I I 71-18,179 CAIN, John Norman, 1931TEACHER CHARACTERISTICS AND BACKGROUND QUALIFICATIONS SIGNIFICANT TO MAXIMUM TEACHING EFFECTIVENESS WITH IMPLICATIONS FOR STAFFING VOCATIONAL EDUCATION CENTERS IN OAKLAND COUNTY, MICHIGAN. Michigan State University, Ph.D., 1970 Education, vocational University Microfilms, A XEROXCompany , Ann Arbor, Michigan Copyright by JOHN NORMAN CAIN 1970 TEACHER CHARACTERISTICS AND BACKGROUND QUALIFICATIONS SIGNIFICANT TO MAXIMUM TEACHING EFFECTIVENESS WITH IMPLICATIONS FCR STAFFING VOCATIONAL EDUCATION CENTERS IN OAKLAND COUNTY, MICHIGAN By John Norman Cain A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTCR OF PHILOSOPHY 1970 PLEASE NOTE: Several pages contain colored Illustrations. Filmed in the best possible way. UNIVERSITY MICROFILMS ABSTRACT TEACHER CHARACTERISTICS AND BACKGROUND QUALIFICATIONS SIGNIFICANT TO MAXIMUM TEACHING EFFECTIVENESS WITH IMPLICATIONS FOR STAFFING VOCATIONAL EDUCATION CENTERS IN OAKLAND COUNTY, MICHIGAN by John Normain Cain The purpose of this study was to develop a rationally and empiri­ cally based design by which to select maximum effective teachers for nine selected courses offered in shared-time area vocational centers like those in Oakland County, Michigan. The nine courses were Advertising, Child Care, Data processing, Dental Office Assisting, Display, Distribution and Marketing, Engineering Drafting, Greenhouse and Nursery Occupations and Total Office Procedures System. Three postulates of theory provided the framework by which to develop the selection design: (1) Selection must take place according to criteria, which will permit evaluation of the selection procedures. (2) Selection must take place according to sound, empirically based principles derived from the practical experience of those immediately involved in selecting teachers. (3) Selection must take place according to defined situational factors. The criterion for evaluation of the design was placement of the student in the occupation for which he was trained. John Hex-main Cain Bnpirical bases for principles of selection were derived from instruments checked by seventy principals of vocational ce it'jrs like those in Oakland County. The centers were situated in eleven states. Fifty-seven descriptors of teacher characteristics and background quali­ fications! selected from related literature, were rated on a dimensional scale of ineffective to maximum effective for each of the nine courses. The px*incipals rated only those courses for which they selected teachers in their vocational centers. They also ranked ordinally the three most significant areas and one least significant area from the sev*»n areas under which the descriptors were grouped— Work Experience, Formal Educa­ tion, Teaching Ability, personal Charactex*istics, Unmodifiable Physical Characteristics, Modifiable Physical Characteristics and Background Qualifications. Situational factors were determined from responses to the instru­ ment by all of the fourteen hiring personnel of Oakland County's four voca­ tional education centers. For the greater flexibility and adaptability of the design, situational factors were behaviorally justified by relating a job function specification to each situational descriptor. Frbm 281* instruments, a seventy per cent return from the out-state survey, thirteen descriptors were interpreted to be common teacher characteristics and background qualifications for maximum effective teach­ ing in all nine of the selected courses and were included in the design as principles for selection: work experience of three years or more and in the subject area taught; formal education of a Master's Degree; a teaching ability based on knowledge of the subject area taught, skill proficiency, and organizational ability; personal characteristics that reflect positive attitudes toward the subject area taught, toward teaching and toward students, cooperative attitudes toward other school personnel, enthusiasm John Noraain Cain and a strong self-concept. One of the more salient means by which to assess a teacher-candidate1s potential for maximum effectiveness is his background qualifications reported in a strong work experience recommen­ dation. The three areas of most significance by which to select maximum effective teachers for the nine selected courses were Teaching Ability, Personal Characteristics and Work Experience. The least signi­ ficant area was Unmodifiable physical Characteristics. Eleven additional descriptors were situational to Oakland County and sixteen were situational to selecting teachers for one or more (but not all) of the nine selected courses as interpreted from the hi instruments returned from Oakland County's hi"ing personnel. The teacher characteristics and background qualifications generalizable to both survey populations (Oakland County's personnel did not value cooperative attitude toward other school personnel) and those situational to Oakland County and to each of the nine courses were compiled into a design for appropriately staffing vocational centers like those in Oakland County. To illustrate the implementation of the design situational factors for Oakland County and for each of the nine courses were behaviorally related to anticipated teacher tasks or Job function specifications by paradigms. ACKNOWLEDGEMENTS Few human activities can be consisted by a man alone. Much of what all of us do depends either upon the aid of our contiguous contemporaries or upon some motivational force that occurred far back in our developmental process. completing this study. I acknowledge both sources of help in For ny high esteem of education I credit ny mother, who stressed its importance always. For ny conviction in the social power of vocational education, I recognize the influence of ny father, who performed his skilled labor with dignity and with pride in his competency. For the time, encouragement, and resources to complete this work, I thank ny employer, Oakland Schools a Regional Service Agency, and for their generous help and advice, I thank my colleagues, particu­ larly Dr. Loyal Joos, Director of the Office of Systematic Studies, Oakland Schools. For her loyalty, skill and downright endurance, I thank Mrs. Gale Blackstnit, ny secretary, and for ably lending additional secretarial assistance when it was needed, I thank Miss Betty Osley. For their advice and far their faith in permitting me the academic freedom to pursue a study of this scope, I appreciate ny doctoral advisory committee, Dr. 0. Donald Meaders, Dr. Samuel A. Moore, Dr. Dan Sturt and particularly its chairman, Dr. Peter G. Haines. For the graciousness to give more of her time, talent and tolerance than I deserved, I praise ny wife, Jean. For having enough understanding of a father who valued this study more than bowling, aka ting or swimming, I am grateful to my daughter Cindie, 13, and to ny son Jeff, 11. For controlling a garrulous nature for even short periods of time and for learning hew to pronounce dissertation, I acknowledge ny other daughter Jill, 1*. And for confirming my confi­ dence in the professional integrity of vocational educators, I endorse the respondents to the rather time-consuming Instruments without whom this study would have been impossible. J.N.C. iv TABLE OF CONTENTS1 Page List of T a b l e s ................................................... ... List of Figures Chapter I. ............... ix P R O B L E M ................................................ 1 I n t r o d u c t i o n ....................................... 1 Theoretic Framework................................. 3 6 Statement of the P r o b l e m ........................... Need for the Study .................. 7 Purpose of the S t u d y .............................. Assumption and L i m i t a t i o n s ........................... 11 Definition of T e r m s ............... 13 II. REVIEW OF LITERATURE........................................18 Problem Areas from Which Are Derived Groups of Teacher Characteristics and Background Data . . . . 19 On M e t h o d o l o g y ........................................36 On Selection P r o c e d u r e s .............................. 38 On Work E x p e r i e n c e .................................... U9 On Formal Education.................................... $U On Teaching A b i l i t y .................................... 58 On Personal Characteristics ........................ 6U On Unmodifiable Physical Characteristics . . . . . 69 On Modifiable Physical C h a r a c t e r i s t i c s ............ 71* On Background Qualifications........................... 75 S u m m a r y ................................................ 8l III. METHODOLOGY................................................. 88 Method of I n v e s t i g a t i o n .............................. 88 Interpretation of the D a t a ........................... 95 IV. PRESENTATION AND ANALYSIS OF F I N D I N G S ...................... 98 The Total F i n d i n g s ................................... 100 Findings from the Out-State I n s t r u m e n t s ............... 108 Findings from the In-State I n s t r u m e n t s .............. 123 Comparison of the Out-State and In-State Findings . • 13d S u m m a r y ............................................... 162 V. SUMMARY AND CONCLUSIONS.................................... 16U Implications of the Major Findings of the Study for Principles of S e l e c t i o n ..............................165 This paper was prepared in accordance with the re cosinendaticns in: Kate L. Turabian, A Manual for writers of Term Papers, Theses, and Dissertations, Third Edition, revised, ((Chicago: University of Chicago Press, 1970). Pag© Implications of the Haj or Findings of the Study f or Situational Aspects of S e l e c t i o n .................. 166 Paradigm for a Design for Appropriate Instructional Staffing for Schools like Those in Oakland C o u n t y .............................. 167 Application of the Design for Appropriate Vocational Staffing to Oakland County ............ 169 Implementation and Evaluation of the Design for Appropriate Instructional Staffing in Vocational Centers Like those in Oakland C o u n t y .................. 179 B I B L I O G R A P H Y ...................................................... 107 APPENDICES ...................................................... 1. Oakland County and Major Access R o u t e s ...................... 199 2. Townships and Muncipalities of Oakland County . . . . 201 3. Description of Oakland C o u n t y ............................... 203 1|. Hiring Personnel for Each Oakland County Vocational Education C e n t e r .......................................... 211 9. Course Offerings and Student Enrollments for Oakland Vocational Education C e n t e r s .............................. 213 6. Letter of Transmittal, Directions, Instrument . . . . 215 7. Vocational Education Personnel of Oakland Schools . . . 219 vi LIST OF TABLES Table 1* The Total Findings Reported in Percentages...... Page 100 2. Percentages of Out-State Maximum Effectiveness Responses for Eight Descriptors Unqualifiedly Common to Nine C o u r s e s ............................... 3. Percentages of Out-State Maximum Effectiveness Responses for Five Descriptors Cumulatively but Qualifiedly Common to Nine C o u r s e s ...................... Ill* h. Course Comparisons of Rated Maximum Effectiveness for "Organizational Ability" .............. . . . . . . 116 5. Percentages of Out-State Maximum Effectiveness Responses for Seven Descriptors Specific to Seven of the Nine C o u r s e s ...................................... 118 6. Mean Scores of Classification Areas Ranked by Out-State Administrators as Areas Most and Least Significant to Maximum Effective Teaching of the Nine Courses . . . 120 Comparisons of Rankings on the Out-State Instruments of Classification Areas for the Nine Selected Courses • 122 7. 8. Percentages of Nine Descriptors Checked Unqualifiedly Common to Maximum Effectiveness for the Nine Courses on the In-State Instruments ............. 9. Percentages of Thirteen Descriptors Checked Qualifiedly Common to Maximum Effectiveness for the Nine Courses on the In-State Instruments.................. 126 10. Comparison of Individual Course Maximum Effectiveness Ratings for Two Formal Education Descriptors from the In-State Survey Population • • • • • • • • • • • • • 11. Percentages of In-State Maximum Effectiveness Responses for Fifteen Descriptors Specific to the Nine Selected C o u r s e s ...................................... 131 vii 121* 128 Table 12. 13. lii. Page Mean Scores of Classification Areas Ranked by In-State Respondents as Areas Host and Least Significant to Maximum Effective Teaching in the Nine Selected Courses • 135 Comparisons of In-State Rankings of Classifications Areas for the Nine Selected Courses 137 Comparison of Descriptors Common to Nine Selected Courses and Average Percentages of the Out-State Survey to Those of the In-State S u r v e y ........ 138 15* Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Advertising.... ll*2 16. Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Child Care • •. . • ll*3 Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Data Processing . . . ihh 17. 18. Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Dental Office 1li6 Assisting...................................... 19. Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to D i s p l a y ........ lii8 20. Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Distribution and Marketing.......................................... 150 Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Engineering D r a f t i n g .......................................... 153 Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Greenhouse and Nursery Occupations . . . . . ...................... 155 Comparison of Out-State and In-State Maximum Effective­ ness Descriptors Situational to Total Office Procedures System .................. . . . . . . . 157 Comparison of Average Rankings of Classifications Areas from the Out-State and In-State Survey Populations by Mean S c o r e s .................... 161 21. 22. 23. 21±. 25. Appendix 5* Course Offerings and Student Enrollments for Oakland Vocational Education Centers .............. 213 viii LIST OF FIGURES Figure 1. 2. Page Paradigm for a Design Tor Appropriate Instructional Staffing for Vocational Education Centers Like Those in Oakland C o u n t y .................................. 168 Oakland County and MajorAccess 199 3* Townships and Municipalities ix Routes • • • • • • • • of Oakland County • . • • 201 CHAPTER I PROBLEM Introduction Education may be assessed In terms of a polarized continuum. The student, who proceeds through the workflow of the school, possesses certain characteristics at the age of five, one pole of the continuum, and might attain to other characteristics at the age of seventeen or eighteen, the other pole of the continuum. The second pole might be thought of as the model, the desired result of the developmental sequences through which the student must progress. Traditionally the developmental sequences are represented by grade levels in elementary schools and by departments in high schools. The division of teaching labor likewise is represented by specialization in these developmental sequences. The elementary teacher specializes in the skills and students to be taught in a particular grade. The secondary teacher specializes in subject matter. Although curricular reforms in secondary schools in the past years represent moves away from this specialization (core curriculum, humanities studies, etc.), there are other indications that even higher degrees of special!zatican are required for teachers in secondary high schools. Many larger high schools are offering an increased variety of courses to meet the demand far individualization. Examples of such courses are art criticism, bio-chemistry, contemporary poetry, electronics, 1 2 marketing and dental assisting; as the titles indicate, greater in-depth study and specialization are being used. Specialization is a highly significant factor in vocational edu­ cation, and vocational area centers represent a specialization of the edu­ cational continuum for many non-college bound students. Vocational area centers are schools established to provide vocational education for pupils from several districts within a geographic or legally defined unit.^ Because of the economic efficiency of exposing many students to a highly specialized master teacher working in a costly laboratory simulation, the area centers are becoming increasingly popular answers to our nation's vocational training problems. The problem of selecting staffr in the area vocational centers is complex, far these schools' curricula are designed to reach to degrees of even more specificity than are the typical preparatory vocational programs presently in operation in American high schools. Certainly the dilemmas inherent in staffing are problems which could and do involve many vari­ ables. Such problems with their many ramifications were awaiting solution in Oakland County, Michigan. The intermediate school district, Oakland County Regional Service Agency, was authorized by voters to construct, develop curricula for and help to staff four vocational education centers to be operated on a shared-time basis in service to Oakland County's send­ ing high schools. The schools were under construction; curricula and student selection criteria were established and equipment had been ordered. Selecting teachers to implement the programs effectively must follow. Thus the staffing process and formulating a rationally defined ^William E. Hopke, Dictionary of Personnel and Guidance Terms, (Chicago* J. G. Ferguson Publishing Co., 1968), p. 3^2. 3 framework for effective application of a staffing design were the inducements for this study. Theoretic Framework The theoretic base for this study on selection of vocational teachers for a shared-time vocational education center can be related to three postulates. (1) Selection must take place according to criteria, which will permit ultimate evaluation of the selection procedures. If standards for successful vocational teaching can be determined, the characteristics, behaviors and background data of those performing the successful teaching can be evaluated and used for subsequent selection procedures. One standard for vocational teaching (there could be many) was phrased as " . . . and the acid test of the quality of the voca­ tional program is placement of graduates in the occupations for which they received i n s t r u c t i o n . S u c c e s s f u l teaching can then be translated into operational terms by verbalizing what is traditionally accepted as a basic goal for vocational centers. If a teacher effects the goal, ultimately evaluated by pupil placement, his characteristics, behavior and background data have combined to make him effective. Any selection study must be devoted, in part at least, to determining those cong)onents of the teacher which comprise his effectiveness. Therefore a corollary of this postulate is that teacher background, characteristics and ^President's Panel of Consultants, Vocational Education, United States Department of Health, Education and Welfare quoted in The Process of T & I High School Level Vocational Education in the Uni ted States, prepared by Max "TJT Eninger (Pittsburgh: American Institutes for Research, 1965), Foreword, behavior are factorable. Precedent for this theoretic base can be found in the works of Rjrans^ and of Courtney. ^ (2) Selection must take place according to sound, empirically based principles derived from the practical experiences of those immediately involved in selecting teachers. If sound principles can be used to select effective teachers rather than just screening techniques, an eventual evaluation of the criteria would be greatly facilitated. Principles of selection could be determined to be desirable teacher traits and functions which are common to maximum teaching effectiveness in all vocational classes. If same factors of the teachers' characteris­ tics, behavior and background can be found to be held in common among Office, Distributive, Agricultural, Trade and Technical, Home Economics and Related Health Service teachers, those commonalities would be prin­ ciples for easier and better selection. The principles could be thought of as the foundations of the staffing process, and the criteria used for evaluation of that process would ultimately inform administrators if the principles had indeed been soundly established and implemented. In addition, using sound principles for a base of selection would provide means of a more rational flexibility in times of greater teacher shortage or supply. David G. Ryans, "Notes on the Criterion Problem in Research with Special References to the Study of Teacher Characteristics," The Journal of Genetic Psychology, 91, (1957), pp. 31-61. O E. Wayne Courtney, The Identification and Comparison of Common Professional Training Needs and Requirements far Teachers of Vocational Education: Phase I - the Instrument, Final Report, nf juftrio to U.S. Department of Health, Education, and Welfare, Office or Education, Bureau of Research (Menomanie, Wisconsin: Stout State University, 1967). 5 Deriving principles from those immediately involved in hiring, such as principals or directors of operational shared-time area voca­ tional centers, would mandate soliciting appraisals of teacher charac­ teristics, behaviors and background data in the real terms of what it is the teacher is expected to do and what factors would best predict that he does the job well. Precedent for this theoretic base (number two) can be found in the works of Brogden and Taylor,^ Ryans^ and Courtney and Half in.3 (3) factors. Selection must take place according to defined situational Even though principles underlying selection procedures may be established, the differences leading to teacher effectiveness must be considered. These differences might be necessitated ty the objectives of particular courses, the demography of the vocational area, and the teacher characteristics, behaviors and background data unique to each of the disci­ plines. Recognition of the differences should be used in conjunction with the empirically designed principles when selecting teacher candi­ dates fcr maximum effectiveness. Use of both the differences and commonalities could be facilitated by demonstrating a specific job function which might be dependent upon a teacher characteristic for its ^Hubert E. Brogden and Erwin K. Taylor, "The Theory and Classifi­ cation of Criterion Bias," Educational and Psychological Measurement, X, (1950), p. 161. ------------------ ----------------------p ^David 0. Jtyans, Characteristics of Teachers: Their Description. Comparison and Appraisal, (Menasha, Wisconsin: George Banker and Company, ^E. Wayne Courtney and Harold H. Halfin, Competencies of Voca­ tional Teachers: A Factor Analysis of the training needs pi* Teachers ' of1 Occupational Education. A study conducted in cooper ail on with the department of Statistics (Corvallis, Oregoni Oregon State University, August, 1969)t p. h3. 6 performance in a given situation. Precedent for this theoretic base can be found in the works of Corey,! Ryans2 and Super.2 Statement of the Problem Evolving from the previous discussion, the problem isi What is an appropriate design far selecting teachers of maximum effectiveness for schools such as Oakland County Vocational Centers? The problem can be defined by using the three postulates of theory as parallels to four problem stages. (1) One recognized criterion for effective teaching in voca­ tional schools is student placement in the occupation for which the student was trained. Such a criterion provided the focal point for all of the phases of this study because the design for appropriate staffing must be so formulated to allow for its subsequent evaluation in terms of the criteria. The problem of factoring teacher character­ istics, behavior and background data required at least two steps: (a) the factoring of significant problem areas in teacher selection} (b) the factoring of each problem area into related teacher characteristics, behavior and background data for investigation. (2) Directors or principals of shared-time area vocational centers similar to those of Oakland County must designate those factors ^"Steven M. Corey, Action Research to Improve School Practices, (New York: Bureau of Publications, Teachers College, Columbia Unlversity, 1953), p. Iii3. 2 Ryans, Characteristics of Teachers, p. 17. ^Dcnald E. Super, "A Developmental Concept of Vocational Behavior," Vocational Behavior: Readings in Theory and Research, ed. by Donald 0. Zytowsky (Chicago: Holt, Rinenart and Winston, Inc. ±9o8), p. 128. 7 upon which they consider maximum effectiveness to be contingent. The second problem of the research task was to interpret the data for factors believed, by the survey population, to be common to the teachers of the courses selected for investigation. (3) Investigating desirable teacher factors for nine selected courses ( listed on p. 13 ) was aimed at supplying both commonalities and situational factors. The third research problem was the desig­ nation of the factors unique to each of the nine selected courses and the factors unique to Oakland County. (2i) The last phase of the problem was developmental, combining factors of commonality and factors of situational differences for analysis. Incumbent too upon this stage of the research was the problem of correlating maximum effectiveness factors to illustrative job function specifications for efficient use of the design in selecting vocational teachers and for eventual evaluation of the factors in terms of the stated criterion. Need for the Study The most immediate need for the study is that of selecting teachers for Oakland County's four vocational education centers, but a practical and well formulated design for selecting vocational teachers would be a desirable resource for future research on teacher coiqpetencies, on in-service and pre-service training, and on areas of needed change. The careful implementation of the design, accompanied by com­ puterized recording, opens the way for valuable research in many areas. If we ask any man, "Why do research on teaching?" his answer is likely to be: "To discover what makes a good teacher." We can easily elaborate on his reply. We need such research in order 8 to better select candidates for teacher training, to design teacher education program^ to provide a basis for teacher certification, to make possible better hiring and promotion policies, to en­ lighten the supervisors of teachers in service. There is no lack of practical justification far research on the question of how teacher effectiveness can be measured, predicted and improved.1 A design for which has had little selecting teachers is but a start in an area research according to Dr. Harry B. Gilbert of The Pennsylvania State University: "Interest in the area of teacher selection is minimal based upon the actual amount of research under way. However a great deal of interest does exist among teacher person­ nel selectors and universities. The problem is to make patent what is latent.2 Dr. Gilbert's opinion was corroborated by Harland E. Samson, '"Bie practices and processess of staffing are not sufficiently well understood, nor have they been adequately evaluated.'** That some directional approach should be taken toward selecting effective staffs for vocational programscan be inferred from the polarization of opinions in the discussion of the significant problem areas in Chapter II. N. L. Gage, "Paradigms for Research on Teaching," appearing in Handbook of Research on Teaching, ad. byN.L. Gage (Chicago: Rand McNally and Company, 1963), p- 111*. 2 Harry B. Gilbert, "Needed Research in the Area of Teacher Selection," appearing in Teacher Selection Methods, ed. by Harry B. Gilbert and Gerhard Lang (New York: Board of Education of the City of New York, 1967), p. 107. ^Harland E. Samson, "Staffing," Review of Education Research, XXXVIII, No. h (1968), p. 1*13. 9 The whole problem of staffing is related to Oakland C ounty1s area vocational education centers* Oakland County1s vocational education centers are geographically, socially and economically dictated. The educational needs are specific, and therefore the staffing needs are specific. But the generalized problem of staffing is essentially the same in Oakland as it would be any place where effective vocational education is attempted. Certainly an analysis must be attempted of those characteristics which exist already in an area and which might be relevant to the teacher selection process. Although one might decide on thoBe qualities which would make an effective teacher, there are conditions of a prac­ tical nature in a designated area which could render seemingly unimportant characteristics desirable. One example could be cultural values as they are reflected in both the student body and in the hiring personnel. Other examples might be the political orientation of the community and the economic background of the students to be taught. These situational factors would be reflected in the staffing desires of an administration. The administrative staffs of Oakland Vocational Education Centers and of Oakland County's Regional Service Agency are innovative by policy; the curricula for the centers have been researched according to the county's needs (Reported in A Systematic Study of Vocational Education Needs in Oakland County, Michigan) and according to educational expertise; the course content has been prescribed by craft committees composed of those working in the field for which the course is taught and by educational expertise; the prescriptive methods of teaching — behavioral objectives, team teaching, media centers, differentiated staffing — have been established. "Case study procedure permits 10 analysis of the ahead-of-his-time person or the out-in-front practice, concept or m o v e m e n t , b u t the uniqueness of Oakland does not in any real sense alter the whole problem. Hopefully it will provide the practical structure, the patterns over which a useful staffing design can be imposed. Its uniqueness will give perception and dimension to the problem and attempts at its solution. Purpose of the Study The purpose of this study was to develop a rationally and empirically based design by which to select maximumally effective teachers for nine selected courses offered in shared-time area voca­ tional centers such as those in Oakland County* The developmental process and the inplamentation of the design anticipated five cognate objectivesi 1. to illustrate the use of defined generalizable principles for selection of vocational teachers; 2. to illustrate the generalizable procedure of considering situational factors for selection for vocational teachers; 3. to provide a foundation for further research on the relationship of teacher characteristics and background data to effective vocational teacher behavior; li. to imply areas of need for pre-service and inservice training, and 5- to attempt to provide additional research for meaningful answers to the following questions (the questions are explained and justified as contenporary problems in Part I of Chapter II): Frank W. Lanham and J.M. Trytten, Review and Synthesis of Research in Business and Office Education (Columbus, Ohio: 'Hie Center for Research and Leadership Development in Vocational and Technical Education, The Ohio State University, August, 1966), p. 99. 11 (a) How much value should be placed on work experience, on formal education, or on teaching skills? (1) Is the quality of work experience important? (2) Could a person have too many years of work experience? (3) How much formal education should a candidate possess? (U) Do schools prefer degree candidates? (!>) What kind of formal education is significant to effective vocational teaching? (b) What are the individual characteristics that would lead to effective vocational teaching? (1) What personal characteristics are desirable? (2) Should physical characteristics be important to a staffing design? (3) Are administrators and students influenced by unchangeable physical appearance? (li) Would some courses dictate sex differentiati on? (£) Are changeable appearance factors significant in vocational staffing? (c) How can an administrator appraise background data objectively? (1) How reliable are pre-service recommenda­ tions? (2) Can predictive instruments be used to assess factors leading to effective teaching? Assumptions and Limitations The primary assumption of this study was that teacher character­ istics and background data are factorable and that the factors can be defined. A corollary to the primary assumption was that the factors, once defined, could be related to specified teacher behavior. Also corollary to tnis primary assumption was that the relationship of the factors to specified teacher behavior could be appraised by those 12 recognized as experts, in this case directors or principles and other hiring personnel of shared-time vocational education centers such as those in Oakland County, on an operationally defined dimensional scale such as ineffective to maximum effective. A secondary assumption was the expertise of the consultants for Oakland Regional Service Agency and of the principals and hiring personnel of the four centers to relate factors of maximum effectiveness to rationally derived job function specifications. A tertiary assumption was that 1*0 per cent frequency of responses checked maximum effective, computed on the total number of returned instruments, would justify designating a factor as contributory to maximum effectiveness. Limitations This study took the problem of staffing schools such as Oakland Vocational Education Centers to the point of measurement, but there was no teaching yet going on so one could not test the value of the design for prediction of effectiveness on a base of actual proficiency. Indeed, as stated earlier, the acid test for effectiveness could not be made until reliable follow-up studies of the student population have been reported. That change in course structures will be dictated by changing training needs limited the assumed validity of the job function speci­ fications to only the first year of the center's operation. After the first year, assessment may call for changes in job functions, but the efficiency of the anticipated design was that it should allow for changes in Job functions without greatly altering their relationship to the design for staffing. 13 The study defined job function specifications for those factors situational to nine selected vocational courses. Those courses for which Job functions were specified were Total Office Procedures System* Data Processing* Advertising, Display* Distribution and Marketing* which constitute the course offerings for distributive and office occupational education; Greenhouse and Nursery Occupations (Horticulture) for agricultural occupational education; Engineering Drafting for trade and technical education; Child Care for home economics occupational edu­ cation; and Dental Office Assisting for health and related occupations education. Definition of Terms 1. Criterion: A standard on which a judgment of decision may be based.^ 2. Descriptors: A shortened statement symbolizing the characteristics to be rated. 3. Descriptive Rating Scale: A construction which employs a series of phrases designating various degrees of the characteristics rated. These phrases are usually arranged in order with instructions to the rater to check the phrases that come closest to describing the characteristics being constructed. p ^William E. Hopke (ed.), Dictionary of Personnel and Guidance Terms (Chicago: J. G. Ferguson Publishing Co., 196&)* p. $B. 2Ibid., p. 190. 1*. Factor: A hypothetical trait, ability or component of ability that underlies and influences performance an two or more tests and hence causes scores on the tests to be correlated.^ 5. Factor Analysis: Any of several methods of analyzing the intercorrelations among a set of variables such as test scores. 6. 2 Function: Specifies a way in which a professional worker performs or carries out a role.3 7. Job Function Specification: Characteristics of one of a group of related actions contri­ buting to teaching a vocational course. Job function speci­ fications decrease generality or vagueness by supplying particularizing detail from the point of view of use. 8. Oakland County: Defined in Appendix 3 for greater facility in reporting. The details were selected for the carwnunity description on the basis of a study done by C. L. Hulin.^ 1Ibid. p. 139. 2Ibid. 3Ibid, p. 153. ^C. L. Hulin, "Effects of Community Characteristics on Measures of Job Satisfaction," in Vocational Behavior: Readings in Theory and Research, edited by bcnald 6. JJytowski (Chicago: Holt, ftinehart, and Winston, Inc., 1968), p. li*3 ff. 9* Oakland Schools Consultants: Those having competence in discrete academic fields* In the design of Oakland Schools the consultants represent the constituencies' access to high levels of preparation and experience*^ The consultants of trade and industrial; home economics agriculture, and office and distributive vocational education and the director of vocational education were interviewed in this study* 10. Oakland Schools Regional Educational Service Agency: A corporationally designed construct established to provide high level and specialized resources to the public and parochial districts of Oakland C o u n t y .2 In 1963, Act 190, which was an amendment, permitted inter­ mediate school districts to hold elections to adopt what was called the area vocational-technical education program. The intermediate board of education can initiate an election to be held throughout the immediate district. Following this authority came Act llii in 1966, under which the intermediate board of edu­ cation has a right with approval of the voters to issue bonds against the intermediate school district as security, 1 William J. Emerson, "The Regional Educational Service Agency's Role in Educational Planning," unpublished paper (in the files of the Office of Superintendent of Oakland County Regional Educational Service Agency), not dated, p* 7* 2 Ibid., pp. 1-7* 16 "For the purpose of purchasing, erecting, completing, remodeling, improving, furnishing, equipping, or re-equipping, area voca­ tional technical buildings and other facilities, or any parts thereof or additions thereto; acquiring, preparing, developing or improving sites or additions for vocational-technical buildings and other facilities."^ 11, Paradigm: A model, pattern or schematic which represents relationships O between variables. The paradigm for each of the courses investigated in this study will be a graphic representation to indicate the relationship between job function specifications and the teacher characteristics and background data rated as maximum effective. 12. Shared-Time: A cooperative agreement between public and private schools throughout the nation whereby facilities for specialized education programs are shared. schools have "dual enrollment s." Students in such participating They at the same time maintain their identity with the "home" school. "The concept is frequently referred to through the use of such phrases as 'area vocational education program* 'area vocational school' and 'shared-time vocational education programs.1 Often Mrs. Fred Thrun, "Some Legal Considerations for Developing Shared Time (Dual Enrollment) Vocational Education Programs," A speech quoted in Research and Development Program in Vocational-Technical Edu­ cation: Suggestions for Utilizing Shared-Time Conerots in Planning and Conducting Area Vocational Education Programs (feast Lansing: Michigan state University, 1967), pp. 1-3. 2 Gage, p. 95* 17 the phrases are used Interchangeably even though there may be some fundamental differences among them. "The shared-time concept rests fiiroly on the Joint efforts, cooperative efforts, of two or more schools to provide an educational program."^ 1 Ibid., p. iv. CHAPTER II REVIEW OF LITERATURE The purpose of this chapter is to review the literature pertinent to the characteristics of teachers and teacher competencies as they might relate to vocational education. A preliminary review of mostly periodicals was reviewed to determine areas of significance. The reporting of those areas and Justification for designating them as classifications for further factoring compose the first section of this study. In order to show precedent for the methodology and for the theoretic base used in this study the second section reviews literature and reports dealing with those areas. The third section of the chapter reports work which has been done on selection procedures. The rest of the chapter follows the major classification system derived from the materials in the preliminary review subtitled "Problem Areas from Which Are Derived Groups of Teacher Characteristics and Background Data"* (1) education, (3) personal characteristics, (5) teaching ability, (U) work experience, (2) formal modifiable physical characteristics, (6) non-modifiable physical charac­ teristics, and (7) appraisal of background qualifications* The summary is a compilation of those qualities of a vocational teacher whic? the previous workers in vocational education research have 18 19 found important for effective teaching. The compilation is concisely phrased into an instrument for distribution to the directors of sharedtime area vocational centers for a consensus report and for use as an empirical base for this study. Problem Areas from Which Are Derived Groups of Teacher Characteristics and Background Data The problem areas for staffing vocational education centers were determined by a preliminary review of many sources. The areas were designated as problems to this study because the literature on general and vocational education either implied or stated them to be problems. The factoring for the groups of teacher characteristics and background data, which evolved from the preliminary review, was based on the diversity of opinion surrounding a conceptualized area. In some areas the controversy was clear-cut; in others the controversy was tangent to other problems. The sources cited or the discussion often represent opposite views to illustrate the rationale for selecting the area for study. Many of the sources for the problem areas were those which were not used for obtaining sub-factors of specific teacher characteristics and background data. solving it. They only aided in defining the problem, not in An arbitrary, but rational, means of selecting factors for investigation was supported by Ryans.1 1 Ryans, "Notes on the Criterion Problem," p. 3J. 20 How much value should be placed on work experience, on formal education, on teaching skills? Work experience is more important according to some opinions. In most vocational areas three years of work experience is the basis for vocational certification in Michigan. Depending on the teacher-training institution or on the State Department of Education in cases of teachers to be hired without degrees, twelve semester hours or eighteen term hours of formal education are required for state certifi­ cation. Types of courses which are required vary with the teacher training institution and with the occupational programs within the institution. Therefore, a vocational training institution in Michigan has many alternatives in adapting vocational certiflability to the individual applicant and to its hiring needs. As a result, factors on work experience, formal education and teaching skills still must be carefully considered. Prosser and Quigley in Vocational Education in a Democracy expressed this problem area concisely by a formula E (teaching efficiency) = C (content) X T (teaching t e c h n i q u e ) T h e y expanded the formula by outlining three plans by which these two components — traditionally obtained, content and teaching techniques — have been plan A - the teacher-trainer institution gives both content and technique, plan B - the institution, usually business, takes teachers and teaches them what to teach (or content). plan C (used to a great extent in training industrial education instructors) 1 Charles A. Prosser and Thomas H. Quigley, Vocational Education in a Democracy, rev. ed. (Chicago: American Technical Society, 19&3), p. h&U. 21 the training school takes those people who know the content C and provides short periods of teacher-training. The following table (reproduced exactly) presents Prosser and Quigley's factoring of the characteristics of the three plans. ^Ibid., p. U65. CHARACTERISTICS OF TEACHER TRAINING PLANS1 Plan A Plan B Plan C Residential at the teacher training institution. Residential at the teacher training institution or at the plant. At any place where the work is easily accessible to prospective teachers. Two to four years. Depends upon time required to master the occupation. Up to four years in a high­ ly skilled occupation or trade. From 60 to 120 hours. Content "C" and "T" "C" in occupation to be taught. "C" only in occupation to be taught. Basis of group selection. Acceptance of students on the basis of academic qualifications. Selection of evidence of teaching ability in another field of education. Selection of evidence of successful practice of the occupation to be taught. Group from which selection is made. The group usually entering institutions of the grade of the teacher training institution* The group of successful academic teachers. The group of trained and successful occupational workers. Nature and amount of equipment required. Production equipment of the occupation. "Equipment for training in "T". The occupational equip­ ment. The equipment for training of "T". Equipment to Teacher Training Staff. Must know both "C" and "T"j hew to teach them, and how to teach others to teach them. Must know how to teach "C" and hew to teach others to teach "C". Must know "T" and how to teach "T" to others. Place Time required to com­ plete the course. Grosser and Quigley, p. 1*67- "T" only. 23 Prosser and Quigley presented a logical case for asserting that Plan C is the best method of providing efficient vocational teachers. Thus it can be interpreted that they felt greater stress should be placed on work experience or the knowledge of the occupation to be taught than on formal education as one normally thinks of it. Formal Education and teaching skills are more important. Prosser and Quigley compiled their material before the Vocational Education Act of 1963, after which for various reasons schools were forced to hire teachers with more work experience and less formal educa­ tion. However, some vocational education leaders have indicated concern with this situation. The following recounting of a few recently published statements indicates not necessarily the opposing view to Prosser and Quigley’s stand on work experience, but it does Indicate the importance of attempting to resolve the work experience - formal education pedagogy problem. Van Trump defined the ideal trade-tech teacher as a composite of occupational skill, academic background, industrial knowledge, and pedagogy.1 E. Edward Harris in his critical requirements study of distributive and office education implied that effective behaviors of teachers related to academic b a c k g r o u n d . ^ ^W. F. VanTrump, "How Can We Staff our Trade Technical Programs?," American Vocational Journal, April, 1967, pp. 23-21*. 2 E. Edward Harris, Requirements for Office and Distributive Education Teacher-Coordina^ors, Monograph I5 (Clncinna-Ei, 6hioi SouthWestern Publishing Co., March, 1967), p. 75. 2k Bruce Reinhart pointed out that an increasing number of in­ dustrial education teachers are obtaining degrees. He suggested that college credit be given for competencies in vocational skills; from such a suggestion one can infer that the teachers and their colleagues might value at least the status of a formal education background.^ The above related opinions reflected in varying degrees the other spectrum of a problem which needs to be resolved before proper selection can proceed. Two other problematic concerns related to this area are: 1. What kind of work experience should a vocational teacher candidate have? 2. How much work experience should a vocational teacher candidate have? (Traditionally agriculture, home economics, and distributive teachers have obtained their backgrounds for teaching by completing the requirements for a Baccalaureate Degree. Their work experience has either been a part of that program or has been obtained somewhere along the way* Industrial education teachers, on the other hand, have had occupational backgrounds which were not usually obtained through formal education leading to a Baccalaureate Degree.^) Bruce Reinhart, ’’Trade and Technical Teachers; A Unique Teaching Force,” Journal of Secondary Education, November, 1968, pp. >X)-306. 2 U.S. Department of Health, Education and Welfare, Education for a Changing World of Work (U.S. Government Printing Office, 196i*) , p. 237. 25 Is the quality oi work experience important? Although Michigan has established a quantitative base of three years of work experience in many occupational fields, it has not pre­ scribed a qualitative procedure for determining the value of the work experience for the specific course(s) the instructor is to teach other than "related" work experience. Further could one assume that the more work experience a candidate has the better he will know his subject matter? Also should hiring personnel appraise work experience according to the hierarchical positions that were held by the candidates? If the candidate had been a supervisor on the job, for instance, would he be more effective than a person who had had no leadership role? Could a teacher candidate have too many years of work experience? Could a person have too much work experience to allow him to adapt to the relative ignorance or inability that his beginning students would have? Or a more practical consideration, could a person have so many years of experience that it would be impossible for a school to encourage him to become vocationally certified? Benjamin J. Stern, formerly administrative director of New York City Vocational High Schools, pointed out that 9 years of work experience, required by New York state, was too long. By that time the skills he learned can become obsolete, and at that point in his life the skilled worker is at the peak of salary and productivity and would not like to go into teaching, let alone go back to school for his required course work. 26 He further maintained that such an instructor does not need all of that experience in order to teach some of the micro-courses that are now being offered such as service station attendant.'*' How much formal education should a candidate Do schools prefer degree applicants? Michigan requires a base of twelve semester hours or eighteen term hours of formal educational background for permanent vocational certification, but the guidelines for formal education are not necessarily established. As stated earlier, it is generally accepted that in some of the disciplines, most occupational teachers have learned their fields by formal education. Can it be assumed that the more education one has the more effectively he will teach? Such an assump­ tion seems to be generally held. What kinds of formal education are significant to effective vocational teaching? Some colleges are perhaps better equipped than others to train the kind of vocational teachers that area vocational centers need. Some teacher-trainer institutions do not have the funds to provide adequate laboratory experiences for their teacher training. Some schools have adequate teacher training programs in agriculture but not in industrial education for Instance. Some teacher-trainer curricula provide more ^Benjamin J. Stern, "Trade Teachers: Recruitment and Training," Industrial Arts and Vocational Education, June, 1967, p. ill*. 27 extensive student teaching experience for their students than do others* Some schools such as Stout State University in Wisconsin differentiate in their content teaching by providing more in-depth studies for better students such as an advanced placement course in drafting* All of these variances are ancillary to the formal education question, and a study which is to be complete must provide means of considerations for them. What are the individual characteristics that would lead to effective vocational teaching? Research seems to indicate that teacher behavior is related to personal characteristics. The significance of the personality and of the individual quali­ ties of a teacher on effective teaching has been studied extensively by behavioral researchers. It would be naive to assume that such factors about a candidate would be irrelevant to vocational teaching. of the over-all objective of vocational education — in the occupation for which they were trained — Because to place students such features of a vocational teacher might not be as important as for teachers in a comprehensive curriculum, but human relations cannot be ignored despite the singly stated criterion, and certainly the area is researchable. 1 William P. Spence, "Recruiting Methods Industrial Arts Uses," Industrial Arts and Vocational Education, June, 1^67, p. 1*8. 28 In addition to occupational and educational requirements, certain personal characteristics are needed for successful teaching in various distributive education positions. Administrators, supervisors and teacher educators have been concerned about the identification and development of these traits.* However, the personal qualities of teachers as they correlate to effectiveness are of such an untenable nature that classification and study have been difficult. Witness to the difficulty are the many lists of personality qualifications, the various titles given to the sub­ functions of personality and the multitude of theories about effective behavior. Should physical characteristics be inportant to a staffing design? Are administrators and students influenced by unchangeable physical appearance? Even a superficial check list of teacher qualities manifests a concern for appearance. How often an administrator has selected one applicant over another because he was consciously or conditionally impressed by his greater attractiveness can only be estimated. Just as the hiring administrator may have been favorably impressed by appearance, so might students, it is doubtful however that attractiveness or unattractiveness would have any long-range effect on teacher c o m p e t e n c y . In a profile study of vocational teachers rated by supervisors and Warren Meyer and William Logan, Review and Synthesis of Research in Distributive Education (Columbus, Ohio! The Center for Vocational and Technical Education, The Ohio State University, August, 1?66), p. 72. 29 administrators most of those responsible for hiring indicated that they would readily hire a physically handicapped vocational teacher, but when asked if they ever hired a handicapped teacher, all answered that they had not•1 Few would admit that extreme body proportions (thinness, obesity), unusual facial contours or just plain ugliness would influence a hiring decision, but such qualities are usually non-modiflablej no amount of inservice training would improve them.^ Therefore, administrators, whether by subjective or objective procedures, might very conceivably weight physical characteristics more heavily than any survey could determine. Would some courses dictate sex differentiation? As stated previously, there are differences in the work experience and formal education backgrounds that have been traditionally related to industrial education teachers. The traditional difference of sex seems almost too obvious to state; a child-care teacher would be female, but an auto-body repair teacher would invariably be male. Sex would be significant to hiring only in those areas such as industrial education or home economics which have noimally been staffed by all male or all female teachers. That sex has bearing on teacher effectiveness is doubtful, but it would nonetheless take an administrator of some courage and a highly qualified applicant to place a female in an industrial 1 Melvin L. Barlow and Bruce Reinhart, Profiles of Trade and Tech­ nical Teachers: Comprehensive Report (Los Angeles: Division of Vocational Education, University of California, 1968), p. 103. 2 E. Wayne Courtney and Harold H. Halfin, Competencies of Vocational Teachers: A Factor Analysis of the Training Heeds of Teachers of Occupational Education, p. h3. 30 staff position. However in recent years greater concern has been evident to afford equal opportunities to women in all areas of work. Detroit Public Schools, for instance, has hired several women for Industrial Education teaching positions. Are changeable appearance factors significant in vocational staffing? There are other ramifications of appearance which have a more logical base. Dress, neatness and cleanliness might be significant to office, distributive, health and home economics teaching effectiveness, for the teacher is a model, and such areas of appearance are directly related to the students' training. William P. Spence argued that improved dress is needed for a more favorable image of industrial teachers. A better image, he maintained, would allow industrial educa­ tion to encourage more and better students to become industrial education teachers.1 Similar bases for implying significance of appearance to vocational agriculture can be used, particularly because those courses taught in schools like those in Oakland County are horticulture, floriculture and landscaping, which involve more public contact. How can an administrator appraise back­ ground data objectively? How reliable are pre-service recommendations? When an applicant is being considered by staffing personnel, it is comparatively easy to review his educational and work experience ^William P. Spence, "Recruiting Methods Industrial Arts Uses," Industrial Arts and Vocational Education, June, 1967, p. 1*9. 31 backgrounds if a selection design with job functions is available. The design, of course, assumes that decisions have already been made about the comparative value of each, i.e., the kinds of teacher training curricula desirable for a specific course's teacher, the predictive value of scholarship, intelligence and other college activities, the kinds of work experience more valuable than others, etc. But what amount of faith should the administrator place in pre-service recommenda­ tions? How is the hiring agent to know if work experience or teaching experience or even student teaching experience has been of sufficient quality to merit employment? If a teacher candidate has been an ineffective teacher for eight years, the likelihood that his ineffective­ ness will be perpetuated is great despite his change in environment. Of course applicants would come for a new position with recommen­ dations of some sort of rating from a supervisor, but such recommendations are almost always subjective and therefore probably contain criterion bias. The "halo effect" is one of the most noted biasing factors in supervisors' recommendations. Criterion distortion — weighting in combining criterion elements — improper is another.^ The over-all problem of evaluating teachers and measuring their effectiveness is synonymous to this one of accepting at face the high or low recommenda­ tion of a supervisor, for that is in essence what a supervisor has done — evaluated a teacher's effectiveness. Hubert E. Brogden and Erwin K. Taylor, "The Theory and Classifi­ cation of Criterion Bias," Educational and Psychological Measurement, X, (1950), p. l6l. 32 It might be said that recommendations are the only way adminis­ trators have of knowing the quality of an applicant's previous experience but how much significance can be attributed to them? (The advisability of requiring a sample lesson has been investigated* but that too is subject to predictive errors.) There is some doubt that even teacher-trainers can validly predict the future effectiveness of a teacher.1 How much stress should be placed on the job interview? The job interview may be more heavily stressed by some adminis­ trators than by others. Whatever the stress* the interview's validity for pre-determining teacher characteristics is important to the selection study. The job interview is researchable if it is conducted systematically* with similar questions being asked to all applicants and with the res­ ponses coded and appraised and classified in terms of defined factors and sub-factors. Can predictive instruments be used to assess factors leading to effective teaching? Many predictive instruments have been developed to predetermine vocational teaching effectiveness. Although it would appear that the use of predictive measurements would reasonably be assigned to the previous problem area -- how can an 1 Gerald Fuller* "The Relationship of Characteristics of Prospective Student Teachers and Student Teaching Effectiveness in Agriculture Educa­ tion*" unpublished Ed. D. thesis (Cornell University: Dissertation Abstracts 21*:2799, No. 7, 1961*). 33 administrator appraise personnel data — , it requires special attention because so much research effort and money and time have been expended toward formulating some sort of test to determine if a teacher or worker can in fact teach. Tests have been and are being formulated for each one of the disciplines, for the sub-functions required of the teacher in each of the disciplines, such as occupational competency for industrial education^*, and for commonalities of teaching characteristics in all of the vocational disciplines.2 Socio-psychological measurement tests such as the Edwards Personal Preference Schedule-^, the Just Suppose Inventory, the Quilford-Temperament Survey, Minnesota Counseling Inventory, Home-Economics Interest Survey** have been studied for their predictive value of effectiveness. How are predictive tests set up and are they valid? The procedures of establishing predictive measurements are essentially the same as will be used in this study — determine the 1 Adolf panitz, "Breakthrough in Occupational Competency Testing," American Vocational Journal, October, 1969* pp. ^ 9-51 . 2 Courtney and Half in, pp. 16-20. ^Rex Albert Nelson, "Personality Variables of College Students Who Signify Industrial Arts as a Major Field of Educational preparation," unpublished Ed. D. thesis (Greeley: Colorado State College, Disserta­ tion Abstracts 2^:300-301, No. 1, 196U). h Beverly Crabtree, "Predicting and Determining Effectiveness of Homemaking Teachers," unpublished Ph. D. thesis (Ames: Iowa State University, Dissertation Abstracts 26:6013, No. 10, 1966)• 3U measure of criteria of effectiveness, define how it is to be obtained, and classify those areas of qualifications which a person must have in order to effect the obtaining of the criteria. Those who set up pre­ dictive tests further breakdown the classifications of qualifications into sub-sets and into sub-functions and attempt to determine by res­ ponses to relevant questions or rankings or ratings how well a teacher will perform the overall process of teaching. One such researcher Medley stated: . . when you consider the nature of what you are trying to predict — teacher competence — it seems highly improbable that it can ever be measured with a paper and pencil test, or any other device which could conceivably be used on the scale necessary for teacher selection in large cities. There is considerable experimental data which confirms this pessimistic point of view. Most of the predictive validities obtained in studies done in the past have been below .30; very few have exceeded .UO. And the improvement in predictive efficiency obtained with such small correlations is practically negligible. If there were a reliable and valid predictive testoreven a series of tests, then certainly the staffing problem wouldbesolved, and educators could go to other things. Or even if there were a consensus on the validity of a test to predict the success of one sub­ function of the teaching process, the staffing problem would be mitigated somewhat. Original, provocative and profound as the research may be on predicting teaching competency, no general tests have been validated, 1 Donald M. Medley, "Some Notes on Validating Teacher Selection Procedures," in Teacher Selection procedures ed. by Harry B. Gilbert and Gerhard Lang (New York City Board of Education, 1967), p. 95• 35 but tests for sub-functions such as reported by Fanitz for occupational competency**- might have significance for selecting teachers for area vocational education centers such as those in Oakland County* Areas of significance were factored from the contemporary vocational staffing problems. The researched problem areas are summarized into a taxonomy. To expedite the study the over-all problem was classified into factored areas of significance as they pertained to staffing generally and to the case study approach. Those classifications were: 1. Work experience 2• Formal education 3. Teaching ability U* Personal characteristics $. Unmodifiable physical characteristics 6. Modifiable physical characteristics 7* Appraising personnel data (background data) 8. Unchangeable situations specific to Oakland 9. Oakland County's Vocational Education Centers The reporting of the study will adhere to these major classifica­ tions in the second part of the review of the literature, the description of the methodology, the analysis and presentation of data and in the conclusion. -*-Adolf Panitz, "Breakthrough in Occupational Competency Testing," American Vocational Journal, October, 1969, pp. 1*9-51. 36 On Methodology The case study approach has Intellectual respectability. Ascertaining, appraising and applying theoretical research to an existing situation is not a new process. In 1953 Steven M. Corey in Action Research to Improve School Practices added a dynamism to the educational case study by asserting that generalizability could be obtained on vertical terms within a given institution and would justify using sampling techniques within a single organizational structure. Traditional research uses horizontal terms by attempting to study several selected, similar organizations or procedures, but Corey stated "the differences in methodology between traditional research and action research (case-study) are minor. . . . Traditional research results in a more definite test of the stated hypothesis but precision is gained at the expense of the relevance of the findings."^ The dominant theme of Corey's argument that the case study is necessary for educational research is that "research quality must be viewed in relative terms." 2 Further justification for using the case study approach to determine what is being done and what should be done in employing teachers can be implied from an excerpt from a speech by Arthur F* Corey reported in Vocational Education: The Bridge Between Man And His Work: Steven M. Corey, Action Research to gnprove School Practices, (New York: Bureau of Publications, Teachers College, Columbia University, 1953), p. Ih3. 2 Ibid. 37 That there is a wide divergence between our employment ethic and our employment service is obvious. Although the experience is unpleasant, one must inevitably conclude that in the occurrence of revolutionary change in American education and economy, disturbing disparity between what we profess and practice will rapidly get worse in the years ahead.1 The case-study methodology is not the only technique employed for this study. Harp and Richer reporting for The Review of Educational Research suggested that case study is a base with which other research methods may be used to provide greater generalizability without sacri­ ficing the relevance which Corey mentioned as the advantage of casestudy. Harp and Richer stated: Investigators tend to use observational methods in case studies and to choose individuals as the unit of analysis when doing surveys. We suggest that survey techniques be used with the organization as the unit of analysis. The insight gained from direct observation, use of performance, analysis of school documents, plus various means of collecting phenomenal data, must be integrated with survey methods if comprehensive research on schools and social organizations is to follow.2 Harp and Richer, repeating the precaution advised by William J. Goode and Paul K. Hatt that "the researcher must be on guard lest his interest in preserving the unitar character of the social object being studied jeopardizes his ability to generalize his m a t e r i a l s , "3 ^-Arthur F. Corey reported in Vocational Education: The Bridge Between Man and His Work, general report o/ the Advisory Council on Voca­ tional Education, 1966 (Washington: U.S. Government Printing Office, 1968), p. 162. 2 John Harp and Stephen Richer, "Psychology of Education,11 Review of Educational Research: Methodology of Educational Research, Vol. 39. -----------------------Wo. 5 (196$), p. 682. ^William J. Goode and Paul K. Hatt, Methods of Social Research (New Yorks McGraw-Hill, 19^2), p. 130. V' 38 indicated that the case-study technique, when combined with observational techniques, is useful in the study of change. The case-study approach can distinguish between ideal and real normative patterns.^" Harp and Richer concluded with a suggestion for a method which approximates that used foi t/iis study of selection procedures for Oakland County Vocational Education Centers: Suffice it to say that what appears to be needed is not the elimination of case studies per se, as some have suggested, but a more effective utilization of case studies in conjunction with more sophisticated designs. One could wish for the completion of a series of case studies covering a range of educational organizations, all of which were classified a* priori on certain relevant structural characteristics, c On Selection Procedures Ryan's work was reviewed to provide the theoretic framework of this study. The theoretic base for this study has been derived in large part from the work of David G. Ryans, Characteristics of Teachers: Their Des­ cription, Comparison and Appraisal, a report of a research project of the American Council on Education and the Grant Foundation. Prior to the publication of the report (i960) Ityans wrote of the criterion problem for The Journal of Genetic Psychology.^ The Teacher Characteristics Study attempted to establish criteria for predicting the effectiveness of a future teacher. "In prediction research, it is the behavior the Harp and Richer, p. 681. 2Ibid., p. 682. ^David 0. Ryans, "Notes on the Criterion Problem in Research with Special Reference to the Study of Teacher Characteristics," The Journal of Genetic Psychology, 91 (1957)* 33-61. 39 researcher attempts to predict and against which the relevance and useful­ ness of his predictors may be judged."^ Noting that research in the area of teacher effectiveness has been inadequate due to difficulties in obtaining criterion measures, Ryans outlined the procedures whereby pre­ dictive measures might be established for selecting successful teachers* He suggested selecting criteria by three methods: the arm-chair approach, the rational approach and the empirical approach. is most desirable* The latter method After the selection of criteria has been made, the researcher must decide the criterion dimensions and the criterion measures* In order to determine the criterion dimensions one must decide "what the constituent behavioral elements are like and how they combine and are organized into meaningful patterns •" Sampling adequacy and sources of bias must be considered when arriving at a criterion for teacher effectiveness. Ryans further warned that the criterion com­ position must consider the assumed generalizability of the criterion, and it must deal with the magnitude of interrelationships of criterion dimensions because the dimensions may vary from teacher population to teacher population. The next step in solving the criterion problem according to Ryans is a process which culminates in a set of judgments. Often the researcher (after extensive review of what other researchers have uncovered) feels more secure in his selection of criterion dimensions if the decisions are based on judgments of other qualified persons in addition to himself (i.e., authorities in the area of criterion)•3 XIbld.. p. J3. 2Ibld.. p. 19. 3lbid., p. US. 1*0 Ryans stated that the problem of defining the criterion through the employment of a Jury consists of three steps: (a) selecting the authorities who will comprise the jury* (b) specifying the procedure to be employed by the judges, (c) assembling and analyzing the responses of the judges.1 Ryans suggested one of four means of selecting the jury of experts: (1) (2) (3) (li) The totaling of the known group of experts A random sajiple from the roster of a known group of authorities A purposive sample drawn from the totality of experts for reasons of convenience, a specified minimum attainment, or selected "most expert" by the total group A sample of specically trained individuals such as job analysts, trained o b s e r v e r s , 2 Ryans mentioned six methods of obtaining the designated conponents of the criterion from the jury of authorities: (1) (2) (3) (U) (f>) (6) free-response check-list responses job analysis critical incidents description time sampling psycho-physical methods ("designation of criterion components by judgment of the relative importance of each hypothesized component through employment by the members of the jury of such methods as ranking, equal appearing intervals, paired com­ parisons, etc.") 3 Following polling of the jury of authorities and collection of their responses the researcher is faced with the important tasks of analyzing and sythesizing the data. Occasionally this 1 Ibid., p. U3. 2 Ibid, ^Ibld., p. UU. Ul procedure may involve only the mechanical application of statistical methods, but more often content analysis is called for requiring comparison, Judgment, interpretation, and classification of the authorities' responses in the process of deriving the criterion description or model*1 The remainder of the article discussed the appropriate pro­ cedures for measuring the criteria for teacher effectiveness. The pro­ cedures approximated that of obtaining the criteria. All of the fore­ going is predicated on the feasibility of predicting teacher behavior, for once the criteria tests out to be valid, then instruments can be developed which will test a future teacher's potential for effective teaching• Ryans applied the process which he described above in the Teacher Characteristic Study. He stated that "it should be possible to observe characteristics of conpetent teachers and develop devices utilizing correlates to predict success. p The six-year study was a summation of 100 research projects surveying 6/000 teachers, 1700 schools, and [>50 systems.3 Ryans, utilizing a staff of 75» derived three criteria by the critical incident technique and from the review of the literature. The criteria were behavlorally described patterns of teacher behavior: (a) understanding, ^Ibid. 2 Ryans, Characteristics of Teachers: parison and Appraisal, p. 5. 3 Ibid., p. 8. Their Description, Com­ U2 friendly versus aloof, egocentric, restricted teacher behavior; (b) res­ ponsible, business-like, systematic versus evading, unplanned, slipshod teacher behavior; (c) stimulating, imaginative, surgent or enthusiastic versus dull, routine teacher behavior Researchers reviewed concluded on the value of predictive jests for effective teachers. Principals of the randomly selected schools in the study were asked to name their most effective and their least effective teachers and to answer questions about each of these teachers to measure the validity and reliability of the criteria* Ryans and his associates developed and distributed to the least effective and most effective teachers a questionnaire to determine the characteristics of the teachers* Extensive analyses and statistical treatments were applied to the responses in an attempt to derive implications for prediction* Although the study provided insights into teacher behavior and some correspondent characteristics of the tested population, Ryans' conclusion on the predictability of teacher behavior was* *nxere is accumulating evidence that predictions can be accomplished with better than chance results for specified criterion dimensions. On the other hand, the prediction of over all teacher behavior would seem problematical. Certainly it is possible only to the extent that some general agreement can be reached regarding the dimensions comprising such behavior (involving, of course, acceptance of a conmon set of educational values) and how they should be combined to form a composite; and such a criterion by its very complexity limits the likelihood of dis­ covering significant predictors. 2 1 Ibidi , 2 Ibid. , p . 377 p. 77. U3 Donald M. Medley, working with a project supported by the U. S* Office of Education to determine teacher selection methods for New York City, indicated more strongly that predictive instruments could not be developed. It seems more realistic not to assume that the future of any of the candidates has been (or should have been) decided at the time when the selection takes place, but only that the candidates will vary in the degree to which they have mastered that part of their preparation which can be obtained before they enter the system. The selection problem would then be seen as one of assessing past learning rather than one of predicting future performance.1 Other researchers have derived similar conclusions. Wannke (I960) reported that $0 leaders felt that objective requirements could never serve as the conqplete answer in selecting distributive education personnel. o Crabtree used the Just Suppose Inventory, Quilford-Ziimnerman Temperament Survey, Minnesota Counseling Inventory, Home Economics Interest Inventory to predict the effectiveness of homemaking teachers and found "little predictive value. Juergenson asked students, principals, supervisors and teacher educators to rate £0 experienced and 20 new vocational agriculture teachers whom he had tested for logical, mechanical and social reasoning ^Medley, p. 96. Sleyers and Logan, p. 72. ^Beverly Crabtree, "Predicting and Determining Effectiveness of Homemaking Teachers," unpublished Ph.D. thesis (Ames: Iowa State Univer­ sity, 1961*, Dissertation Abstracts 25*300-301; no. 1). 1*1* situations. No correlations between the test scores and rated teaching success were found Reams related grade point average to six academic variables and thirteen parental and personal variables on 75 cases to determine the prediction value of grade-point average for industrial arts teachers. "None of the factors studied were efficient in terms of forecasting effectiveness. It is unlikely that efficient predictors will be observed without the consideration of motivation and personality, which at present O are very difficult to assess."c Qrinstead studied the pattern of motivation for 282 business teacher graduates and undergraduates in l?6l. She correlated aptitude tests, grade point averages and ratings of the teachers by their supervisors to categories of security, work satisfaction, prestige and social motivation. She found no significant relationship between intelligence, scholastic achievement or sex and teaching success.3 -*-Elwood H. Juergenson, "The Relationship Between Success in Teaching Vocational Agriculture and Ability to Make Sound Judgments as Measured by Selected Instruments," unpublished Ph.D. thesis (The Pennsyl­ vania State University, 1958, Dissertation Abstracts 19*96$ No. 1). 2Jake W. Reams, "The Relationship of Selected Factors to the Scholarship of Industrial Arts Teacher Education Students at Ball State Teachers College," unpublished Ed.D. thesis (Bloomington, Indiana: Indiana University, 1963, Dissertation Abstracts 31**3222; No. 8). 3Edna Pierce Qrinstead, "The Study of the Relationship of Stated Motives of Students and Graduates of Iowa's State Teachers College for Selecting Business Education as the Major to Superior Intellectual Ability and Reported Success on the Job," (New forks New fork University, 1961, Dissertation Abstracts 23:5i*l*i No. 2). 1*5 Research has taken a different approach to study the teacher's performance. Other studies on the selection of teachers used a different method of Investigation and relate more significantly to this study. Working from a premise similar to that of Ryans, the studies sought to establish criteria in terms of what the teacher is to do. role was defined by various methods. is an example. The teacher's Samson's critical incidents study Harris, defining critical requirements for distributive and office education, established job classifications and studied effective and ineffective teacher behavior.^Courtney designed a research model for investigating job classifications and functions through the use of factor analysis. The purpose of his factor analysis was to determine commonalities for the programs of occupational education. o Courtney and Halfin applied Courtney's model in studying 1*0 teachers and principals. They classified 31 items of occupational teacher behavior into ll* vectors or groups.^ McComas studied teacher effectiveness in terms of the teachers' functions or roles by analyzing and describing teachers' and administrators' perceptions on the role for the teacher of vocational 1 E. Edward Harris, "Requirements for Office and Distributive Education Teacher-Coordinators," Monograph 15 (Cincinnati, Ohio: SouthWestern Publishing Company, March, l?o7). 2 E. Wayne Courtney, "A Conceptual Basis for Developing Common Curricula in Teacher Education Programs for Occupational Education," (Menomonie, Wisconsin: Stout State University, Graduate Studies in Education, III, No. 2, 1968). Courtney and Halfin, p. 12. he agriculture. Eight Ohio state supervisors determined criteria for effectiveness and three state supervisors supplied the sample of 15 effective teachers and 15 least effective teachers. role defining items for his interview schedules. McComas used 70 Using this approach, McComas found that teachers rated most effective and their administrators had greater agreement on role expectations in role performance than did teachers rated as least effective and their administrators. Teacher effectiveness was positively related to job satisfaction; job satisfaction was related to consensus on role definition among the teachers.^Sears studied the role of business education teachers by obtaining consensus criteria from li*9 administrators, 151* business teachers and 2U placement directors. Having developed items for tentative criteria from a jury of selected experts and from related literature, she sent the list of items, classified into six factors, to her survey population. After analysis and statistical treatment and suggestions from a second jury of experts, she conqpiled her findings into a check list for use in selecting business teacher candidates.^ The check list was divided into six sections, each of which included a number of items related to that section. Her factors for determining effectiveness of a candidate were: (1) ref­ erence letter factors, (2) interview factors, (3) professional preparation factors, (I4.) experience factors, (5 ) activity record factors, and (6 ) other ^James Douglas McComas, "The Role of the Teacher of Vocational Agriculture as Perceived by Selected Ohio Teachers and Their Administra­ tors," unpublished Ph.D. thesis (Columbus: The Ohio State University, 1969, Dissertation Abstracts No. 1). 2 Mildred Louise Sears, "Criteria for the Selection of Business Teachers in Secondary Schools." (Los Angeles: University of California, Thesis No. 19kS, August, 1959). U7 administrative appraisal factors.1 The procedures which Sears used follow­ ed that suggested by Ryans.2 Theory on teacher characteristics (criteria) and Job behavior can he shown by paradigms. Further theoretic justification for determining criteria based on job functions or role performance can be found in the work of Brogden and Taylor, Vfaks and Gage. Brogden and Taylor differentiated between criteria and predictors by stating: Criteria differ from predictors in that the former must be tested in terms of concept that we carefully avoid in the last. The criterion can be subjected to no wholly satisfactory empirical test of its adequacy. Criterion must consequently be logically justifiable as valid in its own right.3 Brogden and Taylor pointed out that job analysis criteria are not sufficient to determine overall on-the-job success, that personality varlates must be considered also. Otherwise criteria deficiency will existM Expanding the idea that behavioral aims must be linked to con­ ceptual aims, Waks stated that behavioralists make objections to any aim or goal which is not stated in behavioral terms, but he argued that what ^bid. , p . 220. p Imrans, "Notes on the Criterion Problem in Research with Special Reference to the Study of Teacher Characteristics," 33-61. ^Brogden and Taylor, p. 60. **Ibid.. p. 168. might seem to be grandiose or vague alms might have behavioral criteria for the process of achieving those aims.l Wake asserted that the proper answer to the effectiveness of teaching problems is that where possible to state exhaustive necessary efficient behavioral conditions for satisfaction of mental!stic goals, and not merely behavioral criteria with a normality qualification. Then, of course, satisfaction of the conditions would logically entail satisfaction of the aim.2 Such a procedure would imply both conceptual criteria and job functions under specifically defined organizational procedures. Gage illustrated a means of presenting the relationship between conceptual criteria and role performance or Job functions of the teacher. By using a graphic model it is possible to indicate the relationships and interrelationships of job functions and of criteria. Gagerepresented how p&radlgns (the graphic models) have been used by researchers on teach­ ing to provide directions for measurement of criteria^ As soon aB the idea of effectiveness enters the research, the question of criterion of effective­ ness is raised. The paradigm has then taken the following form: Identify or select a criterion (or a set of criteria) of teacher effectiveness. This criterion then becomes the dependent variable. The research task is then (1) to measure this criterion, (2) to measure potential correlates of this criterion, and (3) to determine the actual correlations between the criterion and its potential correlates. In short, variables in research on teaching conducted according to the "criterion-of-effectiveness" paradigm have typically been placed in two categories: criterion variables and potential c o r r e l a t e s ^■Leonard Joseph Waks, "Philosophy, Education and the Doomsday Threat," Review of Educational Research: Methodology of Educational Research, XXXIX. No. 5 (1969), p. 618. 2Ibid. 3aage, p. lli*. Ulbid. h9 The preceding studies have provided the direction for this study of staffing. It can be inferred that teaching effectiveness cannot be predicted by any one method. The teaching role is predicated upon a complex and varied structure and choosing an efficient staff for a specific organizational type must employ a variety of techniques and of theoretic criteria. The remainder of this chapter reviews works which pertain to the major areas of qualifications derived from the preliminary review of literature and which have direct application to developing the selection criteria used in obtaining an opinion consensus from the survey population of principals of shared-time area vocational centers. On Work Experience Research reviewed pointed to a strong work experience, necessitated by the nature of vocational teaching. Perhaps one of the strongest appeals in the literature reviewed for a strong work experience background was made by Prosser and Quigley in Vocational Education in a Democracy. They stressed work experience by describing three plans for teacher training (Plan A - the teachertrainer institution gives both content and technique; Plan B - the institution takes teachers and teaches them what to teach; Plan C - the educational system takes those people who know content and provides short periods of teacher training) and by stressing Plan C as the most desirable plan.^ "We do believe that from the standpoint of securing an efficient instructor, the essential thing is thorough mastery of the occupation to be taught, after that the more education acquired the better."^ Prosser & Quigley, p. 1481. 2Ibid., p. I4 8 7 . They 50 advocated a short period course In pedagogy of 60 to 100 hours and argued that In most four year college programs the student will have only about 350 hours of professional training including practice teaching* "Of this a great deal of it is informational rather than of practical value."^ Prosser and Quigley wrote before the Vocational Education Act of 1963 and therefore dealt with trade and industrial, agriculture and homemaking areas. The authors pointed out that most agriculture teachers are trained by plan A, "and more often than not are inadequately trained."^ They supported the need for more work experience, particularly in the area in which the teacher is to work, for agricultural teachers: It is necessary that agriculture teachers be able to determine local ccmmunity needs and be able to establish a curriculum which will give adequate training to meet local needs Prosser and Quigley made similar objections to college trained homemaking teachers. "Their (homemaking teachers) occupational equipment as well as the professional equipment is of doubtful adequacy."^ The Advisory Council on Vocational Education, I960, supported the statements on the training of agricultural teachers but indicated changes in college curricula are taking place. ^Tbid., p. U92. 2Ibid., p. 501. 3Ibid. ^Ibid., p. 510. 51 Much change has taken place In recent years and the undergraduate curriculums for prospective vocational agriculture instructors are in order. Instructors must be knowledgeable about off-farm agriculture In addition to fanning because they will be facing the student with local off-farm agricultural businesses and industries for enployment experience.! The council reported a Detroit profile of trade and industrial teachers which showed that supervisors rated knowledge of work as ttie most significant qualification for teachers.2 Stern, writing for Industrial Arts and Vocational Training, made a well-supported suggestion similar to that of plan C of Prosser and Quigley. If a teaching candidate had four or five years of work experience outside high school, a two year teacher-training program could be set up for him by the colleges.! Ellis studied liO beginning business teachers using work experience as a criterion. Twenty-three supervisors rated the teachers with one year or more of work experience higher, but the ratings of 897 pupils showed no difference. They rated teachers with one year or more of work ex­ perience no higher than those with less. The teachers themselves, however, felt that work experience had a positive effect.^ 1 U.S., Department of Health, Education and Welfare, Office of Education, Vocational Education: The Bridge Between Man and His Work, general report of the Advisory Council on vocational Education, 19bd (Washington: U.S. Government Printing Office, 1968), p. 81*. 2 Ibid.. p. 92. ^Benjamin J. Stern, "Trade Teachers: Recruitment and Training," Industrial Arts and Vocational Education, June, 1967, p. U 4. Stfilliam G* Ellis, "The Relationship of Related Work Experience to the Teaching Success of Beginning Business Teachers," (Ed.D. thesis, Penn­ sylvania State University, 1968), reported in National Business Education Quarterly, XXXVIII, No. 1, (1969), p. 12. 52 Although Courtney and Halfin did not draw the implication, it appears that two of the 31 items which loaded as commonly significant for five vocational disciplines (vocational agriculture, home economics, trade and industry, distribution and business education) could be directly related to work experience background: (1) relate technological advances to laboratory instruction; (2) conduct periodic up-dating of the course of study in accord with recent occupational trends.^ Status and consensus studies reviewed reported work experience characteristics. In Sears1 survey of the administrators of business teachers in California, she found that 23.8 per cent indicated that they prefer busi­ ness teacher candidates who had had six to twelve months business experience; however the minimum special secondary credential in business O for California is six months of business experience. In her survey of business teachers she found that the type of business experience held by the business teachers was generally low level of attainment in business such as typist, general-clerical, etc.^ In California, Schill studied the career patterns of 991 men from five selected occupational areas: (1) electronic trades, (2) engine mechanic trades, (3) woodworking trades, (li) metal machining trades, and (9) printing trades, who later entered the teaching field. 1 Courtney and Halfin, p. 12. 2 Sears, p. 123. 3Ibid., p. 126. He followed 53 the teaching careers of l6l of the men in the first part of his study to attempt to establish some predictive value of the career patterns in the work experience background. He used ll+ criteria for his study prior to the men’s teaching and 9 criteria to study their teaching careers. used upward and downward mobility as a measure of patterning. findings has implications for this section on work experience. He One of his None of the men experienced downward mobility after they had entered the teaching field.1 In Maryland, Minton did a status study of 119 vocational and technical teachers and 76 comprehensive high school teachers in which he attested to determine significant differences between the two groups according to three basic approaches: (1) the trades approach (he selected 10 different trades), (2) a demographic approach of high and low population areas, and (3) a school category approach of vocational-technical high schools and comprehensive high schools. He found a significant difference in the amount of time teachers in vocational-technical schools spent in a specific trade directly related to the trade being taught. The average was 1$ years and U months for vocational-technical schools and an average of 12 years and 9 months for comprehensive high sc h o o l s . ^ John Willis Schill, Career Patterns of Technical and Vocational Educators, (Danville, IllinoiTi The Interstate Printers Publishers, Inc., T O — 2 Gene Dwaine Minton, "A Study of Selected Characteristics of Trade and Industrial Teachers in the State of Maryland," Ed.D. thesis, University of Maryland, 1968 (Ann Arbor; Michigan, University Microfilms Inc.), p. 16$. $k On Formal Education Some writers and researchers reviewed concluded that more i’ormal educationis desirable than is traditional for vocational teachers In the first part of this chapter the contradictions apparent in the research on vocational education between the amount of work experience and the amount of formal education that an effective teacher should have were discussed. Most of the literature dealt with both factors in a candidate's background, and most of the literature, other than Prosser and Quigley, assumed that a teacher's knowledge of methodo­ logy is obtained through his formal education. McLeroy reported a study of 202 teachers of business education from id schools who were rated by their department chairmen and found that those rated highest possessed Master's Degrees or were engaged in graduate work activity.^Rutherford studied the professional needs of beginning industrial arts teachers in California by surveying both the teachers and their administrators. The most important areas in which beginning teachers needed preparation were; (1) mathematics, (2) practice teaching, (3) physical sciences, (I*) communication skills, (£) psychology and personnel relations, and (6) art and design. He concluded that physics and more mathematics should be required in the preparation program. He 1 Thomas McLeroy, "An Analysis of Teaching Beliefs on an Evaluation of Teacher Effectiveness of Typewriting and Shorthand Teachers as Viewed by Department Chairmen in Selected Schools in the Chicago Suburban Area," reported in National Business Education Quarterly, XXXVIII, No. 1. (1969), p. 3” 55 indicated that there is a need Tor five years of preparation for the credentials and that there should be investigation to determine its feasibility in values. The Barlow-Reinhart study entitled Profiles of Trade and Technical Teachers, 1966 to 1967 in California indicated that in recent years there is a tendency for more formal education. o Status studies reviewed shoved the impllcaiions of formal education. Schi11 found a relationship between upward mobility and educa­ tional achievement in his study of tradesmen after they had entered teaching* However the credential structure of California may explain the mobility. He found that the educational orientation patterns after entry into teaching were highly related to teaching career patterns and to the educational orientation patterns before teaching. Schi11 made the implication of this finding significant to staffing: This relationship was significant and directional and is considered to be important in the light of current emphasis upon teacher education and the upgrading of educational standards. This relation­ ship seems to provide a basis for selecting appli­ cants for Technical and Vocational Education who will through time become academically acceptable and able to teach in areas other than those covered by their vocational credentials.^ ^William Edgar Rutherford, "Personnel Relations: A Study of the Selection, Placement and Guidance of Beginning Industrial Arts Teachers in California Secondary Schools," unpublished Ed. D. thesis (Bradley University, 1962, Dissertation Abstracts 23:3791» No. 1). 2 Vocational Education: pp. 89-9i. 3Sc hill, p. 77 The Bridge Between Man and His Work, 56 Courtney and HalfIn listed 11 job functions which would seem to be related directly to knowledge obtained, if not solely than most efficiently through formal education* The functions, as stated, largely imply a theoretic development, and they were found to be common role per­ formances for the five disciplines studied* 1* Understand the role of the school in providing vocational preparation for the student. 2. Utilize your background in general or liberal studies to advantage while participating in community activities. 3. Interpret the results of vocational interest inventories. ii* Understand the goals of vocational education* 5* Understand the goals of general education. 6. Understand the role of the school in providing vocational preparation for the student. 7* Use formalized criteria in the selection of textbooks. 8. Aid in the development of the total school program. 9* Locate available standardized tests. 10* Develop objective tests to measure achievement. 11. Understand the history of vocational education.^ Sears reported that 130 administrators were asked to state pre­ ferences on formal education by a rank order from (1) teachers with Bachelor Degrees with special secondary credentials in business, Courtney and Halfin, pp. 12-31. 57 (2) teachers with Bachelor Degrees with general secondary credentials, (3) Masters Degrees, (U) Master's Degree + l£, and (£) Ph.D. or Ed. D. The majority of them preferred the two lowest educational attainments.^ The report of the administrators might indicate that although degrees are an important qualification to be considered, they are not of primary importance in the selection of a candidate for a business teaching position. The degree held by a candidate becomes relevant to other qualifications.2 Her findings further showed that slightly more than one-half of the administrators preferred candidates who had received their business teacher education in California institutions, assuming the availability of equally qualified candidates.3 More than one-third of the administrators indicated that they had no preference for the business subject areas in placing candidates for business teaching positions in their districts. Of those who did express a preference, the largest number indicated the skill fields of office or secretarial subjects, record keeping or bookkeeping subjects, or clerical training.^ In Minton's comparative status study, he found that $0 per cent of the trade and technical teachers in the vocational-technical high schools had no semester hours, while the comprehensive high school teachers recorded U8 per cent in the same category.^ 1-Sears, p. 100. 2Ibid.. p. ioi. 3lbid., p. ill. % bid. ^Minton, p. 181. Eighteen per cent 58 of the teachers in vocational-technical high schools had at least 120 hours of college credit, and 27 per cent of the comprehensive high school teachers had at least 120 hours.1 Ninety-six of the teachers in vocational- technical high schools had no graduate hours, while 8j> per cent of the comprehensive high school teachers had no graduate hours,^ fje found that health services had the highest average number of undergraduate hours — 61 semester hours, and that there was a difference of 1*2 per cent in the number of teachers holding a bachelor of science degree in health services.3 On Teaching Ability Opinions of experts reviewed suggested a need for new approaches in training vocational ieachers. As stated previously, most researchers reviewed assumed that teaching ability could best be assimilated through a college experience. Although some researchers have Indicated failure on the part of teachertraining institutions to prepare properly occupational teachers, their research is based on the premise that the college should adequately train occupational teachers, Prosser and Quigley in discussing the feasi­ bility of their Plan B - giving a teacher the subject matter for voca­ tional instruction - made this implication as well as indicated the need for teacher-training to take place for a specific occupational field thus stressing the importance of subject matter knowledge. 3-1bid. 2Ibid. , p. 166. ^bid. , p. 197. 59 Efficient vocational education must be based on habit psychology. Methods and teaching devices aimed at doing ability, rather than at the im­ parting of information, at drill and at abstract subject matter, are distinctly different. Organi­ zation and working conditions are equally so. It would therefore appear probable that, if this plan were to be tried out to any extent, prospective vocational instructors would be found to need about as much training in teaching techniques as if they had no teaching experience at all.^ Resh in writing for the Education Digest deplored the common practice of hiring tradesmen to teach trade and industrial and stressed p the in^iortance of pedagogy for that vocational area as well as for others.* Draper, outlining a program for teacher excellence for business education teachers, compared business education to trade and industrial areas and stated that the two areas were becoming more parallel in merging to workexperience requirements and broader education. Like Prosser and Quigley, she stated that vocational teachers should be able to apply the psychology of skill development and that subject-matter comptency and methodology were important to effective vocational teaching.*^ Reports of research reviewed agreed that teaching ability must be related to other i*actors for effectiveness. Nuccio, on the other hand, found that those factors which gener­ ally shape professional opinions and which are relevant to teaching ^Prosser and Quigley, p. 1*81. O Mary S. Resh, "Teaching in Vocational Education Areas," Education Digest (October, 1965), pp. 28-31. ^Dorothy Draper, "A Program for Teacher Excellence," American Vocational Journal, February, 1967, pp. 2l*-26. 60 ability, of no significant difference. She asked 31 leaders in business education to select 15 major educational issues. She asked business teachers to rank the issues and compared their rankings to such factors as position, degrees, time lapse since formal education, size and location of school, subscriptions to periodicals, years of teaching experience, membership attendance and duties in professional organizations. Ninety per cent of her survey population agreed on four issues, but the back­ ground factors caused no significant differences in the ranking of the issues.1 Nichols, using the premise antithetical to that used by Courtney, researched the differences for the various trade and industrial teachers' tasks. He asked Ul2 vocational teachers in Ohio to rate 98 tasks. If 60 per cent of his population performed a task daily, it made it signi­ ficant to his study. He found that 25 of the tasks determined signifi­ cant were not included in teacher-education programs.^ However, the tasks were often those which involve both teaching ability and the personal characteristics of a teacher such as human relations, develop­ ment of student attitudes and personal adjustment. Ityuns found that teachers with 10 years or more of teaching experience were more traditional in their edicational viewpoints, which ^Carmella Elizabeth Nucclo, "Opinions of Business Teachers on Major Issues in Their Field and Significance of Selected Background Factors in Shaping Beliefs," unpublished Ph.D. dissertation (The Ohio State University, 1965, Dissertation Abstracts 26:895; No. 2). 2 Charles Wesley Nichols, "An Analysis of the Tasks of Selected Ohio Vocational Trade and Industrial Education Instructors," unpublished Ed.D. thesis (University of Cincinnati, 1961*j Dissertation Abstracts 26:895; No. 2). ---------------------- 61 tends to disagree with the study done by Nuccio. He found "traditional" to be slightly positively correlated to "business-like, systematic class­ room behavior."1 In relating his characteristics to teaching experience, Pfcrans found no significant difference except under stimulating, imaginative classroom behavior, those of little experience and those of much experience scoring lower than those of intermediate experience. For friendly, under­ standing behavior in each sample, the group which was most unlike the others was that made up of teachers with 20 years or more of experience) their scores being lower.^ In Hyans'validating study of principals who ranged their highest teachers in certain qualities and poor teachers in certain qualities for mathematics and science teachers, 6l per cent of those nominated as superior were said to have an ability to teach subject matter as their outstanding characteristic. Whereas 36 per cent of the principals named lack of system organization and responsibility to teachers' poorest characteristics. *1 Fty-ans also reported that respondents in the survey sample who reported membership in some professional teaching organization had higher average scores on each dimension of the schedule than did teachers who reported no professional affiliation.^ 1Ityans, p. 1$2. 2Ibid. . p. 293. ^Ibid. , p. 26$. ^Ibid., p. 30$. 62 Of those items of Courtney and Half in's commonality of role performances, 10 of them seem to relate directly to the teaching ability category for this study: 1. Relate technological advances to laboratory instruction. 2. Select appropriate visual materials for instructional purposes. 3. Maintain discipline in the shop or laboratory. 1*. Motivate the student in the classroom. *>. Interpret statements of ethics as set forth by your professional organization. 6. Use questions during classroom presentations to aid student learning. 7. Use questions during laboratory demonstrations to aid student learning. 8. Provide appropriate practice for classroom learning experience, 9. Use sociograms. 10. Make a shop or laboratory demonstration mean­ ingful to the individual student.1 Minton found in his status study for Maryland that the teachers in the vocational technical high schools had the greater amount of experience in teaching trade and industrial subjects. He found that drafting teachers had a difference of four years and three months in the amount of public school teaching prior to the application date of their employment at the time of his study.^ 1Courtney and Halfin, pp. 12-31. 2Minton, p. 197. 63 Sears reported that administrators regarded a business teaching candidate's philosophy of education1 and the candidate's knowledge of methods of principles of education as highly important.2 Prosser and Quigley summarized the activities which a vocational teacher must perform to be efficient. Hiey listed 20 "efficiency devices," some of which overlap those presented earlier, all of which relate, however, to teaching ability. 1. Selected groups of instruction 2. Efficient methods of selecting groups 3. Functioning subject matter h. Exclusion of non-functioning subject matter 5. Occupationally trained instructors 6. Individual instruction 7. Labor-saving devices in training 0. Use of performance tests 9. The use of efficient teaching technique 10. Timeliness of instruction 11. Individual progression of promotion 12. Good personnel management of learners 13. Recognition of biological stages of learners 1U. Training an real jobs 15- Effective instructional order 16. Recognition of group characteristics in learners 17. Training in the occupational environment 18. Adequate repetitive training ^Sears, p. 160. 2Ibid, p. 171. 6k 19. Observance of occupational standards 20. Utilization of best ways for giving manipulative skill, technical knowledge, job intelligence, and auxiliary information.^ On Personal Characteristics Attitude seemed inseparably associated with teaoher personality in report^^rev^ewed. Much of the research on vocational teachers dealt in part at least with the personal factors of the teachers. recent years have motivated the research. Changes in education in A greater stress on indivi­ duation of instruction, on developing student attitudes, on motivation and on problem-solving capabilities has extended the parameters for the teaching functions. Mager used the conceptual base that students' attitudes are shaped and developed by the teacher, particularly the attitudes toward subject-matter. He used analogy after analogy to support his theory of teacher modeling. his subject.^ The teacher, above all else, must be enthused about He illustrated a questionnaire to determine a student's and teacher's approach-tendency towalrd subjects.^ Jones, in trying to determine hew background factors of business teachers related toward attitudes toward subject matter, interviewed 60 Florida business teachers. He broke down his data to preference for skill and/or basic business subjects and found that teachers with "no prefer­ ence" had little confidence in teaching. He also reported that teachers 1Prosser and Quigley, p. 360. 2 Robert F. Mager, Developing Attitude Toward Learning, (Palo Alto, California: Fearon Publishers, l96d). hbld., p. 73. 65 engaged in stenographic-clerical type of work experience had a more favorable attitude toward skill subjects Puller researched that personal characteristics of prospective student teachers in agricultural education and rated their effectiveness by critical behavior as fair, kindly, alert, attractive, responsible, steady and poised. Ineffective behavior was evading, dull, sterotyped, uncertain, disorganized, inflexible and narrow. The characteristics he found most frequently associated with behavior patterns of highly effective student teachers were interest in society and self, attitude toward people, attitude toward pupils and three unnamed personality factors.2 In investigating selection procedures for industrial arts teachers and their relationships to rated teaching success, Scherer found that 50 per cent of the school systems would not consider further a candidate if he were not qualified on (1) recommendations from a teacher education institution, (2) recommendations from a former school official, (3) personality, (U) health, and (5) professional attitude*^ 1 Raymond Lawrence Jones, "Relationships Between Certain Background Factors of Selected Business Teachers and Attitudes Toward Teaching Basic Business Subjects," unpublished Ed.D. thesis (University of Florida, i960, Dissertation Abstracts 21:213; No. 9)* 2 Gerald Fuller, "The Relationship of Characteristics of pros­ pective Student Teachers and Student Teaching Effectiveness in Agricul­ ture Education," unpublished Ed.D. thesis (Cornell university, I96I4, Dissertation Abstracts 21*:27799; No. 7)# ^Harlan Leonard Scherer, "Procedures and Factors Involved in the Selection of Industrial Arts Teachers and Their Relationship to Rated Teaching Success," unpublished Ed.D. thesis (university of Missouri, I960, Dissertation Abstracts 21:2565; No. 9)* 66 Attitudes might be manifested through role performance— two theories. Although attitude appears to be a highly valuable characteristic for teachers, researchers do not appear to agree upon its operational nature. The following two reviews do not relate to the personal charac­ teristic of attitude for teachers, but they do have strong implications for teachers as they perform their job if teaching itself is viewed as a vocation. The first is a summation of Herzberg's theory by Bwen. If one thinks of the teacher as employee and of the school as employer, the relationship to teaching attitude can be established. The factors of interesting work recognition, achievement, responsibility, and advancement stand out strongly as the major factors involved in producing high job attitudes. Their role in producing poor job attitudes is by contrast extremely small. Contrariwise, company policy and adminis­ tration, supervision (both technical and inter-personal relationships), and working conditions represent the major job dissatisfiers with little potency to affect job atti­ tudes positively.1 If attitudes can be affected positively, but not negatively, or negatively, but not positively by situational factors, then attitudes must be a manifestation of more deeply rooted personal characteristics. Explanations for these underlying characteristics can be found in the following two theories of Super. The process of vocational development is essentially that of developing and implementing a self-concept. There is a compromise process in which the self-concept Robert B. Ewen, "Some Determinants of Job Satisfactiont A Study of the Generality of Herzberg's Theory," in Vocational Education: Readings in Theory and Research, ed. by Donald G. 2y“bowski (Chicago: iToit, Rinehart and Winston, Inc., 1968), p. 1*20. 67 is a product of the inter-action of inherited aptitudes and opportunities to play various roles in evaluations of the extent to which the results of role planning meet with the approval of superiors and fellows,1 Work satisfaction and life satisfaction depend upon the extent to which the individual finds adequate outlets for his abilities, interests, personality traits and values. They depend upon his establish­ ment in the type of work situation and a way of life in which he can play the kind of role which his growth and exploratory experiences have led him to consider congenial and appropriate.2 McComasf study on the role of the vocational agriculture teacher related the previous two theories to vocational education and supported them. He found that the teachers rated most effective and their adminis­ trators had greater agreement on role expectations in role performances than did teachers rated as least effective and their administrators. Teacher effectiveness was positively related to job satisfaction; job satisfaction was related to consensus on role definition among the teachers. Further validating Hager as well as Super and Herzberg, he found that the most effective teachers and their administrators indicated higher appraisals for 11 program areas than did least effective teachers and their administrators.^ Donald E. Super, "A Development Concept of Vocational Behavior,11 in Vocational Behavior; Readings in Theory and Research, ed. by Donald 0. Zytowski (Chicago: dolt, Rinehart and Winston, Inc., 1968), p. 128. 2Ibid. ^McComas, p. 2 68 Other reviewed factors of personality were viewed In behavioral and developmental terms. Ryans, considering personal characteristics as a major cause of teacher behavior, based his extensive study on the assumption that "teacher behavior is a function of situational factors and characteristics of the individual teacher,'1"*- and one of his apostulates was that teacher behavior is a function of the personal characteristics of the Individual teacher. His general conclusion was: Superior intellectual abilities, above average school achievement, good emotional adjustment, attitudes favorable to pupils, enjoyment of pupil relationships, generosity in the appraisal of the behavior and motives of other persons, strong interest in reading and literary matters, interest in music and painting, participation in social and community affairs, early experiences in caring for children and teaching, history of teaching in family, family supportive of teaching as a vocation and strong social service interest appear to apply very generally to teachers Judged by various kinds of sets of criteria to be outstanding.2 Another minor finding of Ityans, but one significant to this study, was that sympathetic, understanding teacher classroom behavior and stimulating teacher behavior had low, but positive correlations with verbal intelligence scores. Business like, systematic classroom behavior was slightly positively related to verbal intelligence.^ Perhaps one of the most quoted works on personal characteristics is the Taxonomy of Educational Objectives: 1 Ryans, p. 17. 2Ibid., p. 366. 3Ibid.t p. 157. Affective Domain by Krathwohl, 69 Bloom and Masia. They have classified in behavioral terms the emotional and attitudinal growth of the individual. Pertinent to this study is that class assigned to the most complete and acceptable affective behavior — characterization by a value or value complex. They defined this affective response as: The individual acts consistently in accordance with the values he has internalized at this level, and our concern is to indicate two things: (a) the generalization of this control to so much of the individuals' behavior that he is described and characterized as a person by these pervasive controlling tendencies, and (b) the integration of these beliefs, ideas, and attitudes into a total philosophy or world view.l Sears reported that administrators ranked as highly important those factors included in the personal interview which are directed toward an appraisal of the candidate's appearance and personality, his professional attitude, plans and interests and his basic philosophy of education.2 On Uhmodifiable Physical Characteristics Sedgwick's work was the theoretic source for the use of the terms modifiable and unmodifiable. This classification and the next one, Modifiable Physical Charac­ teristics, deal with those dimensions of a teacher candidate which can be readily determined by records or observations. 1 Krathwohl, Bloom and Masia, p. 181|. 2 Sears, p. 160. The terms modifiable 70 and unmodifiable are those adapted from a study by Sedgwick to guide curriculum development for the American Industry Project. Working for a classified system to establish a teacher model, he classified teacher characteristics into modifiable characteristics supported by opinion, modifiable characteristics supported by data, not modifiable characteristics supported by opinion and not modifiable characteristics supported by data. 3He investigated the characteristics of teachers through the use of various Instrument measures and classified them according to whether or not the dimension of the characteristic could be changed under the control of a teacher from the university or of an immediate supervisor. "Not modifiable implied those teacher dimensions which may not be predictably affected by the direct actions of a supervisor under typical conditions. Although Sedgwick applied the terms to teacher characteristics generally, it did not seem feasible to do so for this study because the efficient opportunity to alter such dimensions as knowledge of subject matter would not exist for those hiring teachers after they had been trained. This study will use the terms only in relation to physical characteristics. Sedgwick classified two teacher dimensions into the non-modifiable characteristics supported by consensus: ^■Larry K. Sedgwick, Teacher Model, (Menomonle, Wisconsin: Stout State University, American Industry Project, U.S.O.E. Contract No. OE-5-85-060, August, 1969), p. 33. 2Ibid.t p. 35 71 (1) Acceptable Physical Appearance Students often react strongly to the appearance of a teacher. It can be an asset or a liability. Does the teacher have characteristics that are likely to be drawbacks to his acceptancet too thin, too fat, unusual facial contours, large hands or feet? (2) Acceptable Societal Model This dimension implies that a teacher must be a good example, a model for his pupils. This responsibility makes a teacher continually conscious of the impact of his behavior on his students.1 Four researchers reviewed studied the characteristics of' age, sex and marital status. Minton, in his status study of trade and industrial teachers, of ten subject areas in Maryland, found that the building trades teachers had an average difference of ten years older than those in the other p trades. He also found that the electricity, electronic trades had a difference of 18 per cent in the number of teachers from the military service.3 In Sear's qualifying factors for assessment for business teacher candidates study, she reported that 1*1*.6 per cent of the administrators stated that the minimum age required for a candidate was 21; 81*.6 per cent had no reply on the maximum age and on sex, 93-0 per cent indicated no preference J-Ibid.. p. 1*3. ^Minton, p. 197. ^Ibid. ^Sears, p. 115. 72 ftyans, however, found some differences In the teaching character­ istics of his population when he treated his data according to age and sex. Teachers under 30 years of age appeared to be more liberal in their edu­ cational beliefs while teachers over 1*5 years of age appeared to be the most traditional (sympathetic, understanding behavior correlated slightly positively with permissive, child - centered liberal educational view­ points and business-like, systematic behavior slightly positively associ­ ated with traditional viewpoints ) .1 There appeared to be a slight trend for older teachers to receive higher verbal intelligence scores. Those teachers under 30 scored significantly lower than those over 30£ When the emotional adjustments relationships were related to age, Ffcrans reported that in general older teachers appeared to be slightly less emotionally stable than the younger ones. A low positive relationship existed between emotional stability and sympathetic, understanding classroom behavior On stimulating, imaginative classroom behavior statistically significant differences were found in each sample with the older teachers showing notably lower scores. But on favorable opinions of pupils and favorable opinions of democratic pupil practices, the survey sample showed no significant differences between age groups. ^Ityans, pp. 151-152. 2Ibld., pp. 155-158. 3Ibidi, p. 157. ^Ibid., p. 290. "There seems to be ample support for the common sense observation that older teachers are likely to be less active and vigorous, but more reflective and dependent upon their own resources, than are younger teachers."1 Imrans found scone differences between male and female teachers. Women teachers obtained higher verbal intelligence scores than did men, 2* but male teachers scored higher on emotional adjustment items than did female teachers.3 On marital status Ryans reported highly significantfemale were obtained with differencesfavorable to ratios the singleteacherrelative to responsible, business like behavior, favorable attitude toward demo­ cratic classroom practices, permissive educational viewpoints, and verbal understanding. But married teachers obtained superior scores relative to emotional stability.^ Schlll, working an the premise that marriage is a signal for mobility or stability, found no relationships between marital status and the five occupational trades which he investigated.£ He found a positive correlation between age at the time of entry into technical and vocational education and the total number of months in the traded 1Ibidi, p. 2932Ibid., p. 1$$-158. % b i d ., p. 157. ^Ibid., p. 301. ^Schill, p. 356Ibid., p. 38. 7k On Modifiable Physical Characteristics Modifiable physical characteristics were theorized fay some researchers reviewed to be relevant to teaching effectiveness. Sedgwick classified tinder modifiable characteristics supported by opinion: Has Acceptable Appearance This statement refers to such things as one's clothes and hair style which should be neat and fairly conservative.1 But such a referral to appearance did not appear in his list of dimensions of modifiable characteristics supported by data. Sears reported that administrators ranked as highly important the factor of appearance as determined through the personal interview.2 Spence writing in Industrial Arts and Vocational Education on recruit­ ment for better qualified teachers suggested that wider sources be inves­ tigated by encouraging Negroes and women to enter the teaching field. stated that better qualified teachers might be encouraged to enter the field if the trade and industry image could be inproved through such means as more fashionable dress and grooming and a generally mare attractive role .3 ^Sedgwick, p. 38. 2 Sears, p. 160. ^William P. Spence, "Recruiting Methods Industrial Arts Uses," Industrial Arts and Vocational Education, June, 1967, p. k9» He 75 On Background Qualifications Research and opinion reviewed cast doubts on the reliability of academic records to forecast teaching effecilveness. This area, used in part as a validation for the other classifi­ cations of qualifications, is the heart of the teacher selection problem. It is reasonably easy to indicate that a teacher candidate should have certain potentials for future classroom behavior, but it is more diffi­ cult to determine whether or not that candidate has the potential for such behavior. There are certain traditional assumptions that seem reasonable, but research has not borne them up. For instance, if a teacher had a successful student teaching experience, it would appear logical to assume his successful teaching. However, Brogden and Taylor, by citing a study conducted by the A m y , stated: Little if any research has been reported demonstrating a positive relationship between training success and later success on-the-job. The low correlation of the academic achievement of West Point Cadets with later success as A m y officers argues strongly that training success cannot be assumed to have the appreciable relationship to success on-the-jobA Relating the above quote to teacher training is a study done by Foss on teachers rated by half-day observations as superior, satisfactory and less satisfactory. He prepared case reports through interviews with the teachers, principals and superintendents. His conclusions were: (1) that administrators should take better care in noting areas ^-Brogden and Taylor, p. 177. 76 in which candidates are well prepared; (2) college ratings are generally so high that they are worthless; and (3) "It would not have been possible to predict teaching success on the basis of recorded campus data."l Callan did a catalog study of 39 industrial arts curriculums in 37 colleges and related his findings through a field study of practices of industrial arts teachers. He found the average requirement for student teaching was seven and one-half semester hours, and that the teachers felt it was faulty. He found a wide variation in require­ ments and generally concluded the courses to be too narrow in scope. He found that two-thirds of the colleges required a minor, but only one out of twenty-five of the practicing teachers used his minor. He reported evidences of low standards for entrance, and he reported a grade point ratio of 2.0.^ I^yans reported very little significance between practice teaching scores and the scores on various characteristics. "Interestingly those who had been deferred once in student teaching scored fairly respectively on most of the characteristics and even obtained a means score higher than Tlaurlce F. Foss, "Implications for Industrial Arts Teachers Education from Case Studies of Selected Teachers," unpublished Ed.D. thesis (University of Cincinnati Teachers College, 19?8, Dissertation Abstracts 19:2288; No. 9). 2 Louis John Callan, "Industrial Arts Teacher Education Programs: A Comparative Analysis and Evaluation of Selected Teachers and Colleges," unpublished Ph.D. thesis (The Ohio State University, 1952, Dissertation Abstracts 17:2515;; No. 11). ------------ 77 those of tho other groups with respect to verbal understanding sug­ gesting perhaps that other variables may influence professors and supervisors responsible for assigning practice teaching marks."! In relation to academic success in general those people who reported themselves as being outstanding students scored higher on all of the tests, except on favorable attitude toward administrative and other school personnel.2 I^ans found very little significant differences between the characteristics of teacher behavior and the type of college attended except that women's college graduates scored higher on most of the characteristics. On stimulating, imaginative classroom behavior state or teacher college graduates scored lower. On verbal understanding teachers college graduates scored lower.3 That hiring personnel for vocational programs cannot rely unequivocally on college transcripts and recommendations can be implied in the following statements from the Advisory Council on Vocational Edu­ cation 1968 which designated shortcomings in the various teacher edu­ cation programs themselves. Agriculture Staff members in agricultural education may need retooling. Many are oriented toward production agriculture. Many have been removed from production agriculture for many years and are not knowledgeable in present day agricultural technology. Many know little about off-farm agricultural businesses and industries.^ 1I^ans, p. 315. 2Ibid.. p . 312. ^Ibid., p. 305. ^Vocational Education: The Bridge Between Man and His Work, p. 125. 78 Business and Office Occupations The effectiveness of business and office teachers' contributions must be increased through more systematic and appropriate pre-service and in-service teacher edu­ cation programs .3Distributive Education The typical distributive teacher education program has been staffed with only one individual who is expected to perform all the duties necessary in the professional phase of teacher education. The limitations are obvious, and the ability of one person to deal effectively with the varied facets of education and business as they apply to a distributive teacher education program is necessarily limited .2 Home Economics Certain vocational educators question the assumption generally accepted by home economics educators that teacher education for homemaking and for wage-earning occupations using knowledge and skills of home economics can be one coordinated program.3 Technical Education A very close working relationship between the training institution and business, professional, governmental or Industrial establishments employing technical workers must be established to handle new problems of training workers for occupations presently unnamed that may exist only three to five year s. d Trade and Industries Far too many professional teacher education programs have shown little or no change over a long period of years. 5> 1Ibid_1 2Ibid. . p. 12^. 3Ibid. , p. 126. **Ibid. ^Ibid., p. 127. 79 Other researches reviewed specified additional areaa of appraisal tor vocational teacher candidates. McCamas reported that background data revealed that teachers rated as most effective were more active in community affairs, conducted more classes for the young and adult farmers, earned more hours beyond their highest degree, and taught in larger schools having slightly larger enrollments in vocational agriculture .1 All of these conclusions agreed with those in the Ryans' teacher characteristics study. Although there are many efforts presently underway to develop occupational competency tests for predicting teacher effectiveness^ and although the Advisory Council on Vocational Education, 1968, projected the need for developing vocational competency tests, 3 the research reviewed Indicated them to be of doubtful value in selecting qualified teachers. It is probable that a similar biasing effect is often obtained in relating any ability test measure to success in training. Generally speaking, ability test scores have shown uniformly high validity in this area; such validities are suspect however since they are obtained by relating initial test scores to measures of profi­ ciency after training and after experience.** Scherer's findings agreed, for he found that written and oral examinations on subject matter did not obtain top-rated teachers.^ Scherer also concluded that when recommendations from former school ^cComas, p. 2 . p £Adolph Panitz, "Breakthrough in Occupational Competency Test­ ing," American Vocational Journal, (October, 1969), pp. 1*9-51. ^Vocational Education: The Bridge Between Man and His Work, p. 127. ^Brogden and Taylor, p. 176. ^Scherer, p. 2. 80 officials were used to eliminate teacher candidates, they resulted in higher rating teachers. He suggested too that the selection factor of "scholarship in professional education courses" should be employed as one of the factors.1 Sears asked her survey population of administrators to rank factors from college transcripts which they considered to be important in determining a potential business teacher's effectiveness. ranked as most important degrees In credentials held. They The order of their subsequent rankings were: 1 . college entrance test scores 2 . a cumulative point average for the total units completed for graduation 3. total units of grades in business education courses I4. total units in general and cultural courses £. grade point average in business subjects 6. record of professional honors 7. participation in special activities and services performed following graduation 8 . recommendations by supervisors of student teaching 9 * grade or other evaluation for student teaching^ Hie lower rankings of the last two items agreed with the conclusions of the other researchers reviewed. Sears reported that administrators found four of the factors Included in letters of recommendation as highly important: 1. those items relating to the source of the letter 2. the specificity of the letters XIbid. ^Sears, p. ll*l. 81 3. that the person making the recommendations be associated professionally with the applicant U* that the content of the letter should show the applicant's capabilities, strengths, weaknesses and professional achievements.1 Summary The case-study approach, when used with more sophisticated survey research techniques, is valid because it attempts to satisfy the goals of general!zability and of relevance to situational factors. When these research approaches are applied to selection procedures for teachers, the mentalistic goals of conceptualizing desired teacher behavior must be considered as well as the operational description of role performance. As a result, job function specifications, or what it is the teacher is expected to do, and the characteristics or background data that might predict that behavior became important facets of the research problem. Various methods can be employed to indicate the interdependence of the variables of criterion or characteristics and the teacher-behavior anticipated as a result of those characteristics. A paradigm is one way. Some researchers of selection procedures have attempted to establish prediction instruments for use in staffing effective teachers. Others have measured selected areas of teacher characteristics for use in selec­ tion, and others have developed assessment check lists, classification systems, or teacher models for use in selection. the triplications of the criterion problem. 1 Ibid., p. 1$0 All have dealt with 82 Teacher characteristics from the research reviewed represented the immediate criterion for this sEudy. The categorization of the seven areas of characteristics perti­ nent to selection procedures, derived from the preliminary review of the literature, were summarized by selecting those descriptive characteris­ tics from this chapter's review of the literature. According to the classification coding presented on page 35, the following items were considered by researchers to related effective instruction. The refer­ ences listed under each item do not necessarily imply that those are the only writers who have found the characteristics or qualifications to be important for effective teaching. 1. Work Experience 1.1 of 1 or 2 years Ellis, p. 12 Sears, p. 119 1.2 of 3 years or more Stern, p. 1*1* Minton, p. 165 1.3 in subject area taught Prosser and Quigley, p. 501 Minton, p. 165 1.1* in a leadership or supervisory role Sears, p. 126 Ewen, p. 1*20 1.5 in a large business or industrial concern Minton, p. 1*9 Schill, p . 35 1.6 in a local business Minton, p. 1*9 Schill, p. 35 or industrial concern 83 2. Formal Education 2.8 10-21* hours Hinton, p. 181 2.9 2 years Prosser and Quigley, p. 1*92 2.10 Baccalaureate Degree Sears, p. 101 2.11 Master's Degree McLeroy, p. 30 3. Teaching Ability 3.13 knowledge of subject area Advisory Council on Vocational Education: 1968, p. 92 Prosser and Quigley, p. 1*87 Ftysns, p. 269 3.ill skill proficiency Prosser and Quigley, p. 360 Advisory Council on Vocational Education: 1968, p. 127 3.19 knowledge of related subjects Draper, pp. 23—21* Sedgwick, p. 38 3.16 knowledge of psychological and sociological applications Prosser and Quigley, p. l*8l 3yans, p. 17 3*17 ability to use audio-visual equipment Courtney and Halfin, p. 12 3.18 knowledge of training techniques Prosser and Quigley, p. 1*81 3.19 organizational ability fty-ans, p. 77 Fuller, Ed.D. thesis 3.20 3 years or more teaohing experience Ityans, p. 152, p. 293 Minton, p. 197 3.21 membership in professional organizations Imrans, p. 305 Courtney, p. 13 Personal Characteristics b .23 favorable attitude toward subject area Mager, p. 73 Jones, Ed.D. thesis McComas, Ph.D. thesis li.2li positive attitude toward teaching fyans, p . 17 Ewen, p. 1*20 Super, p. 128 li.25 positive attitude toward students Fuller, Ed.D. thesis ^yans, p. 17, p. 77 1*.26 cooperative attitude toward other school personnel Hyans, p. 312 Courtney and Halfin, p. 13 lj.27 strong self-concept (poise, ambition, etc.) Fuller, Ed.D. thesis Ewen, p. 1*20 Super, p. 19U McComas, Ph.D. thesis U.28 enthusiasm Hyans, p. 17 Mager, p. 73 1*.29 leadership Sedgwick, p. 1*6 KTathwohl, Bloom and Masia, p. 181* 1*.30 valuing (ethical principles, democratic Ideals) Krathwohl, Bloom and Masia, p. 181* 1*.31 above average Intelligence Ryans, p. 157 Unmodifiable Physical Characteristics 5*32 20-30 years old Sears, p. 115 Ryans, pp. 151-152 5-33 30-1*0 years old I^ans, p. 290 5«3l* 1*0-55 years old Minton, p. 197, p. 293 5.3$ over 95 I^ans, p. 21*0 Sears, p. 115 5.36 married Schill, p. 3$ Ryans, p. 501 5.37 single Schill, p. 35 Ryans, p. 501 5.38 male Ryans, p. 501 Sears, p. 115 5.39 female Ryans, p, 501 Sears, p. 115 Spence, p. i*9 5.1*0 Negro or minority group Spence, p. 1*9 5.1*1 ary disability Scherer, Ed.D. thesis Modifiable Physical Characteristics 6.1*3 attractive Puller, Ed.D. thesis Sedgwick, p. 1*3 6.1*1* neat dress and grooming Sears, p. 160 Sedgwick, p. 1*3* p. 38 6.1*5 fashionable dress Sedgwick, p. 1*3 6.1*6 favorable image Sedgwick, p. 1*3 Background Qualifications 7.1*8 successful student teaching Scherer, Ed.D. thesis Foss, Ed.D. thesis Callan, Ph.D. thesis Ryans, p. 315 7.1*9 Job interview Sears, p. 115 7.50 high scores on predictive test Scherer, Ed.D. thesis Reams, Ed.D. thesis Medley, p. 95 7.51 strong work experience recommendation Sears, p. 150 7.52 strong recommendations from a school administrator Sears, p. 150 Scherer, Ed.D. thesis 87 7.53 certifiable Sears, p. 101 Minton, p. 181 7.5U high grade point count Foss, Ed.D. thesis Jfcrans, p. 312 Sears, p. llil 7.55 analysis of college curriculum Sears, p. 101 Callan, Ph.D. thesis Ryans, p. 305 7.56 previous experience with youth groups McComas, Ph.D. thesis ftyans, p. 17 CHAPTER III METHODOLOGY Method of Investigation The groups and descriptors were determined from the literature^ To determine the problem areas relevant to staffing area vocational centers, a review of the following kinds of literature was made: professional periodicals, reviews of general and educational research, monographs, government publications on the status of vocational educational research, dissertation abstracts obtained by a Datrix search through the Educational Resource Information Center, pertinent disser­ tations, and other vocational books. The problem areas, discussed in the first section of Chapter II, were classified into (1) work experience, (2) formal education, (3) teaching ability, (U) personal characteristics, (*J) unmodifiable physical characteristics, (6) r.cdifiable physical characteristics, (7) background qualifications for appraising personnel data, (8) unchangeable situations specific to Oakland County, and (9) the case-study — Vocational Education Centers. Oakland County's All of these except eight and nine are problems generalizable to the staffing of all shared-time area vocational centers as indicated by the literature. A more extensive review of the literature was made to determine a consensus of research and expert opinion an factors which should be considered in hiring vocational teachers for maximum effectiveness. 88 These 89 factors, or descriptor characteristics or qualifications, were those which appeared, either verbatiin or by implication, most often in the literature. The descriptors to be used on the instrument were rationally selected and grouped under the major categories of the problem areas. This method of selecting descriptors for a survey instrument is validated by both Pyans-^- and Brogden and Taylor.^ The descriptors are those characteristics or qualifications which the author(s) considered gener­ ally to be desirable for effective vocational teaching. Seme few des­ criptors were those which were found to be relevant to effective teaching, but the author made no conclusive value judgment on the desirability of the descriptor for effective teaching. The instrument was formulated. The descriptors were listed under the seven major categories and compiled into a one-page survey instrument. Each category, except Personal Characteristics, allowed for a free-response descriptor desig­ nated "other" for the respondent. It was thought that the Personal Characteristics descriptors could be phrased so variously that any freeresponse would be liable to a too subjective interpretation. Hie instru­ ment was color-coded for ease in responding and in interpretation. The green box was designated maximum effectiveness; the yellow, average effectiveness; the orange box, minimum effectiveness; and the red box was labeled ineffective. In the top left hand corner of the ^Ifcrans, "Notes on the Criterion Problem in Research with Special Reference to the Study of Teacher Characteristics," pp. 33-61. 2 Brogden and Taylor, p. 160. 90 instrument the colors of the boxes were superinposed over a behavioral description of the ratings as follows: (1) (2) (3) (U) red — would not hire (ineffective) orange — would hire with reservation (minimum effectiveness) yellow — would hire (average effectiveness) green — would hire with enthusiasm (maximum effectiveness) (See Appendix 6 for instrument) These above behavioral descriptions of the terms ineffective through effective were provided to facilitate the respondent's under­ standing of the instrument and to aid in the interpretation of the data* The respondents were asked to assume that they were hiring for one of the specific courses which were being analyzed in the study and which are parts of the curricular offerings of Oakland County. The name of the course for which the respondent was to assume the hiring situation was placed at the top of the instrument* No attempt was made to delineate course content to vocational educators because the occupational course titles were self-explanatory in terms of what the student should be pre­ pared for, and because bias might result from inadvertently phrasing course content to reflect personal views. Assuming that they were hiring for the specific course, the respondents placed a check in one of the four boxes by the descriptor according to that descriptor's value in determining a candidate's ineffectiveness, minimum, average or maximum effectiveness. If the respondents believed a descriptor to be irrelevant to the teaching of a course, they were asked to ignore it* In order to determine the relative value of the major categories of descriptors for enabling the respondent to determine teaching effectiveness, the res­ pondents were asked to rank ordinally the three most critical areas and the least critical area of descriptors by placing in parentheses by the 91 title of the area the numbers 1 for the most critical, 2 for the next in importance, 3 for the third in importance, and 1_ for the least critical area. (See Appendix 6 for letter of transmittal and directions). Three uses of the instrument derived the data. The instrument was used in three ways. A packet of nine instru­ ments, each of which designated one of the nine courses under study, was sent to the hiring personnel, usually principals or directors, of 100 vocational centers in the nation. The survey population was selected on the following basis in an attempt to approximate the Oakland County Vocational Centers: 1) 2) 3) U) 5) Theywere shared-time. They were operated by an intermediate or local administrative body (not by a junior college or degree-granting college). They had a demography similar to that of any one of Oakland County's four centers — 7 to 31 program offerings and disadvantaged to affluent population. They were in operation at the time of the study. They offered courses similar to that to be offered by Oakland County's centers. This selection of organizational types, based on structural characteris­ tics relevant to the case under study, is validated by Harp and Richer.^ The names and addresses for the vocational centers were obtained from documents compiled through 1966 by Dr. 0. Donald Headers, Michigan State University. Names and addresses of centers operational after 1966 were obtained from the Michigan State Department of Education and from 1 Harp and Richer, p. 681. 92 telephone calls made to the state vocational directors of the states which had centers meeting the five structural requirements listed above. Those states operating the vocational centers to which the packet of instruments was sent are Arizonia, California, Florida, Georgia, Illinois, Indiana, Kentucky, New York, Oregon, Pennsylvania, and West Virginia (anonymity was promised them). The hiring personnel responding to the instruments represent the jury of experts validating criteria, deemed necessary by Ryans^, and the generalizability dimension for case-study supported by Harp and Richer.^ The second use of the instrument was to derive information to permit the case-study and to investigate the problem areas classified under eight (unchangeable situations specific to Oakland)• The hiring personnel for Oakland County's four centers were asked to respond to the instrument, and taped Interviews were conducted with them. (See Appendix 1* for personnel and schools.) The third use of the instrument was to determine solutions to problem area nine (Oakland County's Vocational Education Centers). Taped personal interviews were conducted with the professional consul­ tants of Oakland County's Regional Service Agency. The instrument was employed, but the consultants were asked to state why they rated each qualification as ineffective, minimum, average or maximum effectiveness 1 Ryans, "Notes on the Criterion Problem in Research with Special Reference to the Study of Teacher Characteristics," p. 1*3. 2 Harp and Richer, p. 68l. 93 in terms of the anticipated functions of the teaching jobs for the specific courses. (See Appendix 7 for names of consultants and vocational education director.) These functions were placed into clusters to expedite the reporting, and the clusters were approved by the consultants. The job function specifications for each selected course were determined from the consultants, the principals and from the literature. The second and third use of the instrument satisfy the relevancy dimension judged necessary to research by Corey.^ A pilot study was made. A pilot study to ascertain the reliability and validity of the instrument was conducted. The Kolmogorov-SnrLmov One-Sample Test was applied to descriptors which did not appear to have decided pre­ ferences. In all cases of analysis the maximum deviation from the theoretical normal distribution was greater than the .01 level of significance, chosen for rejection of a descriptor. Hie pilot study supported the reliability and validity of the instrument. The percentage of mailed returns was 70 per cent. One hundred packets of instruments were mailed to the selected states. The number of packets mailed to each state was* Arizonia California Florida Georgia ^orey, p. 12*3. 1 10 10 10 91* Illinois Indiana Kentucky New York Oregon Pennsylvania West Virginia 18 9 10 9 3 10 10 Seventy packets were returned so the percentage of return was 70 per cent. However, the total number of instruments was computed for the data rather than the number of directors or principals responding, for the survey population responded to from one to nine instruments each. The number of instruments each returned reflected the number of courses each center offered. The total number of instruments returned was 281;• The breakdown of the total into the number returned from the mailed instruments for each of the nine courses was: Advertising Child Care Data Processing Dental Office Assisting Display Distribution and Marketing Engineering Drafting Greenhouse and Nurse ry Occupations Total Office Procedures System Total number of returned instruments 31 30 32 28 27 31* 38 30 31* 281; The Oakland County return was xUO per cent. All of the hiring personnel of the four centers in Oakland County, the four consultants and the director of vocational education of Oakland Schools Regional Service Agency responded to those course instruments for which their position made them authoritative. Nineteen 99 people responded to instruments, and taped interviews were conducted with them. The total number of instruments obtained from the Oakland County survey was 1*7- The course breakdown for the total is: Advertising Child Care Data Processing Dental Office Assisting Display Distribution and Marketing Engineering Drafting Greenhouse and Nursery Occupations Total Office Procedures System Total number of instruments 3 5 5> 7 5 7 5 !? *> 1*7 Interpretation of the Data The instruments were classified into two categories — and out-state — in-state and computer processed by the Office for Systematic Studies of Oakland Schools. The descriptors which were most often (1*0 + per cent of the respondents) checked green or maximum effective­ ness were determined to be most significant in determining a candidate's potential for outstanding teaching performance in a specific course. It was anticipated that most of the descriptors would be marked average or maximum effectiveness. The responses on the returned instruments from the survey population were treated in the following ways: (1) The out-state data were analyzed cumulatively to determine those descriptors checked maximum effectiveness and to determine those areas of descriptors judged most critical and least critical. (2) The out-state data were separated into the nine courses, and the data for each course were analyzed to determine the maximum 96 effective descriptors and to determine the areas of descriptors judged most and least critical. (3) The percentages and mean scores of maximum effectiveness responses for each of the nine courses were compared for differences and similarities. (U) The percentages and mean scores of maximum effectiveness responses for each course were compared to the cumulative percentages to determine the coimnonalities of maximum effective descriptors for each of the courses. (5) The mean scores of the ordinal rankings were compared to determine the areas of most and least significance for vocational teacher selection. (6) The in-state data were analyzed similarly to that of the out-state data. (7) Then the two sources of responses were compared for cross-validation, for implications, for generallzabillty of the study to other shared­ time vocational centers offering the nine selected courses, and for determination of those descriptors unique or situational to Oakland County. The comparative analyses of the responses were summarized into pertinent tables and further validated by findings from the literature. The instruments and taped interviews of the consultants of Oakland County and the taped interviews of the hiring personnel of the county's centers were used to establish, in terms of job function specifi­ cations, the rationales for the descriptors judged by the respondents to the instrument to be maximum effective. Those qualifications determined from the four sources of investigation (mailed respondents, hiring personnel of Oakland County's four centers, Oakland's Regional Service Agency's consultants, and the literature) to be significant in predicting a teacher's maximum effective­ ness were selected to be included in paradigms for each of the nine 91 courses. The rationales for the selected qualifications were functionally and graphically demonstrated by showing each qualification's logical relationship to the job clusters which the maximum effective teacher is anticipated (by the consultants and the hiring personnel of the four vocational centers of Oakland County) to do. The theoretical justifi­ cation and precedents for this method of presenting researchable teacher characteristics in relationship to desired teacher behavior operationally described was supported by Gage.1 His theory was predicated on an embra- sive organizational research design, which would be an implication of this study. ^"Gage, pp. 9U-H3. CHAPTER IV PRESENTATION AND ANALYSIS OF FINDINGS This chapter is composed of three major parts. reports the findings of the out-state survey — The first part descriptors inter­ preted to be both unqualifiedly and qualifiedly (high average percentage for the nine selected courses, but some course differences) common to the nine selected courses; descriptors interpreted to be specific to one or more courses; and the rank-order of the classification areas. The second part of the chapter reports the findings of the in-state or Oakland County survey in the same manner as the out-state survey is reported. The third part compares the out-state findings to the in-state findings as a means of reporting common and situational classification areas of significance. The total findings of the study are reproduced in Table 1. As was anticipated and discussed in Chapter III, few descriptors were rated "ineffective" or "minimum effectiveness" to the point of signi­ ficance. Host of the descriptors were rated "average effectiveness" or "maximum effectiveness" because the instrument was conposed of those descriptive teacher characteristics, behaviors and background qualifica­ tions which previous researchers had found contributed to effective occupational teaching. After Table 1, the findings of only the maximum 96 99 effectiveness ratings are presented because the study focuses upon developing a design for staffing which will reflect, according to the value judgments of the survey population, the factors of a teacher candidate most likely to predict the candidate's maximum effectiveness. Thirty-eight of the 57 descriptors were interpreted as significantly rated "maximum effectiveness" for at least one course. TABLE 1 The Total Findings Reported in Percentages N = 331 Work Experience 1 or 2 years 10 Work Experience 3 years or more Work Experience in subject area taught Minimum Ineffective Effectiveness Average Effectiveness Maximum Effectiveness 36 26 6 13 36 hk 8 h 36 51 Work Experience in a leadership or supervisory role 11 12 52 2h Work Experience in a large business or industrial concern 19 1h hi 18 Work Experience in a local business or industrial concern 20 11 51 18 Work Experience _______ (Other) % 5 9 25 OOT Descriptor Blank Items Table 1 con’t. Descriptor Blank Items Ineffective Minimum Effectiveness Average Effectiveness Maximum Effectiveness Formal Education 10-21* hours 18 liO 2k 16 Formal Education 2 years 10 8 35 39 8 8 5 57 30 Formal Education Master's Degree 15 5 20 58 Formal Education _______ (Other) 91 Formal Education Baccalaureate Degree 7 Teaching Ability knowledge of subject area 6 32 60 Teaching Ability skill proficiency 6 37 56 Teaching Ability knowledge of related subjects (economics! etc.) 8 59 21 12 Table 1 con't. ♦ Blank Descriptor__________________ Items Ineffective Minimum Effectiveness Average Effectiveness Maximum Effectiveness Teaching Ability knowledge of psychological and sociological applications 11 1 1$ 50 22 Teaching Ability ability to use audio-visual equipment 9 2 21 50 18 Teaching Ability knowledge of training techniques 7 2 $0 iil Teaching Ability organizational ability 8 2 hk 15 Teaching Ability j years or more teaching experience 8 1 9 1*1* 36 5 28 37 15 Teaching Ability membership in professional organizations 15 Teaching Ability ________ (Other) 9k I 5 k Personal Characteristics favorable attitude toward subject area l k 25 65 Table 1 ccn't. Descriptor Blank Items Ineffective Minimum Effectiveness Average Effectiveness Maximum Effectiveness Personal Characteristics positive attitude toward teaching 22 73 Personal Characteristics positive attitude toward students 17 78 k9 U2 53 hO Personal Characteristics cooperative attitude toward other school personnel 8 Personal Characteristics strong self-concept (poise, ambition, etc*) Personal Characteristics enthusiasm 8 20 70 Personal Characteristics leadership 8 57 32 Personal Characteristics valuing (ethical principles, democratic ideals) 9 52 37 Table 1 con't. Descriptor Blank Items Personal Characteristics above average intelligence 12 Unmodifiable Physical Characteristics 20-30 years old 23 Unmodifiable Physical Characteristics 30-1*0 years old Ineffective Minimum Effectiveness Average Effectiveness Maximum Effectiveness 6 59 2 9 5° 21 2 3 Wi 30 Unmodifiable Physical Characteristics 1*0-55 years old 27 2 11 50 10 Unmodifiable Physical Characteristics over 55 27 12 29 30 1 Unmodifiable Physical Characteristics married 33 1 5 U2 18 Unmodifiable Physical Characteristics single 37 2 11* 1*3 3 Unmodifiable Physical Characteristics male 31 3 11 b3 11 23 Table 1 con Descriptor Blank Items Ineffective Minimum Effectiveness Average Effectiveness Unmodifiable Physical Characteristics female 32 13 hk Unmodifiable Physical Characteristics Negro or minority group UO 10 1*0 Maximum Effectiveness 8 s Unmodifiable Physical Characteristics any disability 36 23 36 Unmodifiable Physical Characteristics (Other) 9U 1 5 Modifiable Physical Characteristics attractive 16 8 56 19 Modifiable Physical Characteristics neat dress and grooming 9 2 53 37 Modifiable Physical Characteristics fashionable dress 17 22 hk 11 Modifiable Physical Charac­ teristics favorable image 1U 1 1*7 38 1 o vn Table 1 con’t. Blank Descriptor___________________Items Modifiable Physical Characteristics_______ (Other) 95 Background Qualifications successful student teaching 13 Background Qualifications job interview Background Qualifications high scores on a predictive test Background Qualifications strong work experience recommendation Ineffective 2 9 12 1* 7 Background Qualifications strong recommendations from a school administrator 11 Background Qualifications certifiable 11 Background Qualifications high grade point count 11 1 2 Minimum Effectiveness Average Effectiveness Maximum Effectiveness 3 2 8 56 21 15 52 21* 21 53 10 1 1*0 52 12 50 26 15 1*0 31* 26 56 5 Table 1 can't. Blank Descriptor___________________Items Ineffective Minimum Effectiveness Average Effectiveness Maximum Effectiveness Background Qualifications analysis of college curriculum 12 5 21 51 11 Background Qualifications previous experience with youth groups 13 1 12 1*2 31 2 2 Background Qualifications (Other) 97 Work Experience 21* Formal Education 75 Teaching Ability 22 27 27 1* 11 7 32 28 28 11 Personal Characteristics 36 26 ll* 25 Unmodifiable Physical Characteristics 1*1 Modifiable Physical Characteristics 82 Background Qualifications 80 3 3 11 K- 108 Findings from the Out-State instruments might factors were interpreted as rated unqualifiedly in common for the nine courses from the outstate instruments» The analysis of the data from the instruments returned from out­ state yielded eight descriptors considered t?y 1*0 per cent + of the survey population to be significant to maximum effective vocational teaching for all nine of the selected courses. The respondents Indicated that they would hire with enthusiasm vocational teacher candidates possessing the following eight characteristics or background qualifications for any of the nine courses (the descriptors are listed under the factored group headings and classification numbers)t 2. 3* Formal Education 11. Master 1s Degree Teaching Ability 13- knowledge of subject area 11*. skill proficiency 1** 7• Personal Characteristics 23. favorable attitude toward subject area 21*. positive attitude toward teaching 25. positive attitude toward students 28. enthusiasm Background Qualifications 51. strong work experience recommendations Table 2 shows the percentag of those who checked maximum effectiveness for each of the eight descriptors for each course. The corancnality of the eight descriptors for the nine courses under study can be induced. 109 TABLE 2 1*8 60 56 50 1*8 *13 * 11* *23 * 21* *25 *28 *51 58 55 65 71 71* 77 50 66 66 61 61 80 56 69 72 51* 61* 71 60 66 1*8 1*7 50 68 1*6 56 52 67 71* 05 71* 56 *11. *13. *11*. *23• 1*0 57 60 Master's Degree knowledge of subject skill proficiency favorable attitude toward subject area *21*. positive attitude toward teaching Total Office Procedures System *11 Greenhouse and Nursery Occupations N=2 7 a•< N^3l*_ N-38 N-30 N-31* N-281* 53 70 63 65 53 60 Distribution and Marketing N=28 Engineering Drafting N-31 N*30 N=32 Display £ Dental Office Assisting § o Data Processing i— — ■--— - Advertising Descriptors —I PERCENTAGES OF OUT - STATE MAXIMUM EFFECTIVENESS RESPONSES FOR EIGHT DESCRIPTORS UNQUALIFIEDLY COMMON TO NINE COURSES 56 56 1*7 65 76 76 76 50 61 66 63 58 71* 71* 63 63 50 56 6o 55 59 71 76 60 73 77 63 68 68 60 50 52 *2^• positive attitude toward students *28. enthusiasm *51. strong work experience rec onsnendati on 70 76 110 No Work Experience descriptor a were rateajid per cent + courses. Although no Work Experience descriptors were rated commonly for the nine courses, the highest percentage of free-response descriptors occurred in this group (7 per cent), indicating perhaps the situational application of the work experience background to specific teaching needs. As will be seen in the reporting of the out-state ranking of crucial areas for selection (p. 106), the value of work experience itself cannot be interpreted to have been con­ sidered less important. One Formal Education descriptor was Interpreted as in coimon for nine courses. Fifty-six per cent of the out-state questionnaires showed the "Master's Degree" descriptor rated maximum effectiveness. The find­ ings further substantiated that of McLeroy^ and tended to indicate that those workers who advocated a two-year formal education plan, such as did Prosser and Quigley,2 as being sufficient for outstanding vocational teaching were not supported in their thinking by the ^McLeroy, p. 30- 2 Prosser and Quigley, p. 1*92. Ill When the "Masters Degree" frequency (£6 practitioners in the field. per cent)is compared to the cumulative ratings for "3 years or more of work experience" (1*7 per cent), the comparison suggests that the quantity of formal education is more directional to maximum effective­ ness than is the quantity of work experience. Two Teaching Ability descriptors were rated maximum effectiveness on the majority of the ou't-staie questionnaires. The descriptor "knowledge of subject area" was rated on 60 per cent of the responses as maximum effectiveness, and the rating frequency wad well supported by the opinions of the Advisory 1 Council on Education: 1968 2 and by the findings of Ryans. The percentage of responses for "knowledge of subject area" was highest on the Greenhouse and Nursery Occupations course questionnaire (70 per cent), indicating the specific nature of the subject area. "Skill pro­ ficiency," the other Teaching Ability descriptor rated maximum effectiveness in common to all nine courses, had the lowest percentage of any of the ratings in common for Child Care (UO per cent) . The highest percentage rating for "skill proficiency " was compiled on the Data Processing questionnaires (66 per cent). The 26 per cent difference, though falling within the measure of central tendency chosen for signi­ ficance for the study, is indicative of the differing background needs for anticipated behaviors specific to the two courses. Although "skill proficiency" was considered by the survey population to be important Vocational Education; p .9*. The Bridge Between Man and Hie Work, 2 Ryans, The Characteristics of Teachers, p. 26$. 112 to maximum effective teaching in Child Care, the respondents considered it to be more important to maximum effective teaching in Data Processing. The frequency of response for "skill proficiency" can be further validated by the opinons of Prosser and Quigley^- 2 and The Advisory Council on Vocational Education: 1968. More Personal Characteristics des­ criptors were rated maximum effectiveness. The high frequencies of responses for three of the des­ criptors factored under Personal Characteristics— "positive attitude toward teaching," "positive attitude toward students," and "enthusiasm"— wa*e supportive of the teacher modeling theory of Mhger^ and of the findings of Ryans^. That the highest percentage of responses (76 per cent) indicated "positive attitude toward students" as significant to maximum effectiveness might reflect the administrators' valuing a student-centered classroom atmosphere more highly than might be expected for vocational instruction. Two of the Personal Characteristics descriptors— "positive attitude toward teaching" and "positive attitude toward students"— would be among the more difficult characteristics to assess in a ^Prosser and Quigley, p. 360. 2 Vocational Education* The Bridge Between Man and His Work, p T l T T ------------------------ ------------------------------- ^Mager, p. 73. h Ryans, The Characteristics of Teachers, p. 77. 113 teacher candidate. The job interview might be one means of assess­ ment, but the only Background Qualification descriptor rated maximum effectiveness by a majority of the respondents was not the job interview but "strong work experience recommendations." A rational correlation might be found between the ratings if Super's^ theory of role planning (discussed in Chapter II, p . 6l ) is considered. If, as Super asserts, work satisfaction and life satisfaction are dependent upon personality traits, interests and values and the outlets for those qualities, then an administrator might be able to assess attitudes through "strong work experience recommendations", for the candidate's role planning, according to Super, is developmental. If the candidate's job satisfaction is assumed, correlated by Herzberg 2 to definable factors, his role planning and performance wculd be basically the same in all jobs falling into his role-planning classi­ fication. Five descriptors had a cumulative rating of hO per cent +, but the course ratings indicated some slight course differences. The descriptors "of J years or more,” "in subject area taught," "organizational ability," "cooperative attitude toward other school personnel," and "strong self-concept" were rated on per cent or more of the 28U responses as maximum effectiveness, but as Table 3 illustrates, the descriptors were not rated maximum effective­ ness by I4O per cent or more of those responding to each course separately. Super, p. 128. 2 Ewen, p. U20 llh TABLE 3 1*5 57 50 * 2 * 3 *19 *26 *27 52 16 ho N=32 hi hh hi hi Engineering Drafting Distribution and Marketing N=28 N=27 N-3h N-38 h6 h3 h8 52 hi hh hi hh 58 63 h7 53 h6 * 2 . of 3 years or more * 3. in subject area taught *19. organizational ability 56 53 h7 Total Office Procedures System N-30 Greenhouse and Nursery Occupations N-31 Display 1 3 Dental Office Assisting m •H ■p Data Processing •S Child Care Descriptors PERCENTAGES OF OUT-STATE MAXIMUM EFFECTIVENESS RESPONSES FOR FIVE DESCRIPTORS CUMULATIVELY BUT QUAUFIEDLY COMMON TO NINE COURSES N=30 N«3h 53 53 hi 50 60 h3 N-28h h2 h7 he 1*3 16 ho *26. cooperative attitude toward other school personnel * 27. strong self-concept (poise, ambition, etc.) Two Work Experience descriptors differed i*rom the cumulative ratings. The Work Experience descriptor "of 3 years or more" was not rated maximum effectiveness by 1*0 per cent of the 31 respondents to the Advertising questionnaires or by the 32 respondents to the Data Processing questionnaires. It cannot be concluded, however, that the descriptor is not important to the teaching effectiveness of the two courses. The amount of work experience may have been thought to be more basic to the teaching function of the two courses because the sum of average and maximum effectiveness ratings on "3 years or more" of work experience for Data Processing was 115 seventy-eight per cent, and that descriptor's average effectiveness rating for Advertising was 55 per cent. The Work Experience descriptor "in subject area taught" was not rated maximum effectiveness by 1*0 per cent of those 3U admin­ istrators responding to the Distribution and Marketing questionnaire cr by the 3U administrators responding to the Total Office Procedures System questionnaires. The differences might be explained by the broader parameter of skills implied from the course titles. The higher percentages of ratingB for the two Work Experience descriptors, "of 3 years or more" and "in subject area taught,” on the 38 returned questionnaires for Engineering Drafting reflected support for the findings of Minton.1 One Teaching Ability descriptor showed a qualified maximum effectiveness commonality rar the selec'Eed courses. That the Teaching Ability descriptor, "organizational ability," received a cumulative maximum effectiveness rating above the 1*0 per cent level of significance chosen for this study (1*3 per cent) seemed to validate Ryans' findings in a similar study of administrators1 ratings for teachers of maximum effectiveness.2 Ffcrans later found a slightly positive correlation between organizational ability and business-like, systematic classroom behavior.3 Considerations of the ^■Minton, p. l652Ityans, Characteristics of Teachers, p. 152. 3Ibid., p. 77. 116 nature of the courses for which percentages of ratings fell above the 1*0 per cent level and of the nature of the courses for which percentage of ratings fell below the 1*0 per cent level might supply a rationale for the ratings similar to the correlation found by tyans. TABLE 1* COURSE COMPARISONS OF RATED MAXIMUM EFFECTIVENESS FOR "ORGANIZATIONAL ABILITY" Courses for which "organizational ability" was rated maximum effectiveness by 1*0 per cent + of respondents Data Processing Display Distribution and Marketing Engineering Drafting Total Office Procedures System Courses for which "organizational ability" was not rated maximum effectiveness by 1*0 per cent + of resoondents Advertising Child Care Dental Office Assisting Greenhouse and Nursery Occupations Two Personal Characteristics descriptors Indicated qualified maximum effectiveness commonality for the selected courses. The descriptor,"cooperative attitude toward other school personnel,"was rated maximum effectiveness above the 1*0 per cent level of significance for all courses except Child Care. Such a difference might be related to the self-contained nature of the classroom necessitated by the presence of younger children in the situational factor of Child Care. The Personal Characteristics descriptor,"strong self-concept," received the lowest maximum effectiveness rating (1*0 per cent) of all the commonality descriptors, but that it was deemed significant for 117 five of the nine ratings tends to relate to the theory of successful job performance's dependence on strong self-concept advanced by Super.1 The courses which differed on the "strong self-concept" maximum effectiveness ratings were Dental Office Assisting, Engineer­ ing Drafting, Greenhouse and Nursery Occupations, and Total Office Procedures System. Those courses for which the "strong self-concept" descriptor was rated maximum effectiveness by 1*0 per cent of the respondents were Advertising, Child Care, Data Processing, Display, and Distribution and Marketing. A possible rationale for the coiwnonality might be the dependence of teaching effectiveness on specific attributes possessed by the teacher such as imagination or creativity for Advertising and Display, tolerance for Child Care, rational judgment for Data Processing, and poise for Distribution and Marketing. Seven descriptors were rated as maximum effectiveness specifically to ihe selected courses . The questionnaires for Advertising and Engineering Drafting revealed no descriptors which were rated maximum effectiveness by 1*0 per cent of the 31 respondents for Advertising and of the 38 respondents for Engineering Drafting, other than those considered to be held in common for all the courses by comparison to the cumulative percentages. It can be stated then that no factors were situational to Advertising and Engineering Drafting. ^"Super, p. 128. 118 Table 5 shows five descriptors common to two or more courses, one descriptor unique to Child Care and one descriptor unique to Distribution and Marketing. TABLE 5 1*0 Engineering Drafting Distribution and Marketing Display Dental Office Assisting N-28 N-27 N-31* N*j8 1*3 1*3 1*1 1*1 1*1 1*1* Total Office Procedures System *18 *20 *29 *30 *1*1* *1*6 *56 N-32 Greenhouse and and Nursery Occupations N-31 N-30 Data Processing Child Care Advertising Descriptors PERCENTAGES OF OUT-STATE MAXIMUM EFFECTIVENESS RESPONSES FOR SEVEN DESCRIPTORS SPECIFIC TO SEVEN OF THE NINE COURSES N-30 N-31* 1*0 1*1* 1*1 1*1 1*1* 1*0 1*3 50 1*1 1*1* *18. knowledge of training techniques *20. 3 years or more teaching experience * 29. leadership *30. valuing *1*1*. neat dress and grooming *1*6. favorable image *56. previous experience with youth groups One descriptor of the Teaching Ability group, which was considered situational because the cumulative percentage of the total N-281* fell below the 1*0 per cent level of significance, was common to three courses. "Knowledge of training techniques" was deemed pertinent to maximum effective teaching for Dental Office Assisting (1*3 per cent), Distribution and Marketing (1*1 per cent), N-281* 119 and Total Office Procedures System (1*1* per cent) . A second Teaching Ability descriptor, "3 years or more teaching experience*" was common to six courses in maximum effectiveness ratings: Child Care (1*0 per cent), Dental Office Assisting (1*3 per cent), Display (1*1 per cent), Distribution and Marketing (1*1 per cent), Greenhouse and Nursery Occupations (1*0 per cent), and Total Office Procedures System (1*1 per cent). Two Personal Characteristics descriptors were rated as maximum effectiveness situational to three courses. "Leadership" was rated by 1*1* per cent of the 3l* respondents to the Distribution and Marketing instruments as significant to maximum effective teaching for that course. "Valuing" was common to two courses, Data Process­ ing (1*1* per cent), and Total Office Procedures System (1*1 per cent), but it was nonetheless considered situational for the purpose of the study. Two Modifiable Physical Characteristics were situational to the maximum effective teaching of four courses. "Neat dress and grooming" was rated by 1*0 per cent of the 30 respondents as signifi­ cant to maximum effective teaching in Child Care and rated by 1*1 per cent of the 3l* respondents as significant to maximum effective teaching in Distribution and Marketing. "favorable image" in common — The same courses held 1*3 per cent for Child Care and 1*1* per cent for Distribution and Marketing. One descriptor of the Background Qualifications group was situational to Child Care; "previous experience with youth groups" was rated by 50 per cent of the 30 respondents to the Child Care instrument as being significant to the maximum effective teaching of that course. 120 Rankings of the out-state responses on areas of teacher characteristics and background qualifications were analyzed by mean scare." Those areas of descriptors which the out-state administrators in the survey population ranked as the three most significant (by responding 1, 2 and 3) and least significant (by responding 7) to maximum effective teaching for the nine courses are compiled in Table 6. Because the respondent gave the lowest ranking (1) to the area he believed to be most significant to maximum effectiveness, the lowest mean score designates the most significant area* the second lowest mean score,the second most significant area, etc.; and the highest mean score designates the least significant area of descriptors. TABLE 6 *W.E . *F.E. *T.A. *P.C. -*Umpc *H) C *B.Q. 2.Oli 3.00 1.76 2.00 7.00 7.00 2.86 1.95 2.1|3 1.8U 2.05 7.00 7.00 li.ll 2.09 2.83 1.68 2.00 6.79 7.00 3.00 2.00 2.75 1.6^ 2.06 7.00 5.50 2.83 2.Oli 3.57 1.72 2.00 7.00 7.00 3.75 2.13 2.67 1.62 2.18 7.00 6.33 2.67 1.93 2.80 1.61| 2.2li 7.00 7.00 2.20 1.96 3.00 1.72 1-91* 7.00 7.00 2.50 Total Office Procedures System Greenhouse and Nursery Occupations Engineering Drafting Distribution and Marketing 3 o Display T3 H Dental Office Assisting § o Data Processing Classification Areas Advertising 1 | MEAN SCORES OF CLASSIFICATION AREAS RANKED Hf OUT-STATE ADMINISTRATORS AS AREAS MOST AND LEAST SIGNIFICANT TO MAXIMUM EFFECTIVE TEACHING IN THE NINE SELECTED COURSES 2.39 2.50 2.09 1.8ii 7.00 6.17 3.00 2.06 2.8U 1.75 2.Oli 6.97 6.61 3.03 121 *W.E. *F.E, *T.A. *P.C. Work Experience Formal Education Teaching Ability Personal Characteristics *TJmpc. Unmodifiable Physical Characteristics *Mpc. Modifiable Physical Characteristics *B.Q. Background Qualifications The comparison of the cumulative mean scores revealed Teaching Ability to be the most significant area by which the survey population determined teaching effectiveness. The least significant areas were Modifiable and Unmodifiable Physical Characteristics, Unmodifiable being less significant. Personal Characteristics was cumulatively ranked second; Work Experience, third; Formal Education, fourth; and Background Qualifications, fifth. There were three factored des­ criptors under Teaching Ability rated as maximum effectiveness on 1;0 per cent or more of the 281* instruments — "knowledge of subject area," "skill proficiency," and "organizational ability." There were six factored descriptors under Personal Characteristics rated cumulatively as maximum effectiveness — "favorable attitude toward subject area," "positive attitude toward teaching," "positive attitude toward students," "cooperative attitude toward other school personnel," "strong self-concept," and "enthusiasm." Two Work Experience descriptors received cumulative maximum effectiveness ratings — 3 years or more" and "in subject area taught." "of "Master's Degree" was the only Formal Education descriptor rated maximum effectiveness, fluid "strong work experience recommendation" was the only Background Qualification rated maximum effectiveness. 122 That Teaching Ability, Personal Characteristics and Work Expsrisnce were ranked as the three most crucial areas of concern for hiring vocational teachers for the nine selected courses is validated by much of the literature reviewed. However the greater significance assigned to Work Experience over Formal Education tends to disagree with the opinions of some workers such as Sears T and Resh* The lower ranking of Background Qualifications suggested that the administrators of the out-state survey population were at least tacitly aware of the elements of criterion bias that Brogden and Taylor stated to be inherent in any kind of delimited pre-service predictors.3 TABLE 7 Distribution and Marketing Engineering Drafting Greenhouse and Nursery Occupations Total Office Procedures System ALL T.A. T.A. T.A. W.E. P.C. W.E. P.C. W.E. P.C. F.E. F.E. F.E. B.Q. B.Q. B.Q. Mpc Ung>c Mpc T.A. T.A. P.C. W.E. W.E. P.C. F.E. F.E. B.Q. B.Q. Mpc Mpc T.A. W.E. B.Q. P.C. F.E. Mpc T.A. P.C. W.E. B.Q. F.E. Mpc P.C. T.A. W.E. F.E. B.Q. Mpc T.A. P.C. W.E. F.E. B.Q. Mpc *7 Umpc Umpc Umpc Umpc Umpc Umpc Umpc Mpc Umpc Display T. A. P.C. W.E. B.Q. F.E. Mpc Data Processing Child Care *1 *2 *3 *h *5 *6 Rank Order Advertising Dental Office Assisting COMPARISONS OF RANKINGS ON THE OUT-STATE INSTRUMENTS OF CLASSIFICATION AREAS FOR THE NINE SELECTED COURSES 1-Sears, p. 101. ^Resh, p. 31. 3 Brogden and Taylor, p. 177* Umpc 2 123 *W.E. *F.E. *T.A. *P.C. Work Experience Formal Education Teaching Ability Personal Characteristics *Umpc. Unmodifiable Physical Characteristics *Mpc. Modifiable Physical Characteristics *B. Q. Background Qualifications The comparative rankings of the classification areas for the nine selected courses are easily discernible in Table 7• Personal Characteristics was ranked first for Total Office Procedures Bystem, the only course which differed from the others in the first ranking* Teaching Ability, Personal Characteristics and Work Experience were the three most crucial areas of concern for every course except Greenhouse and Nursery Occupations, for which Background Qualifi­ cations was ranked third and Personal Characteristics, fourth. Formal Education was ranked fifth for three courses — Advertising, Engineering Drafting and Greenhouse and Nursery Occupations, and was designated the same mean score as Background Qualifications for Distribution and Marketing. Findings from the In-State Instruments Nine descriptors on the in-state instruments were interpreted to be unqualifiedly coianon to the nine courses. The hiring personnel of Oakland County's four vocational centers and the vocational education consultants and the vocational education director of Oakland Schools checked nine descriptors as significant to maximum effectiveness for all nine of the selected courses. Table 8 illustrates the cumulative and course percentages of the hi instruments marked in the county. TABLE 8 *11. *13. *ll*. *16. N-5 100 67 67 100 100 100 100 100 100 100 60 60 60 100 80 100 100 80 80 60 1|0 86 57 71 71 100 86 100 71 86 ao ao 100 100 100 100 100 60 ao ao 80 60 60 so 80 Master13 Degree knowledge of subject area skill proficiency knowledge of psychological and sociological applications N-7 86 71 a3 71 86 86 86 86 86 ALL N-7 Total Office Procedures System Display n -5 Greenhouse and Nursery Occupations Dental Office Assisting N-5 Engineering Drafting Data Processing N-3 Distribution and Marketing Child Care *11 *13 *12* *16 *23 *21* *25 *28 *53 Advertising Descriptors PERCENTAGES OF NINE DESCRIPTORS CHECKED UNQUALIFIEDLY COMMON TO MAXIMUM EFFEC­ TIVENESS FOR THE NINE COURSES ON THE IN-STATE INSTRUMENTS N-5 N-5 N-5 N-a7 80 ao ao 60 80 80 100 100 100 100 80 100 7a 60 60 6a 9a ao 60 60 100 100 100 60 100 80 ao 80 80 80 80 80 87 91 83 89 *23. favorable attitude toward subject area *21*. positive attitude toward teaching *2J>. positive attitude toward students *28. enthusiasm * 53. certifiable 125 No Work Experience descriptors were marked as unqualifiedly in common| but the highest percentage of free-responses were indi­ cated under this classification area, signifying the greater situational value to the Work Experience area. One Formal Education descriptor, "Master's Degree," was checked as maximum effectiveness on 71* per cent of the in-state instruments. Three Teaching Ability descriptors were rated as maximum effectiveness — "knowledge of subject area" (60 per cent), "skill proficiency" (60 per cent), and "knowledge of psychological and sociological applications" (61* per cent). Four Personal Characteristics descriptors were checked by 1*0 per cent of the in-state survey popu­ lation to be significant to maximum effective teaching for all nine courses under stu1 per cent of the instruments but not by 2*0 per cent + of the Greenhouse and Nursery Occupations respondents. Fifty-three per cent of the questionnaires showed "favorable image" as being significant to the selected courses except for Distribution and Marketing. ^yans, Characteristics of Teachers, p. 290. 130 Hire© additional Background Qualifications descriptors were interpreted from the in-state data to be commonly significant to selecting maximum effective teachers. The "Job interview" was checked maximum effectiveness on 1*7 per cent of the questionnaires, but the ratings fell below the 1*0 per cent level of significance on the Advertising and Child Care questionnaires. "Strong work experience recommendation" was rated maximum effectiveness on 1*7 per cent of the instruments, but Advertising and Dental Office Assisting differed. The ratings for all of the selected courses except Total Office Procedures System were 1*0 per cent + for the descriptor "previous experience with youth groups." Sixteen descriptors were rated on the in-state Instruments as maximum effective­ ness specifically to the selected courses. Findings from the in-state instruments showed 16 descriptors to be unique to one or more of the nine selected courses as interpreted by the 1*0 per cent + level of significance for the descriptors in each course compared to the average percentage of each descriptor. Table 11 shows the individual percentages of the descriptors specific to selected courses on the in-state instruments as rated maximum effectiveness. 131 TABLE 11 N*7 N=5 N=5 n =5 1*0 N=5 •-3 N=i*7 60 100 1*3 6o Total Office Procedures System N=7 Greenhouse and Nursery Occupations Display Dental Office Assisting N=5 Engineering Drafting N=5 Distribution and Marketing N=3 * 2 * * 6 *15 *20 *21 *26 *29 *31* *36 *38 *39 *1*3 *1*5 *50 *55 Data Processing Child Care Advertising Descriptors PERCENTAGES OF IN-STATE MAXIMUM EFFECTIVENESS RESPONSES FOR FIFTEEN DESCRIPTORS SPECIFIC TO THE NINE SELECTED COURSES 1*0 57 1*0 1*0 57 1*3 1*3 1*0 1*0 80 1*0 1*0 1*3 1*0 1*0 1*3 60 1*0 1*0 1*0 100 1*0 1*0 1*0 67 80 1*3 1*0 1*3 60 1*0 1*0 60 1*0 1*0 57 1*0 60 #2. three years or more *5. in a large business or industrial concern *6. in a local business or industrial concern ■#1%. knowledge of* related subjects (economics, etc.) *20. 3 years or more teaching experience *21. membership in professional organizations 1*0 1*3 1*0 1*0 *26. cooperative attitude toward other school personnel *29. leadership *3li- 1*0-55 years old *36. narried *38. male *39. female *1*3 • at tractive *1*5. fashionable dress *50. high scores on a predictive test *55. analysis of college curriculum 132 Three Work Experience descriptors were interpreted to be situational to specific courses. "Three years or more" was specific to Dental Office Assisting and Total Office Procedures System. Work experience "in a large business or industrial concern" was specific to Display, Distribution and Marketing, Engineering Drafting, and Total Office Procedures system. But Work Experience "in a local business or industrial concern" was interpreted to be specific to Child Care and Dental Office Assisting, indicating perhaps the dependence of the effectiveness of these programs on communityvocational center relationships. Three Teaching Ability descriptors were rated maximum effectiveness by I4O per cent + of the respondents for specific courses. "Three years or more of teaching experience" was interpreted to be significant for Child Care (1*0 per cent), Data Processing (60 per cent) , Distribution and Marketing (1*3 per cent) and Total Office Procedures System (1*0 per cent). "Membership in professional organizations" was rated as maximum effectiveness by 1*0 percent + of the respondents on the Display, Distribution and Marketing, Engineering Drafting and Total Office Procedures System instruments. (It might be noted that 1*0 per cent + of the respondents for this same set of courses also rated work experience "in a large business or industrial concern" as maximum effectiveness). Two Personal Characteristics descriptors were rated as maximum effectivenss by 1*0 per cent + of the in-state respondents on the specific course questionnaires. "Cooperative attitude toward other school personnel" was so rated by 1*0 per cent of both the Data Processing and of the Display respondents. "Leadership" was interpreted to be specifically significant to the maximum effective 133 teaching of Advertising, Distribution and Marketing, Engineering Drafting, and Total Office Procedures System. Four Unmodifiable Physical Characteristics were rated maximum effectiveness for specific courses. years old” was unique to Display. The age group descriptor "hO-55 Although 60 per cent of the res­ pondents on the Display questionnaires indicated "30-U0 years old” as maximum effectiveness, the ”1^0-55 years old" level of significance might be related to the 80 per cent free-response situation under the Work Experience classification, which indicated a need for a longer work experience background than for some of the other nine courses. The descriptor "married” was interpreted to be significant from the findings of the instruments for Data Processing, Dental Office Assisting, Distribution and Marketing and Total Office Procedures System. "Male” was interpreted significant to selecting maximum effective teachers for Advertising, Data Processing, Display, Engineering Drafting, and Greenhouse and Nursery Occupations, but "female" was rated maximum effectiveness on 80 per cent of the Child Care, £7 per cent of the Dental Office Assisting, and 60 per cent of the Total Office Procedures System instruments. The ratings perhaps reflect the traditional patterns of student interests and might be supportive of the teachers' modeling discussed by Mager.^ Two Modifiable Physical Characteristics descriptors were rated as unique to one course. Forty per cent of the Total Office Procedures System respondents rated "attractive" and "neat dress and grooming" maximum effectiveness. ^Mager, p. 73- 13i* Two Background Qualifications were rated by 1*0 per cent + of the respondents for specific courses. ,fHigh scores on a predictive test" was interpreted to be uniquely significant to Data Processing. "Analysis of college curriculum" was rated maximum effectiveness by 1*0 per cent + of the respondents on the instruments for Child Care (60 per cent), Display (1*0 per cent), Distribution and Marketing (1*3 per cent), Engineering Drafting (1*0 per cent) and Greenhouse and Nursery Occupations (1*0 per cent) . Rankings of the in-state responses on the classification areas of teacher characteristics and background qualifications were analyzed~hy mean score. Those areas of descriptorswhich thein-state survey population ranked as the three most significant toselectionprocedures (by responding 1, 2 and 3) and least significant (by responding 7) appear in Table 12. Like the out-state tabulation of rankings for the most and least significant areas, the lowest mean score designates the most significant area, the second lowest mean score the second area of significance, etc., and the highest mean score designates the least significant area of descriptors. 135 TABLE 12 *W.E. *F.E. *T.A. •M-P.C . -H-Unrpc •wMpc *B.Q. *) the comparatively greater size of budgetary expenditures on education in Oakland County (see Appendix 3, p. 172?) * and (6 ) the general stress on cultural enterprises in Oakland County (see Appendix 3, p.173) • Maximum effectiveness descriptors specific to some ot the nine selected courses were compared. Although 11 descriptors were Interpreted to be situational to Oakland County, many of the 11 were interpreted to be generalizable for maximum effective teachers to some of the nine selected courses in shared-time vocational centers such as those in Oakland County. ^Ityans, p. 83. 11*2 Table IS Illustrates the 2*0 per cent + maximum effectiveness ratings for Advertising on the out-state instruments compared to the 2*0 per cent + maximum effectiveness ratings for Advertising on the in-state instruments. The 11 descriptors interpreted to be common to all nine courses and generalizable to shared-time schools such as those represented by the out-state respondents (reported in Table 12*) were not tabulated in the tables showing course comparisons. TAHLE IS COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO ADVERTISING Out-St*ite Percent .ages Descriptors Average * of nine courses In-State Percentages Average % % of Adver­ of nine tising courses * of Adver­ tising Teaching Ability 16. knowledge of psychological and sociological applications 18. knowledge of training techniques - - - - 62*$ 100* 61** 100* Personal Characteristics 26. cooperative attitude toward other school personnel 29. leadership 30. valuing (ethical principles, democratic ideals) 1*5* - 52% - - - - 100* - - - - 2*7% 100* 52% - - - - - - 67* 67* 53% 67* 89% 100* 62** 100* - Unmodifiable Physical Characteristics 33. 30-2*0 years old 38. male Modifiable Physical Charac teri sties 2*6. favoragle image Background Qualifications 53. certifiable 56. previous experience with youth groups - - - - 11*3 Of the descriptors rated maximum effectiveness for Advertising by 1*0 per cent + of the two survey populations, two are interpreted to be situational to both Oakland County and to the course — and "leadership." "male" The other descriptors were interpreted to be common to the other nine courses for either the out-state responses or the in-state responses. TABLE 16 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO CHILD CARE Out-State Descriptors Average $ $ of of nine Child courses Care In-State Average % of nine courses % of Child Care Work Experience 6 . in a local business or 60$ industrial concern Teaching Ability 1 8 . knowledge of training techniques 6h% 60% - - h0% hit 60% 2 0 . 3 years or more teaching experience - - hot Personal Characteristics 30. valuing (ethical princi­ ples, democratic ideals) Unmodifiable Physical Characteristics 3 6 . married 39 . female 52% 60% 80% Modifiable Physical Characteristics I4U. neat dress and grooming I46. favorable image Background Qualifications $ 3 . certifiable $f>. analysis of college curriculum $6. previous experience with youth groups - - 1*0$ 1*3$ 52% 53% 67 1 80 % 89$ 80% 60% - - 50* 6h% 80$ U*l* Of the descriptors specific to Child Care three were inter­ preted to be situational to Oakland County but generalizable to maximum effective Child Care teaching in vocational centers represented by the out-state survey respondents — "favorable image," and "neat dress and grooming," "previous experience with youth groups." Three descriptors were common to all nine courses for the situation of Oakland County — "knowledge of training techniques," "30-U0 years old," and "certifiable.n One descriptor is situational to Child Care but generalizable to Child Care programs for vocational centers like those of the out-state survey population — experience." "3 years or more teaching Two descriptors are significant to maximum effective­ ness for Child Care in Oakland County — "female" and "analysis of college curriculum." TABLE 17 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO DATA PROCESSING Descriptors Out-State Average * * of of nine Data courses Processing Work Experience I|. in a leadership or super­ visory role Formal Education 10. Baccalaureate Degree In-State Average * * of of nine Data courses Processing 1*3* 60* 1*0* 60* 61** 1*0* 61** 60* - - 60* Teaching Ability 16. knowledge of psychological and sociological appli­ cations 18. knowledge of training techniques 20. 3 years or more teach­ ing experience - - - “ H*5 Table 17— Continued Descriptors Perscnal Characteristics 26. cooperative attitude toward other school personnel valuing (ethical princi­ 30. ples, democratic ideals) Unmodifiable Physical Characteristics 33. 30-1*0 years old 36. married 38. male Out-State Average % * of of nine Data courses Processing In-State Average * * of of nine Data Processing courses 1*0* 1*5* - - Uh% 1*7* - - _ — - - - - 51* — — - - 60* _ 1*0* 1*0* - - - - 51* 53* 60* 1*0* 1*7* 60* _ Modifiable Physical Characteristics neat dress and grooming 1*6. favorable image Background Qualifications 1*9• job interview 50. high scores on a predictive test 56. previous experience with youth groups _ _ _ _ - - - - 1*0* 61** 60* Table 17 illustrates that two descriptors specific to Data Processing are generalizable to Data Processing programs in schools represented by the survey population — other school personnel" and "valuing." "cooperative attitude toward Nine descriptors were situational to Oakland County but interpreted to be common to the other selected courses and to Data Processing — "Baccalaureate Degree," "knowledge Qf psychological and sociological applications," "knowledge Hi6 of training techniques," "3 0 -1*0 years old," "neat dress and grooming," "favorable linage," "job interview," and "previous experience with youth groups." Four descriptors were interpreted to be situational to Data Processing in Oakland County's vocational centers — "3 years or more teaching experience," "married," "male," and "high scores on a predictive test." TABLE 18 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO DENTAL OFFICE ASSISTING Descriptors Out-State * of Average * Dental for nine Office Asst. courses In-State * of Average * Dental Office for nine Asst. courses Work Experience 2 6 . of 3 years or more . in a local business or industrial concern 1*7* 1*6 * 1*3* 60 * Formal Education 10. Baccalaureate Degree 1*0 * 71* 61** 71* 80* Teaching Ability 16. knowledge of psychologi­ cal and sociological applications 1 8 . knowledge of training techniques 1 9 - organizational ability 2 0 . 3 years or more teaching experience - - 1*3* - - 61** 55* 57* - - 1*3* - - - - 1*5* 1*6 * 51* 57* 1*3* 57* Personal Characteristics 26. cooperative attitude to­ ward other school personnel Unmodifiable Physical Characteristics 33. 36. 39. 30-h0 years old married female Table 18— Continued Out-State * of Average % Dental for nine Office Asst. courses Descriptors In-State * of Average * Dental Office for nine Asst. courses Modifiable Physical Characteristics Wi. neat dress and grooming U6 . favorable image - - - - _ - — - - - - - - - - - 51* 53* 1*3* 57* 1*7* 69* 1*3* 86* 61** 1*3* Background Qualifications 1*9 53. 56. Job interview certifiable previous experience with youth groups The descriptors rated maximum effectiveness by the survey population for Dental Office Assisting (excluding those 11 descriptors interpreted to be generalizably common to all nine selected courses) are compiled in Table 18. Two descriptors were situational to Oakland County and generalizable to maximum effective teaching in Dental Office Assisting programs occurring in schools like those represented by the survey population — work experience "of 3 years or more" and "knowledge of training techniques." more of teaching experience " and school personnel" — Two descriptors — "3 years or "cooperative attitude toward other were interpreted to be generalizable to the out- state survey population, but not significant to maximum effective Dental Office Assisting teaching in the situation of Oakland County. Nine descriptors were Interpreted to be situational to Oakland County, but common to the nine courses* programs -- "Baccalaureate Degree," 11*8 "knowledge of psychological and sociological applications," "organizational ability," "30-1*0 years old," "neat dress and grooming," "favorable image," "job interview," "certifiable," and "previous experience with youth groups." The descriptors situational to Dental Office Assisting maximum effective teaching in Oakland County are work experience "in a local business or industrial concern," "married," and "female." TABLE 19 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO DISPLAY Descriptors Work Experience 2. of 3 years or more 1*. in a leadership or super­ visory role 5. in a large business or industrial concern Out--State Average * of nine * of Display courses 1*7* i*e* 1*3* 16. 18. 20. 21. 60* 1*0* Formal Education 10. Baccalaureate degree 19. In-State Average % of nine * of courses Display 1*0* Teaching Ability knowledge of related subjects (economics, etc.) knowledge of psychological and sociological application knowledge of training techniques 3 years or more teaching experience membership in professional organizati ons 1*0* 1*0* 61** 1*0* 61** 80* Ui% 1*0* Personal Characteristics 26. cooperative attitude toward other school personnel 30. valuing (ethical principles, democratic ideals) hS% - - 1*1** - - 1*0* 1*7* 60* Table 19— Continued Out-State Average * of nine * of Display courses Descriptors In-State Average % of nine * of Display courses Unmodifiable Physical Characteristics 33. 30-hO years old 3ii- k0-$5 years old 38. male - - - - - - - - - - - - 51* 60* - - 1*0 * 60 * 51* 53* 60 * 60* 1*7* 89* 80* 80* Modifiable Physical Characteristics i*i*. neat dress and grooming U6. favorable linage Background Qualifications 1*9. job interview 53. certifiable 55. analysis of college curriculum 56. previous experience with youth groups 1*0 * - - - - 60 * 61i* Table 19 presents the descriptors interpreted to be specific to Display. Two descriptors were analyzed to be generalizable to maximum effective Display teaching in schools like those of the outstate survey population but were not considered significant to maximum effectiveness by the Oakland County survey population — work experience "of 3 years or more," and "3 years or more teaching experience." One descriptor — school personnel" — "cooperative attitude toward other was interpreted to be both situational to Display in Oakland County and generalizable to the Display programs in schools represented by the out-state survey population. Eleven 150 descriptors were interpreted to be situational to Oakland County but common to the other eight courses studied — work experience "in a leadership or supervisory role," "Baccalaureate Degree," "knowledge of psychological and sociological applications," "knowledge of training techniques," "valuing, " "30-UO years old," "UO-55 years old," "neat dress and grooming," "favorable "certifiable," and image," "job interview," "previous experience with youth groups," The descriptors interpreted to be situational to maximum effective teach­ ing in Display programs offered in Oakland Comity are work experience "in a large business or industrial concern," "kn owl edge of related subjects," "membership in professional organizations," "U0-£5 years old," "male ," and "analysis of college curriculum." TABLE 20 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO DISTRIBUTION AND MARKETING Descriptors Out-State Average % $ of of nine Dist. courses 8c Mkt. In-State Average $ % of Dist. of nine courses & Mkt. Work Experience 2, of 3 years or more 5. in a large business or Industrial concern 2*7$ m —. _ — * _ — 57$ Teaching Ability 15* knowledge of related subjects (economics, etc.) 16 . knowledge of psycho­ logical and socio­ logical applications 18. knowledge of training techniques 20. 3 years or more teach­ ing experience 57$ - - 62* 71$ 2*1$ 62* 71$ 1*1$ - - 1*3$ 151 { Table 20— Continued Out-State Average % $ of Dist. of nine courses & Mkt. Descriptors In-State Average % $ of Dist. of nine fc Mkt. courses 21. membership in profes­ sional organizations 1*3$ Personal Characteristics 26. cooperative attitude toward other school personnel 29• leadership 3 0 . valuing (ethical prin­ ciples, democratic ideals) 1*5$ - - 53$ 1*1*$ - - 1*3$ 1*7$ 57$ 53$ 1*3$ 1*3$ Unmodifiable Physical Characteristics 33 . 30-1*0 years old 36. married Modifiable Physical Characteristics 1*1*. neat dress and grooming 1*6. favorable image - - 1*1$ 1*1*$ 51$ 53$ 71$ - - - - - - 1*7$ 89$ 1*3$ 86$ Background Qualifications 1*9• job interview ^3. certifiable 95. analysis of college curriculum 56. previous experience with youth groups 1*3$ - - - - 61*$ 57$ Table 20 is a compilation of the descriptors rated maximum effectiveness by the two sets of survey population on the Distribution and Marketing instruments. As in the tables comparing the other course findings, the descriptors are exclusive of those interpreted previously to be common to both survey population groups. Two 15>2 descriptors — work experience "of 3 years or more" and "cooperative attitude toward other school personnel" — can be generalized to the out-state survey population but are not interpreted to be situational either to Oakland County or to Distribution and Marketing. Two descriptors are common to the other eight courses of Oakland County and generalizable to Distribution and Marketing maximum effective teaching in the schools represented by the out-state survey population — "knowledge of training techniques" and "neat dress and grooming." The descriptor "favorable image" was rated maximum effectiveness by the out-state Distribution and Marketing respondents although it was not so rated by the in-state respondents for that course alone. Further analysis of the ratings of the in-state respondents suggested that those respondents considered the descriptor to be significant to average effective teaching (f>7 per cent) and therefore more basic to the teaching needs of a Distribution and Marketing candidate. Two descriptors were interpreted to be situational to Distri­ bution and Marketing by both survey groups, being thereby generalizable to Distribution and Marketing programs in schools represented by both survey groups — ship." "3 years or more of teaching experience" and "leader­ Six descriptors were interpreted to be situational to Distribution and Marketing and common to the other eight courses in the situation of Oakland County — sociological applications," "knowledge of psychological and "valuing," "30-1*0 years old," "job inter­ view," "certifiable," and "previous experience with youth groups." Six descriptors were factored to be situational to Distribution and Marketing in Oakland County — work experience "in a large business or 153 industrial concern," "knowledge of related subjects," "membership in professional organizations," "married," and "analysis of college curriculum." TABLE 21 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO ENGINEERING DRAFTING Descriptors Out-State Average % * of of nine Eng. Dft. courses In-State Average % * of of nine Eng. courses Dft. Work Experience 2 . of 3 years or more 1*. in a leadership or super­ visory role 5 . in a large business or industrial concern 1*7* 58* 1*3* — ■ 1*0* 1*0* Teaching Ability l£. knowledge of related sub­ jects (economics, etc.) 16. knowledge of psychological and sociological appli­ cations 18. knowledge of training techniques 21. membership in professional organizations Personal Characteristics 26. cooperative attitude toward other school personnel 29. leadership 30. valuing (ethical principles, democratic ideals) 1*0* _ — • - 61** 60* 61** 80* 1*0* 1*3* * - — _ 1*7* 1*0* ** — - - — > — 1*7* 1*0* 51* 1*0* 1*0* 51* 53* 1*0* 60* Unmodifiable Physical Characteristics 33- 30-1*0 years old 3 8 . male Modifiable Physical Characteristics 1*1*. neat dress and grooming 1*6. favorable image Table 21--Continued In-S tate Average * % of Eng. of nine courses Dft. Out-State Average * * of of nine Eng. courses Dft. Descriptors Background Qualifications Ii9. job interview ^3. certifiable 55. analysis of college curriculum 56. previous experience with youth groups — 1*7* 89* — — - - - - - - - - - - - 6k% 60* 100* Uo% - 100* The descriptors rated maximum effectiveness for Engineering Drafting are presented in Table 21. The table does not include those factors interpreted to be common to both the out-state and in-state survey populations. Two descriptors were analyzed to be generalizable to maximum effective Engineering Drafting teaching in programs offered in schools like those in the out-state survey population but were not situational to Oakland County's centers — work experience "of 3 years or more" and "cooperative attitude toward other school personnel." One descriptor "leadership" was interpreted to be generalizable to Engineering Drafting programs like those offered in schools represented by the out-state survey population, but the descriptor was not rated maximum effectiveness in the Oakland County — Engineering Drafting situation. Ten descriptors were both situational to Engineering Drafting and interpreted to be common to the other eight selected courses in l# Oakland County — work experience "in a leadership or supervisory role," "knowledge of psychological and sociological applications," "knowledge of training techniques," "valuing," "30-U0 years old," "neat dress and grooming," "favorable image," "job interview," "certifiable," and "previous experience with youth groups." Five descriptors were interpreted to be situational to Engineerind Draft­ ing programs in Oakland County — work experience "in a large business or industrial concern," "knowledge of related subjects," "membership in professional organizations," "male," and "analysis of college curriculum." TABLE 22 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO GREENHOUSE AND NURSERY OCCUPATIONS Descriptors Out--State % of Average % Greenhouse of nine & Nursery Occupations courses In--State % of Average % Greenhouse of nine & Nursery courses Occupations Work Experience 2. of 3 years or mare 1*756 5856 _ — w _ liO* uoje 6h% 1*056 6Ii56 1*056 Formal Education 10. Baccalaureate degree Teaching Ability 16. knowledge of psycologlcal and socio­ logical applications 18. knowledge of train­ ing techniques 20. 3 years or more teaching experience - - 1*056 - - - - Personal Characteristics 26. cooperative attitude toward other school personnel 30. valuing (ethical prin­ ciples. democratic ideals) 16% 1*356 - - - - 1*756 60* 156 Table 22— Continued Out-State * of Average * Greenhouse & Nursery of nine courses Occupations Descriptors In-■State Average % of nine courses i of Greenhouse & Nursery Occupations Unmodifiable Physical Characteristics 1*05* 38. male Modifiable Physical Characteristics li6. favorable image 53* 1*0* 1*75* 895* 1*0J* 00* Background Qualifications 1*9. Job interview 53. certifiable 55. analysis of college curriculum 56. previous experience with youth groups — — — - 1*0* - - - - 61** 80* Table 22 presents the maximum effectiveness descriptors (exclud­ ing those interpreted to be commonly generalizable to vocational centers like those of Oakland County offering the nine selected courses) analyzed to be specific to Greenhouse and Nursery Occupations. Two descriptors were interpreted to be common Instructional factors and generalizable to maximum effectiveness from the out-state survey population--work experience "of 3 years or more" and "cooperative attitude toward other school personnel." One descriptor was interpreted as situational to Greenhouse and Nursery Occupations but generalizable to the programs of schools represented by the out-state survey population; however, it was not interpreted to be significant to maximum effectiveness in 1S7 the situation of Oakland County — experience." "3 years or more of teaching Eight descriptors were interpreted both situational to Oakland County and common to the other eight courses studied — "Baccalaureate Degree," "knowledge of psychological and sociological applications," "knowledge of training techniques," "valuing," "favorable inage," "job interview, " "certifiable," and "previous experience with youth groups." Two descriptors were situational to Greenhouse and Nursery Occupations in Oakland County — "male" and "analysis of college curriculum." TABLE 23 COMPARISON OF OUT-STATE AND IN-STATE MAXIMUM EFFECTIVENESS DESCRIPTORS SITUATIONAL TO TOTAL OFFICE PROCEDURES SYSTEM Descriptors Out-State % of Average * Total Off. Procedures of nine System courses In-State % of Average * Total Off. of nine Procedures System courses Work Experience 2 . of 3 years or more 1*. in a leadership or 60* kl% supervisory role h3% 80* 5>. in a large business or industrial concern .. .. 100* I4O* Uo* Formal Education 10. Baccalaureate degree Teaching Ability 15 . knowledge of re­ lated subjects (economics, etc.) 16. knowledge of psychological and sociological applications 80* - - - - 6U% 100* 158 Table 23— Continued Descriptors Out -State % of Average * Total Off. Procedures of nine courses System 18. knowledge of train­ ing techniques 20. 3 years or more teach­ ing experience 21. membership in pro­ fessional organiza­ tions 1*1** In--State * of Average * Total Off. Procedures of nine courses System 61** 80* 1*1* 1*0* .. 1*0* Personal Characteristics 26. cooperative attitude toward other school personnel 29. leadership 30. valuing (ethical principles, demo­ cratic ideals) 16% - - la* - - - - m — hl% 1*7* - * - - - - 51* - - - 1*0* Unmodifiable Physical Characteristics 33- 30-U0 years old 36. married 39* female 60* 1*0* 60* Modifiable Physical Characteristics 1*3- attractive 1*1*. neat dress and grooming 16* fashionable dress 1*6. favorable image 1*0* w — — _ - - 1*1* — ~ la* 51* — — 53* 100* 1*0* 60* - — 1*7* 89* 1*0* 100* — — Background Qualifications 1*9, job interview $3. certifiable Table 23 shows the maximum effectiveness descriptors (exclud­ ing those common to all nine courses and to out-state and in-state survey populations) specific to Total Office Procedures System. One descriptor was interpreted to be generalizable to the Total Office Procedures system programs in schools represented by the survey population and common to the other eight courses but was not so rated by the in-state survey population — toward other school personnel." "cooperative attitude One descriptor, "valuing," was analyzed as situational to Total Office Procedures System from the out-state instruments, but was not considered significant to maximum effective Total Office Procedures System in Oakland County (although the respondents signified the descriptor as cumulatively significant). Three descriptors were interpreted to be both generalizable to Total Office Procedures System programs in schools like those of Oakland County's vocational centers and common to the other eight courses studied in Oakland County — "knowledge of training techniques, "neat dress and grooming," and "favorable image." One descriptor was common to the other eight courses in the out-state survey population but was situational to Total Office Procedures System in Oakland County — work experience "of 3 years or more," and one descriptor was interpreted to be generalizable to Total Office Procedures System programs in schools like those of Oakland County vocational centers — "3 years or more of teaching experience." Seven descriptors were analyzed to be common to the teacher characteristics of the other eight courses leading to maximum teaching effectiveness in Oakland County — work experience "in a leadership or supervisory role," "Baccalaureate Degree," "knowledge of psycho- 160 logical and sociological applications," "30-1*0 years old, 11 "Job inter­ view," and "certifiable." Eight descriptors were interpreted to be situational to Total Office Procedures System maximum effective teaching in Oakland County — work experience "in a large business or industrial concern," "knowledge of related subjects," "member­ ship in professional organizations," "leadership," "married," "female," "attractive," and "fashionable dress." Total Office Procedures system was designated the highest number of maximum effectiveness descriptors on both the out-state and the in-state instruments. The amount of descriptors is perhaps related to the broader parameters of the subject matter and to the teacher modeling theory of Mager,^- that the teacher must emulate desired student behavior in order to effect it in his students. Rankings of the classification area from the two survey populations were compared by mean scores. The mean scares of the rank orders for the two survey populations were compared and tabulated in Table 21*. The area yielding the lowest mean score was the area considered by the designated survey population to be the most significant area for selecting maximum effectiveness teachers. Hie area yielding the highest mean score was the least significant area for selecting maximum effective vocational teachers. 1Mager, p. 73 161 TABLE 21* *1 *2 *3 *5 *6 *7 * * * * W.E. F.E. T.A. P.C. T.A. P.C. W.E. F.E. B.Q. Mpc Umpc 1.75 2.01* 206 2.81* 3.03 6.61 6.97 1 2 3 b 5 6 7 Work Experience Formal Education Teaching Ability Personal Characteristics P.C. T.A. W.E. F.E. B.Q. Mpc Umpc Rank In-State Rank Rank Out-State COMPARISON OF AVERAGE RANKINGS OF CLASSIFICATIONS AREAS FROM THE OUT-STATE AND IN-STATE SURVEY POPULATIONS BY MEAN SCORES 1 2 3 k 5 6 7 1.71 1.81* 2.13 2.87 5.00 7.00 7.00 *Utnpc • *Mpc. *B.Q. T.A. P.C. W.E. F.E. B.Q. Upc Umpc 1.77 1.99 2.07 2.81* 3.21 6.61* 6.98 Unmodifiable Physical Characteristics Modifiable Physical Characteristic s Background Qualifications The three most significant classification areas were Teaching Ability, Personal Characteristics and Work Experience. area was Unmodifiable Physical Characteristics. The least significant Formal Education and Background Qualifications were ranked fourth and fifth respectively. 162 The difference in the mean scores for the Personal Characteristics ranking on the in-state instruments and the cumu­ lative Personal Characteristics ranking (.28) suggests slightly more importance attached to that area by Oakland County's respondents than by the out-state respondents. Possible reasons for that dif­ ference were discussed on page 12£. Summary The instruments returned from the two survey groups were com­ puted and analyzed for common, situational and generalizable aspects. The data were tabulated and classified according to out-state and to in-state. Responses from each survey group were reported separately and then reported comparatively. Thirty-eight of the 57 descriptors were rated as maximum effectiveness by 1*0 per cent + of the respondents on at least one course questionnaire. Thirteen descriptors were interpreted common to all nine selected courses from the out-state survey population, but two of the descriptors were not considered as rated in convnon to all nine courses on the in-state questionnaires; therefore 11 descriptors were deduced common and generalizable to both survey populations. Twenty-two descriptors were interpreted as coimnon to all nine courses in the situation of selecting candidates for Oakland County's area centers, of that twenty-two, 11 were generalizable to the out-state survey population, and 11 were analyzed to be situational to Oakland County. The remaining 16 descriptors were interpreted 163 to be situational to the maximum teaching effectiveness for particular courses. The following list summarizes the number of descriptors interpreted to be situational to each of the nine selected courses: Advertising Child Care I4 (1 generalizable to outstate survey populations) Data Processing k Dental Office Assisting k (1 generalizable to outstate survey populations, but not situational to Oakland County) Display 7 (1 generalizable to outstate survey populations, but not situational to Oakland County) Distribution and Marketing 7 (2 generalizable to outstate survey populations) Engineering Drafting 6 (1 generalizable to outstate populations, but not situational to Oakland County) Greenhouse and Nursery Occupations 6 (1 generalizable to outstate survey populations, but not situational to Oakland County) Total Office Procedures System 9 (1 generalizable to outstate survey populations) CHAPTER 7 SUMMARY AND CONCLUSIONS The three postulates of theory upon which the developmental process of achieving a design for appropriate instructional staffing for vocational centers like those in Oakland County was based were: 1. Selection must take place according to criteria, which will permit ultimate evaluation of the selection procedures. 2. Selection must take place according to sound, empirically based principles derived from the practical experiences of those immediately involved in select­ ing teachers. 3. Selection must take place according to defined situational factors. Hie study attempted to establish factors of teacher character­ istics or background qualifications which were both common to nine courses selected from the six vocational disciplines and which could be generalizable to vocational schools like those in Oakland County. These factors could be considered consonants of principles of selection using Oakland County's vocational centers as a demographic situational example • The next phase of the study attempted to designate teacher characteristics and background qualifications to the situation of specific courses, and to the situation of specific courses in Oakland County. 16 U 165 Implications of the Major Findings or the Study Tor Principles of Selection The factors of teacher characteristics or background qualifica­ tions, upon which maximum effective vocational teaching for nine selected courses in schools like Oakland County vocational education centers is contingent, are work experience of at least three years and in the subject area taught} the formal education of a Master's Degree; a teaching ability based on knowledge of the subject area taught, skill proficiency, and organisational ability; personal characteristics that reflect positive attitude toward the subject area taught, toward teaching and toward students, enthusiasm, cooperative attitudes toward other school personnel, and a strong self-concept* One of the more salient means by which to assess a teacher-candidate's potential for maximum effectiveness is his background quailfic ationa reported in a strong work experience reconmendation. Another principle upon which to base selection is that the three areas of most significance to maximum effective teaching for nine selected courses are teaching ability, personal characteristics, and work experience. It might be suggested from a logical correlation of the two aspects of empirically based principles — factors and areas — that the acquisition of a Master's Degree and a strong work experience recomnendation are more situational to the course a candidate is to teach than are the other teacher characteristics components of principles of selection. The area of least significance to selecting outstanding teachers for the nine selected courses is unmodifiable physical characteristics. 166 InpHcationa of the Major Findings of the £tudy for Situational Aspectft of Selection Of the factors comprising principles of selection two of them were not valued by the hiring personnel of Oakland County's vocational education centers — 3 years or more of work experience (more specified and generally more years were mandated) and cooperative attitude toward other school personnel. Additional factors to the selection principles for maximum effective teaching in the nine selected courses were valued, however, by the hiring personnel for Oakland County. Those factors are situational to the county but still ccmmon to the nine courses. In addition to the eleven (after having detracted two factors) factors discussed as principles of selection, Oakland County's selection of maximum effectiveness teachers for nine selected courses is predicated upon the following teacher characteristics and background qualifications! 1. work experience in a leadership or supervisory role 2. a Baccalaureate Degree 3. a teaching ability based on knowledge of psychological and sociological applications and on knowledge of training techniques b* personal characteristics which reflect valuing 5. physical characteristics of 30-li0 years old, neat dress and grooming and a generally favorable image 6. three of the more significant means by which to assess a teacher-candidate's potential for maximum effectiveness in Oakland County are his background qualifications leading to his certifiability, the job interview and his previous experience with youth groups 167 Some factors are situational to course areas for which a teacher is selected, and some factors are situational to course areas offered in Oakland County vocational education centers. The existence of situational factors reflects the valued teacher behaviors anticipated by the hiring personnel of the particular community, as do the factors designated situational in this study. If the theoretic framework of this study (as discussed in Chapter 1) is observed, the situational factors, to be valid for the community, and to be sufficiently adaptive, should be rationally related to operationally described teacher behavior. A selection procedure or design should account for situational factors by relating anticipated teacher behavior to the factor specified as situational for three reasons: (1) subsequent evaluation of the factor (2) flexibility (3) broader applicability of the whole design (for factors could be eliminated or added to the design if the behavior for which the factor was designated is not valued by hiring personnel in other communities) F 1 Staffing" for Schools like Wiose in Oakj From generalizable, common and situational aspects and from the rationale used as a framework of the study, a viable model of a design by which to select maximum effective vocational teachers for nine selected courses was developed. Figure 1* Paradigm for a Design for Appropriate Instructional Staffing for Vocational Education Centers like Those in Oakland Count/ Criterion for Evaluation r in T T Situational Situational Situational Situational Situational factors for factors for factors for factors for factors for Display Dental Advertising Child Care Data Processing Office Assisting Situational factors for Distribution & Marketing Situational Situational Situational factors for factors for factors for Total Office Engineering Greenhouse Procedures & Nursery Drafting Occupations System 168 n Behaviorally justified by job function specifications \ ^ I \f d Situational factors conon to nine courses — behaviorally justified by job function specifications Principles for Selection factors in camon to nine courses and generalizable areas of significance 169 Application of the Design for Appropriate vocational Staffing of Oakland ^ u n i y From the findings, classification, and analysis of the data yielded by the instruments returned from the two survey the boxes of the paradigm for the design for appropriate staffing of vocational education centers like those in Oakland County can be designated for nine courses in Oakland County. The designation of areas, factors (both situational and common) and Job function specifications is exemplary of the intended use of the design. The Job function specification, derived from taped interviews of the hiring personnel of Oakland County's vocational centers or from the consultants of Oakland County Regional Service Agency, or from related literature, is illustrative. It is not meant to suggest that the related behavior is the only one dependent upon the factor or that the factor is the only one upon which the behavior depends. 170 I. Criterion* Principles for Selection Placement of the student in the occupation for which he has been trained Common Factors * 3 years or more of work experience work experience in subject area taught Areas of Most Significance Teaching Ability *##perscnal Characteristics Work Experience Master's Degree knowledge of subject area skill proficiency Areas of Least Significance organizational ability favorable attitude toward subject area Unmodlfiable Physical Characteristics positive attitude toward teaching Modifiable Physical Characteristics •M-M-cooperative attitude toward other school personnel enthusiasm strong self-concept strong work experience recommendations *higher amounts specified for Oakland County **not applicable to Oakland County **«valued slightly more than teaching ability in Oakland County 171 II. Criterion* Paradigms Illustrating the Relationship of Situational Factors, Common to Nine Courses Offered in Oakland County Vocational Education Centers to Job Function Specifications Placement of the student in occupations for which he has been trained work experience in a leadership or super­ visory role appraise students' skill and limi­ tations in the occupational area and designate appropriate training a Baccalaureate Degree utilize background in general or liberal studies to advantage while participating in community activities! knowledge of psycho­ logical and socio­ logical applications manage with tinderstanding adolescents varying from potential drop-outs to highly academically oriented_________ knowledge of training techniques instruct labor-saving devices in job performance_________________ valuing""! relate occupational standards to students2 ___________ 30-1*0 years old demonstrate vitality and health for teacher modeling neat dress and grooming______ demonstrate appropriate apparel by teacher modeling____________ favorable image 1 encourage, by teacher modeling students' approach tendency toward occupational area_________________ certifiable 1 --- enable the program to be state reimbursed____________________ job interview demonstrate and instruct factors dependent on Job intelligence previous experience with youth groups utilize group characteristics in learners for some instructional units a Icourtney and Halfin, p. 12. ^Prosser and Quigley, p. 360. ?Ibid. . p. j6l. 172 III. Criterion: Paradigms Illustrati the Relationship of Situational Factors AWr Each of the Nine Selected Courses Offered in Oakland County's Vocational Education Centers to Job Function Specifications Placement of the student in occupations for which he has been trained Advertising leadership male use efficient methods to coordinate group activities | relate, by teacher modeling, advertising techniques to students, mostly male Child Care work business ex­ perience in a local or industrial concern! relate ethnic and social values of the conmunity to students as the values are observed in preschool children________________ *3 years or more of teaching experience use instructional timing to relate observable child behavior to proper child care techniques relate, by teacher modeling, child care techniques to students, mostly female analysis of college curriculum use knowledge and skills obtained in child growth and development, art and music -^designates those factors which are generalizable to the specified course offered in schools like Oakland County's vocational education centers. 173 Criterion* Placement of the student in occupations for which he has been trained Data Processing use proper instructional order in instructing sequential data processing techniques_________ *3 years or more of teaching experience married maintain his teaching position in an occupational area of low teacher s u p p l y ______________ male relate, by teacher modeling, data processing techniques to students, mostly male high score on a predictive test demonstrate to students measurable skill proficiency with computers______________ \ ? Dental Office Assisting work experience in a local business or industrial concern demonstrate to students how community characteristics are relevant to desirable dental office assistant behavior *3 years or more of teaching experience use proper instructional timing to relate observable patient behavior to dental office assisting techniques \ married maintain her teaching position in an occupational area of low teacher supply female relate, by teacher modeling, dental office assisting techniques to students, mostly female *designates those factors which are generalizable to the specified course offered in schools like Oakland County's vocational education centers 17ii Criterion: Placement of the student in occupations for which he has been trained Display work experience in a large business or industrial concern knowledge of related subjects demonstrate business-oriented creativity and ingenuity necessary for comprehensive display activities --------> *3 years or more of teaching experience instruct elements of economics, sociology and psychology relevant to effective display techniques use proper instructional order in presenting sequential display techniques and their coordination membership in professional organizations implementstate and national current trends and issues into display subject matter and techniques_________________ hO-55 years old demonstrate to students attention'and perseverance for coordinating details male analysis of college curriculum relate, by teacher modeling,display techniques to students,mostly male relate elements of economics, sociology, psychology and cultural areas to display techniques and creativity_______________ ^designates those factors which are generalizable to the specified course offered in schools like Oakland County's vocational education centers. 175 Critfirions Placement of tb6 student in occupations for which he has been trained Distribution and Marketing work experience in a large business or industrial concern ------- ^ knowledge of related subjects *3 years or more of teaching experience membership in professional organizations make use of background to provide urban distribution and marketing teaching situations______________ select functional subject matter from economics, law, statistics and business administration make use of individual instruction far developing public image behavior and attitudes in the student ____ interpret national trend* and issues relevant to distribution and marketing to students _____________________ j leadership demonstrate, by teacher modeling, efficient methods of coordinating directed human activities | married" demonstrate, by teacher modeling, acceptance of societal values____ analysis of college curriculum relate elements of economics, law, statistics, and business administra­ tion to distribution and marketing techniques and knowledge designates those factors which are generalizable to the specified course offered in schools like Oakland County's vocational education centers. 176 Criterion* Placement of the student in occupations for which he has been trained Engineering Deaftlng work experience: in a large business or industrial concern knowledge of related subjects membership in pro­ fessional organizations ^ \ make use of background to provide urban engineering drafting situations, particularly automotive select functional subject matter from geometry, trigonometry, physical science and metal working interpret national trends and issues relevant to engineering drafting to students ♦leadership demonstrate, by teacher modeling, efficient methods of coordinating directed human activities male relate, by teacher modeling, engineering drafting techniques to students, mostly male analysis of college curriculum relate elements of geometry, trig­ onometry, physical science and metal working to engineering drafting techniques_______________________ ♦designates those factors which are generalizable to the specified course offered in schools like Oakland County's vocational education centers. 177 Criterion: Placemen* of the student in occupations for which he has been trained Greenhouse and Nursery Occupations *3 years or more of teaching experience male ~| analysis of college curriculum use proper instructional order in presenting sequential greenhouse and nursery techniques________ relate, by teacher modeling, green­ house and nursery techniques to students, mostly male relate elements of economics, distribution and marketing, floraculture and landscaping to green­ house and nursery techniques *designates those factors which are generalizable to the specified course offered in schools like Oakland County*s vocational education centers. Criterion: Placement of the student in occupations for which he has been trained Total Office Procedures System work experience in a large business or industrial concern make use of background to provide urban total office procedures system teaching situations_______ knowledge of related subjects____________ select functional subject matter from economics, management and business administration 3 years or more teaching experience ]j membership in pro­ fessional organizations | leadership married | |_ I female [attractive |. 1fashionable dress 1- use proper instructional order in presenting sequential office techniques and integrating them into a total office procedures system________________________ conduct periodic up-dating of the curriculum in accord with state and national occupational trends demonstrate, by teacher modeling, efficient methods of coordinating directed human activities demonstrate, by teacher modeling, acceptance of societal values relate, by teacher modeling, total office procedures system techniques to students, mostly female_________ encourage, by teacher modeling, the approach tendency of the student toward total office procedures system_________ ^designates those factors which are generalizable to the specified course offered in schools like Oakland County's vocational education centers. 179 Implementation and Evaluation of the Design for Appropriate Instructional Staffing In Vocational Canters like Those in Oakland County To implement the design for staffing vocational centers in Oakland County the instrument, by which data were gathered for this study, could be used and rated for each teacher-candidate for the nine selected courses. Selection should take place as the design suggested. Careful records of the appraised characteristics of the teachers selected for the courses should be kept. Subsequent observations of the teacher*s behavior should be conducted, pre­ ferably by a trained observer not involved in the selection process. The observations should be made in terms of the stated job function specifications and recorded. Eventually longitudinal and meaningful research on teacher characteristics could evolve from correlations derived between the rated factor and the operationally described behavior for which it was anticipated by the hiring personnel. Implementing the design probably will illustrate that no "ideal" vocational teacher will be appraised to possess all of those factors interpreted to be significant to maximum effectiveness. However the design developed in this study would insure an objective and adaptive process by which to make sound selection decisions which are unique to an individual, situational to a community or course or situational to periods of teacher shortage and supply. In addition, evaluation of the design could be made eventually in terms of its stated criterion: for which he has been trained. student placement in the occupation Additional criteria could be supplied by consensus of those in the educational community or by validated research. But until such research appears or until evaluation can be 180 made, the design, empirically based and situationally applied, is a rational beginning. One more area of teacher up-grading could be augmented by imp 1esnenting the design developed in this study — in-service training. By a rapid analysis of a candidate's rated characteristics or background qualifications as recorded on the instruments, his areas of weaknesses and strengths could be designated. His in-service training could be individually and efficiently effected. Recommendations for Solutions to Problems Posed fn chapter j From the findings of this study recommendations for solutions to the staffing problems posed in Chapter I, p. 11, might be made. It should not be inferred that the following disoussion should be generalized to any groups or behaviors other than that represented by the survey population in this study. A. How much value should be placed on work experience, on formal education, on teaching ability? Teaching ability was designated the most significant of the three areas, and it was interpreted that principals of area vocational centers valued the occupational teacher's knowledge of subject area, his skill proficiency and his organizational ability as three phrases most des­ criptive to teaching ability. Three years or more of teaching experience was interpreted as significant to Child Care, Data Processing, Dental Office Assisting, Display, Distribution and Marketing, Greenhouse and Nursery Occupations, and Total Office procedures System but not to Engineering Drafting and Advertising. It might be suggested from these findings that teaching ability is more related to teaching experience in some courses than in others. 181 Work experience was also ranked as among the top three areas of significance for maximum effectiveness* A teacher's work experience should be in the subject area in which he is teaching! and he should have had at least three years or more of work experience. It was found that formal education was less valued than were work experience and teaching ability. Is the quality of work experience important? The kind of work experience expected of an occupational teacher was not valued as highly as the quantity of work experience. The findings of this study suggested that the type of work experience is mare situaticnal to the demographic area. Oakland County administrators, far instance, indicated that a teacher's maximum effectiveness would be related to his having had work experience in a leadership or supervisory role. Other kinds of work experience were interpreted as even more situational to some of the nine courses studied in Oakland County. Work experience in a local business or industrial concern was considered significant to Child Care and Dental Office Assisting. Work experience in a large business or industrial concern was interpreted as significant to Display, Distribution and Marketing, Engineering Drafting, and Total Office Procedures System. Could a candidate have too many years of work experience? It appears from the findings of this study that a candidate's effectiveness as an occupational teacher is increased rather than diminished by large amounts of work experience. Some respondents indi- 182 cated as much as 1$ years of work experience as desirable for maximum effectiveness in some courses. How much formal education should a candidate possess and do area vocational administrators prefer degree candidates? Although the classification of formal education was ranked as fourth on the totals of questionnaires, the possession of a Master's Degree was indicated as desirable for maximum effectiveness in all nine of the courses. Such a designation might reflect the traditional view of "the more education, the better" and might align the educator's view of occupational teaching more closely to academic teaching than had been sus­ pected before this study was undertaken. Oakland County respondents, on the other hand, rated both Baccalaureate Degrees and Masters Degrees as maximum effectiveness. Such ratings might be explained by one of taro means: (1) the administrators reflected the unavailability with Masters Degrees; or (2) of occupational teachers the respondents felt that a Baccalaureate Degree teacher could be just as effective as a Masters Degree teacher. The findings of this study clearly indicate that the survey population valued a degree-holding candidate more highly than a candidate without a degree. Vfhat kind of formal education is significant to effective vocational teaching? The findings of this study were interpreted to indicate that a particular type of formal education was not prescribed for vocational teaching generally, but some course teachers needed special backgrounds 183 that would most easily be obtained by formal education. Oakland County administrators Indicated that a knowledge of sociological and psychological applications and a knowledge of training techniques as significant to maximum effectiveness. Situational to Display, Distribution and Marketing, Engineering Drafting and Total Office Procedures System in Oakland County was the descriptive phrase "knowledge of related subjects." However, that the descriptive phrase "analysis of college curriculum" was rated as maxi­ mum effectiveness for some other courses might suggest that the kind of formal education that a candidate has obtained is more important than was indicated by the analysis of some of the other ratings pertinent to Formal Education. B. What are the individual characteristics that would lead to maximumally effective vocational teaching? Individual characteristics were sub-divided into personal characteristics, modifiable and unmodifiable physical characteristics. The rankings of these areas indicated that personal characteristics were the most significant to maximum effectiveness. Those personal characteristics of an occupational teacher which were most valued by the survey population were his positive attitude toward his teaching subject area, toward teaching itself, toward his students, a cooperative attitude toward other school personnel, enthusiasm, and a strong selfconcept. Should physical characteristics be important to a staffing design? Are administrators influenced by unchangeable physical characteristics? Both areas of physical characteristics were ranked as least significant to maximum effectiveness, and no descriptive phrases were 181* significantly rated maximum effectiveness. situational to Oakland County — However one descriptor was "30-1*0 years old," and another descriptor "married" was situational to Data Processing, Dental Office Assisting, Distribution and Marketing, and Total Office Procedures System. Such ratings of those two descriptors might reflect the valuing of the Oakland County respondents. Would sex differentiation be required for some courses? Although the cumulative responses indicated no sex differentiation for any courses, the Oakland County respondents did, and generally the differentiation reflected the traditional attitudes of that which is anticipated by the male or female role. A male teacher was rated for maximum effectiveness in Advertising, Data Processing, Display, Engineering Drafting and Greenhouse and Nursery Occupations, but a female teacher was rated for maximum effectiveness in Child Care, Dental Office Assisting, and Total Office procedures Slystem. It is probable that sex differ­ entiation might not depend on the course as much as on the seoc represented by the majority of the students taking the course, and therefore the ratings of Oakland County respondents might indicate a valuing of teacher modeling. Are changeable appearance factors significant in vocational staffing? The appearance of an occupational teacher, such as dress, which could be modified, was not indicated as generally significant to staffing vocational teachers, but some factors of appearance were considered situatlonally significant for Oakland County's occupational teachers. 185 Neat dress and grooming and a generally favorable image were valued by the Oakland County respondents. Those ratings would illustrate once more that the situational aspects of a community might be manifested in that community's educators' selecting teachers who will fulfill previously anticipated roles. C. How can an administrator appraise backgound data objectively? How reliable are pre-service recommendations? The findings of this study can be interpreted to indicate that the most reliable pre-service recommendation is from the candidate's work experience, and if the recornnendatian is a strong one, the candidate is more likely to be a maximumally effective teacher. That "successful student teaching," "high grade point count," and "strong recommendations from a school administrator" were not rated as maximum effectiveness by either of the survey populations suggests that a credibility gap might exist not cnly between teacher educators and vocational area principals but among administrators themselves. Can predictive instruments be used to assess factors leading to effective teaching? The findings of this study were supportive of other researchers' conclusions on predictive tests (discussed in Chapter II pp. 1*2— ) — that predictive tests can at best be used to determine but one or two factors which might lead to maximumally effective teaching. Such a measurable quality as skill proficiency in Data Processing could be determined by a test, but the components of a teacher's characteristics, behavior and background qualifications which combine to render him capable of maximumally effective vocational teaching have not yet been successfully delimited. 186 Responses to the questionnaires were interpreted to mean that area voca­ tional administrators did not view predictive tests sufficiently valid to predict maximum effectiveness. What is an efficient means of analyzing background qualifications? Oakland County respondents indicated that in addition to a strong work experience recommendation, the candidate's certiflability (reflecting Michigan's vocational reimbursement procedures), the job interview, previous experience with youth groups, and an analysis of the candidate's college curriculum were valuable in aiding them to pre-determine maximum effective­ ness. It should be repeated, however, that the vocational centers in Oakland County were not operational at the time of the survey, and the hiring personnel who responded to the questionnaire had not had an opportunity to appraise the results of their staffing views. The purposes or major recommendation of this study is that staffing be approached systematically by establishing generalizable principles for selecting the best available occupational teachers and by assessing the factors situational to the community and to the specific course to be taught. The components of the candidate's characteristics and behavior which are valued as leading to maximum effective teaching might then be appraised more objectively by analyzing all of the infor­ mation sources available to him. It is additionally recommended that the design derived from this study and outlined on p. 168 be applied to vocational area center's selection of teachers and that records be kept for subsequent evaluation of the design and of its parts. BIBLIOGRAPHY BIBLIOGRAPHY Bloom, Benjamin S., Taxonomy of Educational David McKay Krathwohl, David R., and Masia, Bertram B. Educational Objectives: The Classification of Objectives; Affective domain. New York: Company, Inc., 19$ 6- Corey, Steven M. Action Research to Improve School Practice. Bureau of Publications, Teachers College. New York: Columbia University, 1953* Courtney, E. Wayne, and Halfin, Harold H. Competencies of Vocational Teachers: A Factor Analysis of the draining Needs of freacKers of Occupational Education. Oregon: Oregon State tJniversity, 19691------------ ------------- Cremin, Lawrence A. The Transformation of the School: Progressivism in American Education, 1076-19$?. 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The Programs and Services of an Outstanding Area Vocational School. ED olh 3?5 Roney, Maurice W. Occupational Criteria and Preparatory Curriculum Patterns in Technical Education Programs. Area vocational Education Program Series, dumber h • Eb 616 066. VanTrump, W. F. A Follow Up Study of the First Fifty Graduates of Trade Technical Education. Big Rapids, Michigan: Ferris State College, 1$66. Wenrich, Ralph C. Experimental Program for the Identification, Selection, and Development of Persons for Leadership Roles in the Administra­ tion and Supervision of Vocational and technical Education"! 53T 51r m : ---------------------- -------------------------------------- 192 THESES AND DISSERTATIONS Baranyai, William A. "Adjustment Experiences of Industrial Education Teachers of the Detroit Public Schools", Ed.D. thesis. Wayne State University, 1961*. Callan, Louis John. "Industrial Arts Teacher Education Programs: A Comparative Analysis and Evaluation of Selected Teachers and Colleges". Ph.D. thesis. The Ohio State University, 1952. Dissertation Abstracts 17:2515; No. 11. Cappiello, David A. "An Appraisal of Selected Industrial Arts Student Teaching Elements by Supervising Teachers and Recent Industrial Arts Graduates with Implications for Redirection of a Teacher Education Program". Ed.D. thesis. State University of New York at Buffalo, 196L. Dissertation Abstracts 26:3767; No. 7. Crabtree, Beverly. "Predicting and Determining Effectiveness of Homemaking Teachers". Ph.D. thesis. Iowa State University, 1966. Dissertation Abstracts 26:6013; No. 10. Ellis, William B. "The Relationship of Related Work Experience to the Teaching-Success of Beginning Business Teachers"• Ed.D. thesis. Pennsylvania State University, 1968. Reported in National Business Education Quarterly, Volume 38, No. 1 (Fall, i9£>9), 12. Frinsko, William. "An Analysis of the Selective and Predictive Factors in Student Teaching". Ed.D. thesi3. Wayne State University, 1962. Dissertation Abstracts 2^:1901; No. 5* Fuller, Gerald. "The Relationship of Characteristics of Prospective Student Teachers and Student Teaching Effectiveness in Agriculture Education". Ed.D. thesis. Cornell University, 196U. Dissertation Abstracts 2U:2799; No. 7. Foss, Maurice F. "Implications for Industrial Arts Teacher Education from Case Studies of Selected Teachers". Ed.D. thesis, university of Cincinnati Teachers College, 1958. Dissertation Abstracts 19:2288; No. 9. Grinstead, Edna Pierce. "The Study of Relationship of Stated Motives of Students and Graduates of Iowa's State Teachers College for Selecting Business Education as the Major to Superior Intellectual Ability and Reported Success on the Job". Ed.D. thesis. New York University, 1961. Dissertation Abstracts 23:5UU; No. 2. 193 DISSERTATIONS con't Jones, Raymond Lawrence. "Relationships Between Certain Background Factors of Selected Business Teachers and Attitudes Toward Teaching Basic Business Subjects". Ed.D. thesis. The University of Florida, I960. Dissertation Abstracts 21:2613; No. 9. Juergenson, Elwood M. "The Relationship Between Success in Teaching Vocational Agriculture and Ability to Make Sound Judgments as Measured by Selected Instruments". Ph.D. thesis. The Pennsylvania State University, 1958* Dissertation Abstracts Volume 1901, p. 96. McComas, James Douglas. "The Role of the Teacher of Vocational Agriculture as Perceived by Selected Ohio Teachers and their Administractors". Ph.D. thesis. The Ohio State University, 1962. Dissertation Abstracts 2l±:lU5; No. 1. Mellman, Robert A. "An Analysis of Successful Procedures for the Recruitment of Skilled Tradesmen for the Teaching of Vocational Industrial Education in Pennsylvania. Ed.D. thesis. The Pennsylvania State University, 1957. Dissertation Abstracts 17:2930; No. 12. Minton, Gene Dwaine. "A Study of Selected Characteristics of Trade and Industrial Teachers in the State of Maryland". Ed.D. thesis. University of Maryland, 1966, Nelson, Rex Albert. "Personality Variables of College Students Who Signify Industrial Arts as a Major Field of Educational Preparation". Ed.D. thesis. Colorado State College, 1961*. Dissertation Abstracts 25:300-301; No. 1. Nichols, Charles Wesley. "An Analysis of the Tasks of Selected Ohio Vocational Trade and Industrial Education Instructors". Ed.D. Thesis. University of Cincinnati, 1961*. Dissertation Abstracts 26*895J No. 2. Nuccio, Carmella Elizabeth. "Opinions of Business Teachers on Major Issues in Their Field and Significance of Selected Background Factors in Shaping Beliefs". Ph.D. thesis. The Ohio State University, 1965. Dissertation Abstracts 26:lU31; No. 3. DISSERTATIONS con't Reams, Jake W. "The Relationship of Selected Factors to the Scholarship of Industrial Arts Teacher Education at Ball State Teachers College". Ed.D. thesis. Indiana University, 1963. Dissertation Abstracts 2U:3222; No. 8. Ryan, Chester Maupin. "An Analysis of the Preparation, Selection and Training of Teachers in the Trade and Industrial Education Program of North Carolina with Implications for the Future". Ed.D. thesis. The University of North Carolina at Chapel Hill, 1963. Dissertation Abstracts 2$:U$66; No. 8. Rutherford, William Edgar. "Personnel Relations: A Study of the Selection, Placement, and Guidance of Beginning Industrial Arts Teachers in California Secondary Schools". Ed.D. thesis. Bradley University, 1962. Dissertation Abstracts 23:3791; No. 11. Sayovitz, Joseph Jan. "Certification Status and Procedures for Industrial Arts Teachers in the United States: Agencies, Types of Certificates, Rulings and Practices, State and Regional Comparisons, Reciprocity with Suggestions for Improved Patterns". Ph.D. thesis. University of Minnesota. Dissertation Abstracts l£:21l8j No. 11. Scherer, Harlan Leonard. "Procedures and Factors Involved in the Selection of Industrial Arts Teachers and Their Relationship to Rated Teaching Success". Ed.D. thesis. University of Missouri, I960. Dissertation Abstracts 21:2^65; No. 9. Sears, Mildred Louise. "Criteria for the Selection of Business Teachers in Secondary Schools". Ed.D. thesis. University of California, 1959. 195 ARTICLES Biggam, William R. "The Accreditation of Undergrade Programs in Industrial Arts," Industrial Arts and Vocational Education, June, 1967, 39. Brogden, Hurbert E., and Taylor, Erwin K. "The Theory and Classification of Criterion Bias," Educational and psychological Measurements, X, (1990), 159-186. Draper, Dorothy. "A Program for Teacher Excellence," American Vocational Journal, February, 1967, 21^-26. Harp, John and Richer, Stephen. "Psychology of Education," Review of Educational Research, Volume 39, No. 5 (1969), 671-£>93• Lauda, Donald P. "College Credit for T & I Work Experience," American Vocational Journal, May, 1967, 32. McLeroy, Thomas Standifer. "An Analysis of Teaching Beliefs and an Evaluation of Teacher Effectiveness of Typewriting and Short­ hand Teachers as Viewed by Department Chairmen in Selected Schools in the Chicago Suburban Area," National Business Education Quarterly, Volume 38, No. 1 (l969), 30. Panitz, Adolf. "Breakthrough in Occupational Competency Testing," American Vocational Journal, October, 1969, U9-51* Reinhart, Bruce. "Trade and Technical Teachers: A Unique Teaching Force," Journal of Secondary Education, November, 1968, 300- 306. Resh, Mary S. "Teaching in Vocational Education Areas," Education Digest, October, 196£, 28-31. Ryans, David 0. "Notes on the Criterion Problem in Research with Special References to the Study of Teacher Characteristics," The Journal of Genetic Psychology, 91 (1957)t 33-61. Samson, Harland E. "Staffing," Review of Educational Research, Volume XXXVIII, No. 1* (1968),Tff£-HT5. 196 ARTICLES con't. Spence, William p. "Recruiting Methods Industrial Arts Uses," Industrial Arts and Vocational Education, June, 1967, 1*9. Staff of Industrial Arts Curriculum Project. "The Industrial Arts Curriculum Project," Journal of Industrial Arts, NovemberDee ember, 1969, 11-15>T Stern, Benjamin J. "Trade Teachers: Recruitment and Training," Industrial Arts and Vocational Education, June, 1967, UU. VanTrump, W. F. "How Can We Staff Our Trade Technical Programs?," American Vocational Journal, April, 1967, 23-21*. Waks, Leonard Joseph. "Philosophy, Education and the Doomsday Threat," Review of Educational Research: Methodology of Educational Research, Volume J9, No. 5 (1969), 6o7-6ZoT 197 OTHER SOURCES - PERSONAL INTERVIEWS Dr. William Baranyai, Consultant Vocational Guidance, Trade and Industrial Education Oakland Schools Mr. Richard Craig, Director of Instructional and Non-Instructional Personnel Services Pontiac Board of Education Pontiac, Michigan Mrs. Marilyn Doerter, Curriculum Writer Business Education Oakland Schools Dr. James Hannemann, Consultant Agriculture, Trade and Industrial Education Oakland Schools Mr. Edward Hoot Assistant Superintendent Royal Oak Board of Education Royal Oak, Michigan Mr. Kenneth Huffman, Principal Northeast Oakland Vocational Education Center Pontiac, Michigan Mr. Allan Mathison, Principal Southeast Oakland Vocational Education Center Royal Oak, Michigan Dr. Ruth Midjaas, Consultant Home Economics and Related Health Occupations Education Oakland Schools Mr. Herbert Olson, Principal Northwest Oakland Vocational Education Center Clarks ton, Michigan 198 Dr. David Soule, Director Vocational Education Oakland Schools Mr. Floyd Vincent Assistant Superintendent Clarkston Board of Education Clarkston, Michigan Mr. Joe D. Winger Director of Personnel Walled Lake Board of Education Walled Lake, Michigan Mr. John Xenos, Principal Southwest Oakland Vocational Education Center Walled Lake, Michigan APPENDICES APPENDIX 1 OAKLAND COUNTY AND MAJOR ACCESS ROUTES 199 arraiiuiA x LAKE MICHIGAN OAKLAND COUNTY AND MAJOR ACCESS ROUTES BAY SAGINA1 FLINI GRAND RAPIDS >196 ka: JACKSON DETROIT LAKE ERIC TOLEDO APPEWDIX 2 TOWNSHIPS AND MUNICIPALITIES OF OAKLAND COUNTY 201 202 APPENDIX 21 TOWNSHIPS AND MUNICIPALITIES OF OAKLAND COUNTY □ — 1 .J BIUV SMIIH HFMI iR iininiii him P iraiaamu BBSS •ABLASJI f t - i — "l ■1 B ttS L H t U7IRNH V filTS LABS 58»S' f p— I - P* it* y WBtaKBiS L-r - X h ___ x r.BMHH •nit »B*Y W.w i ffllFISLi f^ t t-wunr ’tmmr L j ! Ti j __________ ^ V r1 Ifli i I ?A B B IB Q 7i0 J t J/ »v•»' 1 i 'J . . Ji 1!*— «,— V ’l --=T“ \ I UkMWWKlT r mswrim r r _ i •— t r— r l 1*-■ -t*‘i_T"i *)*«•■! r *T I Tummm* i ' 'f Tgl j 1 _T ~ t 'viM «•«••• I f 1 Imulifc., IM mIa1i n1 | i" --------- l v, — AIBBiaf V 1___ X 1 ! |u.™ j— s 1 1 i(— I ^ j 1 « H . w I «*• I I__________ L ________ L_____________________ I_____L'nJ_______ I____ ! 1 1Development and Resources Corporation, Preparing for Change Oakland County 1970-1990, Report by the Oakland County Planning Coroniasion (New Yorkt January, 1970), p. U. APPENDIX 3 DESCRIPTION OF OAKLAND COUNTY 203 APPENDIX 3 DESCRIPTION OF OAKLAND COUNTY Oakland County's geographic location is in the immediate path of Metropolitan Detroit's expansion. Detroit historically has dominated the southwest region but has not been the sole focus of its development. There are four major popular cities within 100 miles of Detroit— Pontiac, Flint, Saginaw and Bay City. (See Appendix l) Oakland County is approximately 30 miles square with a total area of 907.9 square miles. When Oakland County was formally organ­ ized in 1820, it was divided into 25 goegraphic townships each of which were approximately six miles square. Villages and cities have since been incorporated, and Oakland County is now comprised of 63 municipalities. (See Appendix 2) Land Use The land use of Oakland County is unique in that lakes and other bodies of water comprise U per cent. A survey in 1961* showed that of the total area of 581,000 acres 28 per cent had been developed, and 68 per cent was undeveloped. It is important to point out that approximately two-thirds of the county's land area remains open for future development. Projects indicate that the developed area will more than double by 1990. 205 Since I960 Oakland County has been developing at the rate of 1700 acres per year. Between 1966 and 1967, ll*,820 new dwellings were built in Oakland County; of these 57 per cent were single family homes, h per cent were two family homes, and U2.5 per cent were multiple dwellings. This new residential growth has been pri­ marily centered in the southeast quadrant of the county — Farmington Township, Southfield, Bloomfield Township, Troy, and Royal Oak. The 196U land use survey projected that residential land use will rise 122 per cent by 1990 — an absolute increase of 1 almost 80,000 acres in 25 years. Public and semi-public use of land, including grcwirg facilities, parks, health and educational institutions took up 2U.1 per cent of developed land in 196U- By 1990 it is projected that these uses will require a 15 per cent increase in total land area while the corresponding percentage 2 of total developed land will be 18.9 per cent. Population and Housing When Oakland County was established in 1820, it had a population of 330 persons. The population growth was rather stable and slow up to World War I at which time it increased very rapidly 1 Development and Resources Corporation, Preparing for Change Oakland County 1970-1990* Report prepared by the Oakland County Planning Commission (New York: January, 1970), p. 3 . 2 Ibid., p. 3. 206 to 90,000 people by 1920. As the auto industry began to replace farming as a principal occupation, the population once again doubled to over 210,000 by 1931. As was true with most areas there was a lull in population growth during the depression years of the early 30*s. However, by 1950 the population had increased by 1*00,000. The following decade gave an unusual increase of better than 75 per cent bringing the population in excess of 690,000 in I960. The present population of Oakland County is estimated to be over 900,000. There are numerous projections, most of which project a population in excess of 1,200,000 by 1900 and 1,600,000 by 1990. This population growth results both from net migration, an excess of in-migraoion over out-migration and from natural increase, and the excess of births over deaths. The probable composition of this population increase and its requirements, as projected in the OCPA report, are: --more than 200,000 children under 15 (an increase of 68 per cent), requiring at least a proportional increase in schools and recreational facilities serving this group; — about 97,000 persons aged 15 to 21* (a 56 per cent increase), requiring a pro­ portionally greater Increase in educational facilities for this group, as an increased percentage of the population completes high school and goes on to college and graduate schools; — about 260,000 adults aged 25 to 61* (an increase of 66 per cent), and — over 55,000 persons 65 and older ( an increase of 95 per cent), requiring special housing and services. In recent years, the non-white population of Oakland's population has grown at about the same rate as the population as a whole. Non-white constituted 1*.6 207 per cent of the population is Negro and has con­ centrated in Royal Oak Township and sections of Pontiac. The rest of the county is almost entirely white. How this composition will change in the future will depend on mapy factors, including: — the impact of federal legislation regarding non-discrimination in housing; — changes in local fair housing laws and attitudes; the extent to which zoning regulations and market alternatives change to encourage more new housing for low and moderate income families, and; — the extent to which population pressures in Detroit combine with new employment opportunities in or near Oakland, to draw (or push) people into the county.1 Population Increase Projects Service Needs. There will be increases in schools, roads, utilities, police and other public services as well as all parks and recreational facilities. The county's future planning has to consider the need for housing that the population increase will bring. The need is projected for about 200,000 more dwelling units in 1990 than there is presently. This would be an average increment of 10,000 units per year. In the 1?0 years since its establishment Oakland County has developed according to a pattern largely determined by its geographic location and physical setting. Before the end of the century, Oakland will have accommodated approximately twice its present population — as well as home, industry and all other services previously mentioned. ^bld.. p . 5 . 208 Income Characteristics As Oakland County has grown, it has attracted families with above-average incomes, and there has been an increasing spread between average county income and national and Detroit regional levels. In 19!?0 the Oakland County median family income was 1 per cent above the Detroit S.M.S.A. By I960 the Oakland County figure has risen to 11 per cent above the S.M.S.A. average, with Oakland having an advantage of 3 per cent over suburban Wayne County, 22 per cent over the city of Detroit and 7 per cent over Macomb County. Taken as a whole, Oakland County is one of the wealthiest suburban areas in the United States. Its average per capita disposable income over $3,229.00 in 1966 was 36 per cent above the national average, while median family income levels in the same year were greater than in 99 per cent of all United States' counties. Present median family income in Oakland County is estimated to be over $10,000.00, the highest in the state, and pay range figures place it in the top 1 per cent of all United States counties in earnings per employee. 1 However, beneath this affluent exterior lie growing pockets of poverty and decay, small enough today to be of little direct concern to the majority of the county's residents, but serious enough to warrant early decisive action at all levels of government. There are poverty implications shown by the Office of Economic Opportunity (0E0) that although li0.7 per cent of Oakland's families in 1966 had net annual incomes exceeding $10,000.00, $.2 per cent had incomes lower than $2,£00 .00 . hbld.. p. 13 209 The 0E0 figures show that in 1966, 6.U per cent of Oakland County families were poor, compared with Michigan and United States averages of 13*1 P®r cent and 15.1 per cent. Employment Trends And Their Implications In past years, Oakland County has been a net "exporter" of human resources, fitting the general pattern of surburban counties throughout the nation. In I960, over 1^1 per cent of Oakland working population commuted to jobs outside the county, while only 18 per cent of all jobs in the county were held by non-Oakland residents. As the county grows and as the center of economic activity for the whole of the Detroit metropolitian area shifts further in Oakland's direction, the proportion of residents working outside the county can be expected to drop. The county income that today is earned outside Oakland will be replaced in large part by income that is generated by in-county activities, and the county will tend to become more self-contained — though not to the extent that it will become independent of surround­ ing areas.1 Education There is little question that education is a prime concern of all residents of the county. It is a means to achieve an improvement in the well-being of the individual by expanding his skills and capa­ bility; this is evidence by the size of budgetary expenditures on education in Oakland County. ^ b i d . , p. Hi. Almost half of total expenditures by the 210 county and by local government units are devoted to education — about four times as much as is spent on the next category, health and welfare. Although Oakland County now has educational systems in keeping with a county of its size and wealth, the future may bring many challenges. Improvements on present practices or both would be necessary and desirable and are continually being sought. The human dimensions of Oakland County are complimentary to the educational program. Some of those dimensions are libraries, learning centers, public health facilities, human relation organizational facilities. A cursory glance at even a sampling of Oakland County's cultural offerings would lead to the conclusion that this is one area in which there is little need for action and even less reason for concern on the part of members of planning committees in the future. APPENDIX ii HIRING PERSONNEL FOR EACH OAKLAND COUNTY VOCATIONAL EDUCATION CENTER 211 212 APPENDIX li HIRING PERSONNEL FOR EACH OAKLAND COUNTY VOCATIONAL EDUCATION CENTER Southeast Oakland Vocation*1 Education Center (Royal Oak) Southwest Oakland Vocational Education Center (Walled Lake) Mr. Edward Hoot Assistant Superintendent far Personnel UOOO Crooks Road Royal Oak, Michigan U8073 Mr. Joe Winger Director of Personnel 695 North Pontiac Trail W&lled Lake, Michigan 1*8088 Mr. Allan Mathison, Principal Southeast Oakland Vocational Education Center 5055 Delemer Avenue Royal Oak, Michigan U8069 Mr. John Xenos, Principal Southwest Oakland Vocational Education Center 1000 Beck Road W&lled Lake, Michigan 1*8088 Northeast Oakland Vocational Education Center (Pontiac) Northwest Oakland Vocational Education Center (Clarkston) Mr. Richard Craig Director of Instructional & Non-Instruetional Personnel Services 350 East Wide Track Drive Pontiac, Michigan U8058 Mr. Flcyd Vincent Assistant Superintendent of Schools 6595 Middle Lake Road Clarkston, Michigan 1*8016 Mr. Maurice Prottengeier Director of Vocational Education 3^0 East Wide Track Drive Pontiac, Michigan i*8058 Mr. Herbert Olson, Principal Northwest Oakland Vocational Education Center 8211 Big Lake Road Clarkston, Michigan 1*8016 Mr. Kenneth Huffman, Principal Northeast Oakland Vocational Education Center 1371 North Perry Street Pontiac, Michigan 1*8058 APPENDIX S COURSE OFFERINGS AND STUDENT ENROLLMENTS FOR OAKLAND VOCATIONAL EDUCATION CENTERS 213 APPENDIX 5 COURSE OFFERINGS AND STUDENT ENROLLMENTS FOR OAKLAND VOCATIONAL EDUCATION CENTERS Advertising Appliance Repair Architectural Drafting Auto Body Repair Auto Mechanics Building Trades Child Care Clothing Services Commercial Arts Cosmetology Data Processing Dental Office Assisting Diesel Power Mechanics Display Distributive Education Engineering Drafting Fluid Parer Food Services Greenhouse and Nursery Occupations Heating, Air Conditioning and Refrigeration Industrial Electricity Industrial Electronics Machine Shop Marine and Small Engine Mechanics Medical Office Assisting Modem Printing Processes Radio-Television Repair Retail Plant and Floral Sales Total Office Procedures System Welding Northeast Center (Pontiac) Northwest Center (Clarkston) Southeast Center (Royal Cak) No. of Students Sec. No. of Students Sec. No. of Students Sec. 1*0 2 1*0 2 1*0 80 iiO 1*0 1*0 2 1* 2 2 2 1*0 2 1*0 2 88 1*0 10 1*0 1*0 1*0 1*0 1*0 80 1*0 1*0 20 1*0 1* 2 2 2 2 2 2 2 1* 2 2 1 2 88 1*0 1*0 21*0 1* 2 2 6 88 1* 1*0 2 88 88 1* 1* 1*0 21*0 2 6 1*0 1*0 1*0 80 1* 1*0 2 88 1* 2 2 No. of Students Sec. 1*0 2 80 1* 1*0 1*0 1*0 88 2 2 2 1* 1*0 2 21*0 6 88 1* 1*0 2 1*0 1*0 2 2 1*0 1*0 2 2 1*0 1*0 1*0 2 2 2 20 1*0 1*0 1 2 2 1*0 1*0 2 2 1*1* 2 1*1* 2 1*0 2 160 1*0 1* 2 2 160 1*0 Southwest Center (Walled Lake) 2 1* APPENDIX 6 LETTER OF TRANSMITTAL DIRECTIONS INSTRUMENT 215 O StldSLZld S c h o o l s 2100 P ontiac L ake Road, P o n tiac. Michigan 48054 Phone 313-338-10(1 May 1$, 1970 Dear Sir: My present position is Vocational Consultant for the Regional Service Agency, Oakland Schools, which encompasses a county of 900,000 population. We are building four vocational education centers to serve 66 sending high schools on a shared-time basis. As a doctoral candidate majoring in Vocational Education at Michigan State University, I am researching the problem of staffing vocational education centers and hope to establish acceptable guidelines which hiring personnel could use to evaluate the qualifications of teacher applicants. More thin 60 such centers are planned for Michigan. I am assuming that you are involved in making hiring decisions. If not, would you forward this to a person in your school who is. The resource of a person in your position is needed to develop the most practical design possible. Knowing that you are busy, I hope that your professional concern for vocational education would allow me to presume upon a portion of your time. I am striving for a July 10th deadline for reporting the results of the study and thus must have the data by May 31» 1970. Would you fill in the enclosed check list and return it to me at your earliest convenience. Your information will be treated as a part of a group and not Individually. You will in no way be quoted and complete anonymity is assured to you. Sincerely, John N. Cain Consultant, Vocational Education JNC:Jgb Enclosures Would Hire 1. 2. 3. 4. 5. 6. 7 WORK EXPERIENCE ( ) o f 1 or 2 years of 3 years or more in subject area taught in a leadership or supervisory role in a large business or industrial concern in a local bu sin ess or industrial concern (other) 8. 9. 10. 11. 12. FORMAL EDUCATION ( ) 10-24 hours 2 years Baccalaureate Degree Master’s Degree (other) 13. 14. 15. 16. 17. 18. 19. 20. 21. 22, TEACHING ABILITY ( ) knowledge of subject area sk ill proficiency knowledge of related subjects (econom ics, etc.) knowledge of psychological and sociological applications ability to use audio-visual equipment knowledge of training techniques organizational anility 3 years or more teaching experience membership in professional organizations (other) 23. 24. 25. 26. 27. 28. PERSONAL CHARACTERISTICS ( ) favorable attitude toward subject area positive attitude toward teaching positive attitude toward students cooperative attitude toward other school personnel strong self-concept (p oise, ambition, etc.) enthusiasm ^3*21 pSggj pp■ • ,-it QUALIFICATIONS RELEVANT TO TEACHING EFFECTIVENESS A 29. 30. 31. leadership valuing (ethical principles, democratic ideals) above average intelligence 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. _ UNMODIFIABLE PHYSICAL CHARACTERISTICS ( ) 20*30 years old 30*40 years old 40-55 years old over 55 married single male female Negro or minority group any disability (nthi>r) MODIFIABLE PHYSICAL CHARACTERISTICS ( ) 43. attractive 44. neat dress and grooming 45. fashionable dress 46. favorable image (other) 47— 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. BACKGROUND QUALIFICATIONS ( ) su ccessfu l student teaching job interview high scores on a predictive test strong work experience recommendation strong recommendations from a school administrator certifiable high grade point count an alysis of college curriculum previous experience with youth groups (other) L- 3 9 ■* * ■3* 218 I should like to know what qualifications you believe would make effec­ tive vocational teachers for (selected) vocational education courses. 1. Would you assume that you are hiring candidates to teach the courses specified at the top of the rating questionnaires. 2. Would you consider each of the qualifications listed under the major headings and place a check in the box that in your opinion would indicate the appropriate degree of effectiveness. 3» The color code at top left defines what is meant by the ratings for effectiveness. li. If you believe a qualification to be insignificant in telling you anything about the assumed candidate's effectiveness for the course, just omit the qualifi­ cation from your ratings. 5>. Would you rate the major areas of the qualifications according to their relative value in pre-determining a teacher's effectiveness in the parentheses after each major heading: a. Select the three most crucial areas of qualifications by numbering them 1, 2, and J. b. Select the least crucial area of qualifications by numbering it 7. EXAMPLE: Work Experience (2) Formal Education ( Non-modifiable Physical Characteristics ( ( 7) ( 1) ) ) Teaching Ability (3) Modifiable Physical Characteristics Personal Characteristics ( Background Qualifications ) 6. Do you desire a summary of the findings? 7. If you nave any questions concerning the desired infor­ mation, please feel free to call me at (313) 338-1011. 8. Would you return the questionnaires to me in the enclosed return envelope. Yes No __ APPENDIX 7 VOCATIONAL EDUCATION PERSONNEL OF OAKLAND SCHOOLS 219 APPENDIX 7 VOCATIONAL EDUCATION PERSONNEL OF OAKLAND SCHOOLS Dr. David Soule, Director Vocational Education Mrs. Marilyn Doerter, Curriculum Writer, Business Education Dr. William Baranyai, Consultant Vocational Guidance, Trade and Industrial Education Dr. James Hannemann, Consultant Agriculture, Trade and Industrial Education Mr. John Cain, Consultant Business Education Dr. Ruth Midjaas, Consultant Home Economics Education