher education associations 0 l 2 3 6 S attend clinics, workshops and conferences designed to improve teacher education and student teacher supervisory techniques _ 0 l 2 3 6 5 read appropriate periodicals (and books) to keep current with changing trends in teacher education, student teaching, and supervisory techniques in the state and nation 0 l 2 3 4 5 set his/her own performance and self-improvement goals and objectives preferably every year, and work toward achieving them that year 0 l 2 3 4 5 conduct pertinent research (library and field) in various aspects of learning. teaching and field experiences for the benefit of the teacher education program at the institution 0 l 2 3 4 5 publish pertinent articles on teacher education, student teaching, and supervisory techniques in professional journals ' 0 l 2 3 6 S invite regular evaluation of his/her work from the personnel with whom heishe works in the student teaching program 0 l 2 3 4 S assess regularly his/her own performance in the student teaching program 0 l 2 3 6 5 implement appropriate changes from the results of peer and self-evaluation into his/her performance 0 l 2 3 4 5 l. 2. 3.. 4. If you have any questions or comments on any item or category, please write them on a separate sheet of paper. Please complete the Career Line Data requested on the back of this answer sheet. write lightly. When.you fold this answer sheet, please do not crease the fold. thank you very much for your help in this study. 24f) CAREER LINE DATA (COLLEGE SUPERVISOR) The data obtained from this questionnaire will be strictly confidential. Data received will not he in any way used to identify individual respondents. Please fill in or check the blanks as indicated: 1. 2. 3. Name (This information will be used for record keeping purposes only) Degree/s you earned in the respective institutions: Public college/university . Seventh-day Adventist college/university Please write the number of years of experience you have had as a: (1) teacher (ii) principal/assistant principal (iii) supervising (cooperating) teacher working with student teachers. Record the information in the appropriate spaces below: 5. 5. 6. Illll lllll Public schools Seventh-day Adventist schools (1) (11) (111) (1) (11) (111) Ichr. Prin. Supr. Tchr Ichr. Prin. Supt. Tchr. elementary schools . self-contained elem. classroons __ middle schools junior high schools ‘___ senior high schools __ other ____multigrade elem. classroom ____junior academy ____senior academy (boarding) ___.senior academy (non-boarding} Number of years you have supervised student teachers as a college supervisor employed in: public college/university Seventh-day Adventist college/university Total number of student teachers you have supervised in your role as a college coordinator. ' How'many student teachers do you supervise this term/semester in the following: Public schools Seventh-day Adventist schools elementary schools self-contained elem. classrooms middle schools ‘multigrade elem. classrooms junior academies senior academies (boarding) senior academies (non-boarding) junior high schools senior high schools other 241 CAREER LINE DATA (swam-Ir TEACHER) The data obtained from this questionnaire will be strictly confidential. Data received will not be in any way used to identify individual respondents. Please check or fill in the blanks as indicated: 1. Name i (This information will be used for record keeping purposes only) 2. flame of the college supervisor who supervises your student teaching: ur.IHrs. (This information will.be used for data analysis only) 3. Degree you are currently working toward d. If you are a graduate student working toward teacher certification, the degree/s you have already earned in the respective institutions: Public college/university Seventh-day Adventist college7university 5. Type of school in which you are student teaching: Public schools Seventh-day Adventist schools elementary school self-contained grade room middle school multigrade classroom junior high school junior academy senior high school senior academy (boarding) other senior academy (non-boarding) 6. Your undergraduate Major , Minor 7. Grade/s you are student teaching in 8. Subject/s you are student teaching 9. How long does student teaching last? weeks 10. Do you take any courses at college/university while student teaching? Yes No 11. Grade Point Average (GPA) at entrance to student teaching: 2.” " 2.55 2.‘6 - 2.99 3.00 " 3.55 __ 3.1.6 - 4.00 12. Location of school in which you are student teaching urban suburban rural 3312 mswaa snts‘r IS on THE atvanss 5mg 242 CAREER LINE DATA (SUPERVISIIIG TEACHER) The data obtained from this questionnaire will be strictly confidential. Data received will not be in any way used to identify individual respondents. Please check or fill in the blanks as indicated: 1. 2. 3. 4. Name (This information will be used for record keeping purposes only) Name of the college supervisor from the Seventh-day Adventist college or university providing supervision to the student teacher in your classroom: Mr./Hrs. (This information will be used for data analysis only) Degree/s you earned in the respective institutions: Public college/university Seventh-day Adventist college/university Please write the number of years of experience you have had as a: (i) teacher (ii) supervising (cooperating teacher Record the information in the appropriate spaces below: 5. 6. 7. Public schools Seventh—day Adventist schools (1) (11) (1) (ii) Supr. Tchr. Tchr. Supr. Tchr. elementary schools self-contained elem. classroom multigrade elem. classroom 'junior high schools junior academy senior high schools senior academy (boarding) other senior academy (non-boarding) middle schools re O =- P Grade/s level you are teaching this term/semester Subject/s you are teaching this term/semester Location of school in which you are teaching: urban suburban rural Total number of student teachers you have supervised in: Public schools Seventh-day Adventist schools elementary schools elementary schools secondary schools secondary schools THE ANSWER SHEET IS ON TflE REVERSE SIDE 24E! CAREER LINE DATA (PRINCIPAL) The data obtained from this questionnaire will be strictly confidential. Data received will not be in any way used to identify inlividual respondents. Please check or fill in the blanks as indicated: 1. 2. 3. A. Name (This information will be used for record keeping purposes only) Name of the college supervisor from the Seventh-day Adventist college or university who placed and supervises the student teacher/s in your school this term/semester: Mr. llirs. (This information will be used for data analysis only) Degree/s you earned in the respective institutions: Public college/university Seventh-day Adventist college/university Please write the number of years of experience you have had as a: (i) teacher (ii) principal/assistant principal Record the information in the appropriate spaces below: 5. 6. 7. Public schools Seventh-day Adventist schools (1) (11) (1) (11) Tchr. Prin. Tchr. Prin. elementary schools self-contained elem. classroom middle schools junior high schools junior academy senior high scools senior academy (boarding) other senior academy (non-boarding) multigrade elem. classroom Number of years you have worked with student teachers as a: supervising (cooperating) teacher principal/assistant principal principal-teacher combination Number of the following in your school: teachers students student teachers in a year from public colleges/universities student teachers in a year from Seventh—day Adventist college/university duration of student teaching term/semester in weeks Location of your school: urban suburban rural THE AH§EER SHEET IS ON THE REVERSE SIDE ll APPENDIX H Correspondence 244 245 l442-L Spartan Village East Lansing, Michigan 48823 July 7, 1977 Dr. G. J. Millet General Conference of the Seventh-day Adventists 6840 Eatern Avenue, N.w. Washington, D.C.: 200l2 Dear Dr. Millet: I am a doctoral student at Michigan State University in the Division of Student Teaching and Professional Development in the College of Education. I am also a member of the University SDA Church. On Tuesday, June 14, 1977 I was in Dr. Hirsch's office to gather some preliminary information regarding the topic I am proposing for the dissertation. He advised me to contact you regarding that. I am preposing the title: ROLE EXPECTATIONS OF A COLLEGE SUPERVISOR IN THE STUDENT TEACHING PROGRAM AS PERCEIVED BY COLLEGE SUPERVISORS, PRINCIPALS, TEACHERS AND STUDENT TEACHERS IN THE SEVENTH-DAY AOVENTIST INSTITUTIONS IN NORTH AMERICA Dr. Hirsch told me that you have to verify if this topic has been studied previously. If it wasn't, then, you would counsel me regarding the guidelines the denomination has about undertaking such studies, and would assist me in getting the cooperation of the persons who need to be involved from the Adventist institutions. I shall now give a short sketch of my background. I am an Indian, born and brought up in Malaysia, educated in the SDA school and Southeast Asia Union College in Singapore, undergraduate at Spicer Memorial College, India; and graduate at Andrews University. I received M.A. in Education from AU last Summer. This is my first year at MSU. I have thus far 13 years of denominational service as a teacher in SDA schools in Sarawak and Singapore. I shall now await your reply before embarking on beginning to write the dissertation proposal. Thank you very much for the help you will render me in this endeavor. Very sincerely, Y. J. Moses “CPARTMENT OF EDUCATION CHURCH WORLD HEADQUARTERS: 6840 EASTERN AVENUE. NW, WASHINGTON. D.C. 2W1? TELEPHONE: (202) 723-0300 o CABLE: AOVENTIST, WASHINGTON o TELEX: m July 12, 1977 Mr. Y. J. Moses 1442 L Spartan Village East Lansing, MI 48823 Dear Mr. Moses: Thank you for your letter of July 7 regarding a disserta- tion proposal on role expectations for college supervisors of student teaching. I know of no other study made in Seventh—day Adventist in- stitutions. You will probably wish to check the major reference list of dissertations,which is produced at the Ann Arbor source, for materials which may provide helpful related reading. After you shall have gained approval of your subject and problem, we will be happy to write officials of the insti— tutions concerned endorsing your study and seeking their c00peration in your information gathering. In passing, I would like to suggest that while stating ob- tained information your study seek to present a creative solution to a problem touching supervision of student teachers. This, as you know, will lift your study beyond the information level to dynamic and creative level, pro- ducing new knowledge about supervision of student teaching. Best wishes! We hope to hear from you again. Cordially, V x’ I' ' ,’ t . / ,r , I / - ' v ’ '1 'k’ L, Garland J. Millet Associate Director L ,’ GJM:erw DEPARTMENT OF EDUCATION Seventh-day Adventists CHURCH WORLD HEADQUARTERS: 6340 EASTERN AVENUE, NW, WASHINGTON, D.C. 20012 TELEPHONE: 1202) 723mm I CABLE: AOVENTIST, WASHINGTON - TELEX: man June 20, 1978 Mr. Y. J. Moses l442-L Spartan Village East Lansing, Michigan 48823 Dear Brother Moses: Greetings! After some delay due to travel and delayed communica- tion, I am enclosing a letter of recommendation. Best wishes in your study project! Cordially, \ ‘ ) I ‘-”' Garland J. Millet Associate Director GJM:erw Enc. 248 DEPA RTMENT 0F EDUCA TION CHURCH WORLD HEADQUARTERS: 6.40 EASTERN AVENUE. NW, WASHINGTON, D.C. 20012 TELEPHONE: (202! 723-0300 0 CABLE: AOVENTIST, WASHINGTON o TELEX: ”-5” June 20, 1978 Directors of Student Teaching Departments of Education Colleges and Universities NORTH AMERICAN DIVISION Dear Friends: This letter concerns Mr. Y. J. Moses, a doctoral student at Michigan State University, who has been authorized to study the perceived role of college supervisors of student teaching in the North American Division. We commend Mr. Moses on undertaking his study project, which promises to yield valuable results helpful to Seventh-day Adventist education, and we will appreciate your cooperation and permission for him to collect data pertaining to it. Kindest Christian greetings! Cordially, Garland J. MMilifié§;;&4EcJézgé:?<;\ Associate Director GJM:erw 249 l442-L Spartan Village East Lansing, Michigan 48823 June 29, 1978 The Director of Student Teaching Dear Sir: I am a doctoral student in the Division of Student Teaching and Profes- sional Development in the College of Education at Michigan State Uni- versity. I am also a member of the University SDA Church. I would like to make a study contribution to the college supervisors of student teachers in the SDA colleges and universities in the U.S., which I am confident will add to further improve the interaction processes in the student teaching programs. In spite of long years of existence of student teaching programs, there is a lack of a role definition or job description for the college supervisors in the denomination. Therefore, for my doctoral disser- tation I am undertaking a study entitled: PERCEIVED ROLE OF THE COLLEGE SUPERVISOR OF STUDENT TEACHERS IN THE SEVENTH-DAY AOVENTIST INSTITUTIONS IN THE U.S. The general purpose of this study is to examine the role expectations of the college supervisor in the student teaching programs in the ten SDA institutions as perceived by college supervisors, student teachers, cooperating teachers and principals. According to the information I received from the Office of Education in General Conference, no previous study of this kind has been under- taken in the denomination. Dr. G. J. Millet, the Associate Director of Education in the GC strongly encouraged me to go ahead with the study. I am sure by now you would have received a copy of his letter endorsing this study. I realize that I cannot conduct this study and make a substantial contribution to the college supervisors without full cooperation from the college supervisors and the Department of Education in the GC. Dr. Millet has already provided me with important information I needed from the GC. I need your help and cooperation in three ways: I. To complete the attached preliminary questionnaire and thus provide me with information: (i) to write certain portions of Chapters l and 2 of the dissertation, (ii) to construct the survey instrument, and (iii) as to how many survey instruments to send to your institution. 250 2. To distribute the survey instrument, which will be bulk- mailed to you, to the college supervisors, student teachers, cooperating teachers and principals involved with the Division of Student Teaching for Fall 1978. 3. To gather the completed survey instruments from these respec- tive groups and bulk-mail them back to me by the end of the term. ( I am asking this special favor of you because I am fully convinced that this is the only way I can expect to get a good measure of returns to be able to make this study a worthwhile project.) I am confident that you will give me all the help and assistance. Thank you very much in advance for all the help and cooperation you will provide me in spite of your busy schedule. Very sincerely, Y. J. Moses 251 l442-L Spartan Village East Lansing, Michigan 48823 September l0, I978 The Director of Student Teaching Dear Sir: Thank you very much for the support and cooperation you assured me in distributing the College Supervisor Role Expectation Questionnaire to the incumbent college supervisors, student teachers, supervising teachers and principals, and in collecting the Answer Sheets from these respondents to mail them back to me. Enclosed in the parcel are ____questionnaires, Answer Sheets, and envelopes: ____for college supervisors, for student teachers .___ for supervising teachers and ___ for EFTncipals. The figures are based on the information you provided in the preliminary question- naire. There are a few directions I would like you to follow in distributing the questionnaires, and in collecting the Answer Sheets: 1. Please distribute the questionnaire three weeks after student teaching term begins so that the resulting interaction will help the incumbents to respond to the items on the questionnaire more intelligently. 2. Please encourage every incumbent to respond. High percentage of returns will result in a strong study. 3. Please allow one week for the incumbents to respond, and then collect the Answer Sheets. 4. Mail all Answer Sheets in a bulk at your earliest convenience. 5. Please indicate the exact number of questionnaires distributed to each group, and how many you were finally able to collect. I will appreciate your help very much. Thank you in advance for all your help. Very sincerely, Y. J. Moses 252 l442-L Spartan Village East Lansing, Michigan 48823 September 28, 1978 The Editor Review & Herald Publishing Association 6856 Eastern Avenue, N.W. Takoma Park, Washington, D.C.: 20012 Dear Sir: I am a Seventh-day Adventist foreign doctoral student in the Division of Student Teaching and Professional Development in the College of Education at Michigan State University, East Lansing, Michigan. In my doctoral dissertation entitled "Perceived Role of the College Supervisor of Student Teaching in the Ten SDA Institutions," I would like to give a statement of the SDA Philosophy of Education in the second chapter. In the 1976 revised edition of Volume 10 of the SDA Encyclopedia, pages 4l6-4l8, there is a very clear statement of the SDA Philosophy of Education. It is expressed so clearly and emphatically, paraphra- sing it further will do it no justice. I would like to include that philosophy word for word in the chapter. I am writing this letter to you to obtain official written permission from the publishers to include the statement in its entirety in my study. Thank you very much in advance, and I hope to hear from you at your earliest convenience. Very sincerely, Y. J. Moses 1 . i K 253 Review and Herald Publishing Association Washington DC. 20012 (202) 723-3700 October 3, 1978 Mr. Y J Moses 1442-L Spartan Village East Lansing, MI 48823 Dear Mr. Meses: Your request is granted to quote the SDA PhilosoPhy of Education from the SDA ENCYCLOPEDIA, as you requested. Please give credit to publication and publisher. Thank you. Sincerely, Q, Wxamrw Raymo d H. Woolsey Book Editor RHW/Ijs Raymond H. Woolsey. Book Editor Thomas A. Daws. Assoaare Book Editor Bobble Jane Van Dotson. Associate Book Editor Linda Swan. Editorial Secretary 254 l442-L Spartan Village East Lansing, Michigan 48823 September 28, l978 The Director of Student Teaching Dear Sir: On September l3, or thereabouts, I sent to you a parcel of my doctoral study survey questionnaires on the role of the college supervisor of student teaching in the SDA institutions. I sincerely hope you received them. If you did not, please let me know immediately. In the letter to you with the questionnaires, I indicated that you allow one week for the incumbent members to respond to the question- naire. But according to a letter I received just now from one of the colleges, I understand that the cooperating members would like more time to respond to the questionnaire. So, I am proposing the following changes to make things easier for them. However, if they are willing to abide by the earlier directions, I will appreciate it very much. 1. Please tell the cooperating members to circle the appropriate response on the questionnaire itself for all the 80 items, and write their name on it for record keeping purposes. 2. Complete the requested Career Line Data on the reverse side of the computerized Answer Sheet. 3. Give the cooperating members sufficient time to respond to the questionnaire. If I get the completed question- naire and the Career Line Data sheets toward the end of October l978 or early November, that would be fine. I am extremely sorry for putting this extra responsibility on you. I am depending on you very much to help me collect the data. Without your continued help this study will not materialize. So, please help me. Thank you very much. Very sincerely, Y. J. Moses 255 l442-L Spartan Village East Lansing, Michigan 48823 October 27, 1978 The Director of Student Teaching Dear Sir: This is to remind you that the questionnaires and the answer sheets on the perceived role of the college supervisor are due sometime early November. Kindly collect them from your fellow college supervi- sors, student teachers, supervising teachers and principals and mail them to me at your earliest convenience. Without your continued coope- ration this study will not become a reality. So, please help. When you return the collected data, please indicate the number of questionnaires you distributed and the number you were able to collect from each of the four groups. Thank you very much for all the information you provided me from time to time, and for the continued support. Very sincerely, Y. J. Moses 256 l442-L Spartan Village East Lansing, Michigan 48823 November 22, 1978 The Director of Student Teaching Dear Sir: I am sure you and the college supervisors at the institution are doing your best to collect the answer sheets for my questionnaire on the role of the college supervisor from the student teachers, supervising teachers and principals as you make your regular classroom visits. I would like very much to receive all the answer sheets from the institution, but at the same time I am little concerned about it because I just now received news from the scoring center at Michigan State University that the machine that reads and punches out cards from the type of answer sheets I am using for my study will be put out of use after December 15. This means that I need to receive all the answer sheets from the colleges before that date. Please encourage the college supervisors to collect the answer sheets soon from the student teachers, supervising teachers and principals and return them to me at your earliest convenience. I am awfully sorry for causing this inconvenience to you. If you have already sent the data at the time you receive this letter, please accept my sincere thanks and disregard this letter. Thank you very much. Very sincerely, Y. J. Moses 257 l442-L Spartan Village East Lansing, Michigan 48823 January 2, 1979 The Director of Student Teaching Dear Sir: As the Scriptures say, "Go the second mile," you and the college supervisors at have indeed gone out of your way to make things possible for me to go ahead with the study of the role of the college supervisor. In spite of your busy schedule of administrative responsibilities and teaching assignments, you took time out of your busy schedule to respond to the preliminary questionnaires, verified two articles on the background informatin to the study and the description of the teacher education programs in the SDA institutions. Also you distributed the study questionnaires to the respective college supervisors, student teachers, supervising teachers and principals; collected the answer sheets from the same; and returned them to me. In addition to all these, very graciously you assured me of your continued support, and wished me success with the study. Very sincerely I want to express my heartfelt gratitude to you for all the help you rendered. Please share this letter with the other college supervisors who helped you collect the data. May the Lord continue to bless you in His service throughout this new year. Thank you very much. Very sincerely, Y. J. 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Disser- tation Abstracts, 1967, 33, 517A-518A. Kunde, D. J. The role of the college supervisor: An analysis of the perceptions held by directors of student teaching, college supervisors, cooperating teachers and student teachers (Doctoral dissertation, Boston College, 1973). Dissertation Abstracts International, 1973, 34, 1162-A. Linton, R. The stugypof man. New York: Appleton-Century-Crofts, 1936. Michaelis, J. U. Teacher education--student teaching and internship. In C. W. Harris (Ed.), Encyclopedia of educational research. New York: The McMillan Company, 1960. Morris, J. R. R. The effects of the university supervisor on the performance and adjustment of student teachers (Doctoral disser- tation, The University of Mississippi, 1972). Dissertation Abstracts International, 1972, 33, 157OA-1571A. Neufeld, D. F. (Ed.). The seventh-day adventist philosophy of education. In Seventh-day adventist encyclopedia (Vol. 10, Rev. ed.). 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