ROLE ADAPTATION AND CAREER DEVELOPMENT:

A STUDY

OF ROLE DEFINITION AND ROLE INTERACTION AMONG
TEACHERS AND TEACHER-AIDES IN ADULT BASIC
EDUCATION IN THE STATE OF MICHIGAN

By
Lina Rowe Godfrey

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Administration and
Higher Education
1971

PLEASE NOTE:

Some pages may have
indistinct print.
Filmed as received.

University Microfilms, A Xerox Education Company

ABSTRACT
ROLE ADAPTATION AND CAREER DEVELOPMENT: A STUDY
OF ROLE DEFINITION AND ROLE INTERACTION AMONG
TEACHERS AND TEACHER-AIDES IN ADULT' BASIC
EDUCATION IN THE STATE OF MICHIGAN
By
Lina Rowe Godfrey

This study has identified the encumbent defined
current roles of teacher-aides and teachers in selected
role-sets in Adult Basic Education, compared these roles
with similarly defined ideal arrangements, and analyzed
the congruences and discrepancies in the roles thus d e ­
fined.

The purpose of the investigation has been to

assess the career-ladder aspirations and opportunities
of teacher-aides in Adult Basic Education.

It was assumed

that aides' aspirations would be indicated in differen­
tials between their current roles and roles they defined
for an assumed ideal situation; and that opportunity for
career development would be indicated by differences be­
tween teacher defined current roles of aides and roles
defined by teachers for "ideal" teacher-aides, and by
differences between roles defined by teachers for them­
selves in interaction with their current teacher-aides

Lina Rowe Godfrey
and their roles as redefined on the assumption of working
with an "ideal" teacher-aide.
The pertinent literature called attention to the
importance of career development opportunities for paraprofessionals in schools and other professional work
settings, and to the potential for such opportunities for
<

teacher-aides in the field of Adult Basic Education.
The possibility of institutionalizing the new
career concept, training indigenous persons to assume
entry positions in the field of adult basic education,
matching them with role-adaptive teachers, and then with
appropriate training assisting them to move toward pro­
fessional roles was demonstrated.
The study was based on the assumptions that:

(a)

the professional personnel in a school have the responsi­
bility of maintaining the established professional con­
trols of the teaching process;

(b) the principal responsi­

bility for assigning activities to teacher-aides resides
with the teacher operating in her role-set;

(c) when a

teacher-aide enters into a working relationship with a
teacher, the teacher's role is changed from what it was
when she worked alone;

(d) there must be flexibility of

role definition by the teacher to permit entry of the
teacher-aide and to permit an expanding role for that
teacher-aide; and

(e) an aide, to profit by career-ladder

opportunity, must aspire to function at progressively
higher levels of professional competence.

Lina Rowe Godfrey
The study was confined to the field of Adult
Basic Education and to a population of thirty-four
teachers, thirty-four teacher-aides, and their directors
of Adult Basic Education in the state of Michigan.
Two instruments, a professional competence scale
and a demographic census form, developed by the writer,
were used to collect the data from each of the thirtyfour teachers, teacher-aide pairs in the sample, and to
collect demographic data from each of their directors.
The data were analyzed according to fifteen
questions posed by the purposes of the study.

Four m e a ­

sures of professional competence were used to analyze the
teachers' and the teacher-aides'
"ideal" roles.

"actual" and assumed

One-way analyses of variance were used to

measure differences.

The F ratio at the .05 level was

used to locate significant differences.

Analyses were

conducted between and within the "actual" and the assumed
"ideal" role definitions reported by teachers and by
teacher-aides to assess the giving and assuming Of ex­
panded responsibilities for teacher-aides.
The major findings were:

(1) most current activi­

ties of teacher-aides were concentrated in the teacheraide, teacher assistant, and teacher associate levels of
professional competence;

(2) current activities of

teachers were distributed across the teacher assistant,
teacher associate, teacher and supervising teacher levels

Lina Rowe Godfrey
of professional competence, and current activities shared
between teachers and teacher-aides covered a much wider
range than those of either teachers alone or teacheraides alone.
Most teacher-aides seemed to aspire to continue
working at the lower levels of the professional competence
(

scale, but with more activities to perform and with
greater sharing of activities with their teachers.

Most

teachers were willing to share activities with well quali­
fied aides; but few indicated that they would change their
roles to include activities significantly higher on the
professional competence scale.

Teachers report that they

would relinquish activities in the lower and middle levels
of professional competence to facilitate greater involve­
ment of their teacher-aides.

Teachers showed willingness

to share activities with their aides at either the same or
new levels they would adopt if matched with a competent
and upward mobile aide.
The conclusions were that there were teacher-aides
who were willing to perform activities intensively in the
lower levels and to share activities with their teachers
at higher levels of professional competence.

There were

teachers who were willing to relinquish some of their cur­
rent activities and to share activities with their teacheraides so as to facilitate greater
aides.

involvement of their

Lina Rowe Godfrey
The findings of the study have potential as a basis
for action and for future research in the area of teacher
and teacher-aide interaction in the classroom and for
career-ladder development for teacher-aides.

ACKNOWLEDGMENTS

I wish to express sincere appreciation to my
advisor, Professor Russell J. Kleis for his guidance and
assistance in this research and for his dedicated scholar­
ship which characterized his help.
I deeply appreciate the assistance of Drs. Elinor
Nugent, Walter Johnson, and George Myers, who served on
my doctoral committee.

I was inspired most of all by the

warmth and understanding of these individual members.
Appreciation is extended to Dr. Harry Groulx and
Mr. Karl Keyes, consultants at the Michigan Department
of Education; to the directors, the teachers, and the
teacher-aides of ABE who participated in the study; and
to the members of ENABEL program for their expert help.
I wish to thank Mr. Robert Wilson for his help to
develop the research design and to Mr. Jim Maas who helped
in the analytical methods, and for his valuable suggestions
and criticisms he offered.
Finally, thanks to Dr. Van Johnson who willingly
gave of his time to the hearing at my oral examination;

to my brother who has given untiring assistance and sup­
port, thought, and encouragement.
I am deeply indebted to my mother, Mersy, for her
persevering patience, faith, and understanding in her
sufferings to enable me encouragement through trying
periods.
The encouragement and support of many friends
facilitated my advanced study and completion.

iii

TABLE OF CONTENTS
Chapter
I.

Page
I N T R O D U C T I O N .......................... *

1

Statement of the Problem
................
Objectives of the Study....................
Assumptions.
.
Definition of Terms .......................
Need for the S t u d y .......................
Limitations.................................
Overview....................................
II.

REVIEW OF LITERATURE ON PARAPROFESSIONALS

3
4
6
7
11
13
14

.

Emergence of Paraprofessionals in
Education.................................
Concept of "New C a r e e r s " ................
Concept of R o l e ..........................
Social Role .................................
Views of the Role Relationships Between
Professionals and Paraprofessionals . .
Role Definition and Role Flexibility
. .
Role Development
................
Assessments of Teachers' and Teacheraides' Roles .............................
Expanding of the Role of Paraprofessionals
S u m m a r y ....................................
III.

M E T H O D O L O G Y ................

PRESENTATION AND ANALYSIS OF THE DATA.

.

Activities Arranged by Levels of
Professional Competence ................
Part I, Roles as Defined in the Actual
Or Current Situation ....................

iv

16
20
21
22
25
26
30
33
37
42
47

Detailing of the P r o b l e m ................
Method Employed
..........................
Description of Population and Sample
. .
Collection of D a t a .......................
IV.

15

.

48
50
54
60
65
69
74

Chapter

Page
Part II. Roles as They Would be
Defined in an Assumed IdealSituation .
Part III. Analysis of Each of the
Above Described Patterns of Role
Definitions.
.
Summary....................................

V.

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .
. .
Summary.............................
C o n c l u s i o n s .............................
Recommendations for Practice and for
Future Research
.......................

BIBLIOGRAPHY .......................................

92
110
157
160
160
176
178
183

APPENDICES
Appendix
A.

Instrument Development

....................

186

B.

I n s t r u m e n t s .................................

192

C.

List of School Districts....................

208

D.

Cover L e t t e r s ..............................

210

E.

Distribution of Raw Data for Current and
Ideal Activities as Reported by Teacheraides, Teachers, and Teacher-aides and
T e a c h e r s .................................

213

v

LIST OF TABLES
Table

Page
(

1.
2.
3.
4.

Age of respondents— teachers and
teacher-aides ............................

56

Marital status of teacher and
teacher-aide respondents
...

57

.........

Teaching experience of teachers and
teacher-aide respondents
...............
Years teacher-aides and teachers had
worked t o g e t h e r .............

59

5.

Schooling of teacher-aides

6.

Schooling of t e a c h e r s ......................

60

7.

Activities currently performed only by
teacher-aides as reported by teachers
and teacher-aides and as expressed in
level, range, scope, and composite
ratings of professional competence
i n v o l v e d .................................

76

Activities currently performed alternately
or jointly by both teachers and teacheraides as reported by teachers and
teacher-aides and as expressed in level,
range, scope, and composite of profes­
sional competence scores
...............

79

Activities currently performed only by
teachers as reported by teachers and
teacher-aides and as expressed in level,
range, scope, and composite ratings of
professional competence .................

82

8.

9.

vi

................

58

59

Table
10.

11.

12.

13.

14.

15.
16.

17.

Page
Mean percentage of activities in each role
category which were reported as being
performed by teachers alone or jointly
with aides and by aides alone or jointly
with t e a c h e r s ............................

85

Activities which would be performed by
teacher-aides in an assumed ideal
situation as reported by teachers and
teacher-aides and as expressed in level,
range# scope, and composite ratings of
professional competence .................

94

Activities to be performed by both teachers
and teacher-aides working together in an
assumed ideal situation, as reported by
teachers and by teacher-aides, and as
expressed in level, range, scope, and
composite ratings of professional
c o m p e t e n c e ...............................

97

Activities to be performed by teachers in
an assumed ideal situation as reported by
teachers and teacher-aides and as ex­
pressed in level, range, scope, and
composite ratings of professional
competence
........................

100

Mean percentage of activities in each pro­
fessional role category which would be
performed by teachers either alone or
jointly with their aides or by aides
either alone or jointly with their
teachers in an assumed ideal
s i t u a t i o n .................................

107

Analysis of variance for teacher-defined
and aide-defined current roles
.........

112

Analysis of variance for teacher-defined
and aide-defined assumed ideal roles
of t e a c h e r s ...............................

113

Analysis of variance for teacher-aidedefined and teacher-defined current
roles of t e a c h e r - a i d e s .................

114

vii

Table
18.

19.

20.

21.

22.

23.

24.

25.

Page
Analysis of variance between teacheraide-defined and teacher-defined
roles for teacher-aides in an assumed
ideal s i t u a t i o n .............................

115

Actual and ideal roles of teacher-aides
and variance between these roles as
reported by teacher-aides and expressed
in terms of composite of professional
competence scores .........

116

Analysis of variance between current roles
and roles aspired to in an assumed ideal
situation by teacher-aides as those roles
are expressed in CPC s c o r e s .............

118

Actual and ideal roles of teacher-aides and
variance between these roles as reported
by teachers in terms of composite of
professional competence .................

119

Analysis of
and roles
situation
expressed

variance between current roles
aspired to in an assumed ideal
by teachers as those roles are
in CPC s c o r e s .................

121

Actual and ideal roles of teachers and
variance between these roles as reported
by teachers in terms of composite of
professional competence .................

123

Analysis of variance between current roles
and roles as they would be modified in
an assumed ideal situation by teachers
as those roles are expressed in CPC
s c o r e s ...............

124

Actual and ideal roles of teachers and
variance between these roles as re­
ported by teacher-aides in terms of
composite of professional
c o m p e t e n c e ..............................

126

viii

Table
26.

27.

28.

29.

30.

31.

32.

33.

34.

Page
Analysis of variance between current
roles of teachers and roles preferred
for teachers by their aide role-set
mates in an assumed ideal situation
as those roles are expressed in CPC
s c o r e s .....................................

127

Demographic data of thirty-four ABE
teacher-aides as reported by direc­
tors with their CPC variances as
reported by teachers and teacheraides
.....................................

129

Relationship between age and aspiration
for change of activities on the role
of t e a c h e r - a i d e s ..........................

131

Relationship between marital status
and aspiration for change of activ­
ities in the role of teacher-aides
by t e a c h e r - a i d e s ..........................

132

Relationship between residence and
aspiration for change of activities
in the role of t e a c h e r - a i d e s .............

133

Relationship between years teaching
ABE and aspiration for change of
activities in the role of teacheraides
.....................................

134

Relationship between level of education
and aspiration for change of activ­
ities in the role of teacher-aide
. . . .

136

Relationship between initial level and
scope of activities performed by
teacher-aides and the aspirations of
those aides for different levels and
intensities of activity in an assumed
ideal s i t u a t i o n ..........................

139

Demographic data of thirty-four ABE
teachers as reported by directors
with their CPC variances as reported
by teachers and teacher-aides
...........

142

ix

Table
35.

36.

37.

38.

39.

40.

41.

E.l

Page
Relationship between age of teachers and
the level and scope of activities they
would reserve to themselves if matched
with ideal a i d e s ............................

143

Relationship between marital status of
teachers and the level and scope of
activities they would reserve to
themselves if matched with an ideal
a i d e .......................................

145

Relationship between residence of teachers
and the level and scope of activities
they would reserve to themselves if
matched with ideal aides
..........

147

Relationship between years teaching and
level and scope of activities teachers
would reserve to themselves if matched
with ideal a i d e s ..........................

148

Relationship between years teaching ABE
and the level and scope of activities
teachers would reserve to themselves
if matched with ideal a i d e s ..............

150

Relationship between level of education
of teachers and the level and scope of
activities they would reserve to
themselves if matched with ideal
a i d e s .....................................

151

Relationship between initial level and
scope of activities performed by
teachers and the self-reported willing­
ness of those teachers to perform at
different levels or intensities of
activity if paired with an assumed ideal
a i d e .......................................

154

Current roles— aide alone (1); aide and
teacher (2); teacher alone (3); as
defined by t e a c h e r - a i d e ...............

x

.

213

Table
E.2

E.3

E.4

Page
Current roles— aide alone (1); aide and
teacher (2); teacher alone (3); as
defined by role s e t s .....................

214

Ideal roles— aide alone (1); aide and
teacher (2); teacher alone (3); as
defined by teacher-aide
.................

215

Ideal roles— aide alone (1); aide and '
teacher (2); teacher alone (3); as
defined by teacher-aide
.................

216

xi

LIST OF FIGURES
Figure
1.

2.

3.

4.

5.

6.

Page
Distribution of LPC defined current roles
as performed by teacher-aides working
alone, by teachers and teacher-aides
working jointly, and by teachers work­
ing alone as reported by teachers . . . .

88

Distribution of CPC defined current roles
as performed by teacher-aides alone,
jointly by teachers and aides, and by
teachers alone as reported by
teachers
.................................

89

Distribution of LPC defined current roles
as performed by teacher-aides alone,
jointly by teachers and aides, and by
teachers alone as reported by teacheraides ...................................

90

Distribution of CPC defined current roles
as performed by teacher-aides alone,
jointly by teachers and aides, and by
teachers alone as reported by teacheraides ...................................

91

Distribution of LPC defined roles in an
assumed ideal situation to be performed
by teacher-aides alone, jointly by
teachers and aides, and by teachers
alone as reported by teachers .........

102

Distribution of CPC defined roles in an
assumed ideal situation to be performed
by teacher-aides alone, jointly by
teachers and aides, and by teachers
alone as reported by teachers .........

103

xii

Figure
7.

8.

Page
Distribution of LPC defined roles in an
assumed ideal situation to be performed
by teacher-aides alone, jointly by
teachers and aides, and by teachers
alone as reported by teacher-aides . . . .

104

Distribution of CPC defined roles as
they would be performed in an assumed
ideal situation by teacher-aides alone,
jointly by teachers and aides, and by
teachers alone as reported by teacher.....................................
aides

105

xiii

CHAPTER I
INTRODUCTION
(

Previous studies have considered the attitudes
and effectiveness of paraprofessionals.

Some have been

concerned with the assessment of the actual and potential
contributions of paraprofessionals working in public and
non-public schools, or in the fields of medicine, law
enforcement, social work, and other public service
agencies.

Some have dealt with recruiting, selecting

and training of paraprofessionals, or with the duties
they perform.

Some have examined working relationships

of paraprofessionals with administrators, principals,
teachers, counselors, and others in elementary schools
and high schools.

Thoughtful students of the problems

of educational and vocational inequities have argued for
the paraprofessional role of teacher-aide as a first or
early step on a "career ladder" by which the adult poor
might climb out of situations of unemployment and under­
employment .
Few studies have been reported on the parapro­
fessional in Adult Basic Education as the role is

1

2

perceived by principal members of the Adult Basic Edu­
cation role-set.

Specifically, no study has been reported

on the changing roles of both aides and teachers as aides
work with Adult Basic Education teachers and as the
changing roles are perceived by teachers and the aides
themselves.

How teachers of Adult Basic Education react

to the changing of school staffing and modifications in
roles made necessary by the presence of this additional
staff member is not known.

More importantly, no study

has been reported on the amenability of professional
teachers toward adjusting their own roles to make
available expanding opportunities for growth of their
paraprofessional aides.
If an aide is to expand her role and move up the
career ladder certain minimal conditions are required:
1.

There must exist a defined initial role for her
to enter.

2.

She must aspire to significantly expand

her role.

3.

The teacher must define her own role in

such a

way as to accommodate the entry role of
4.

her aide.

The teacher must be willing to adjust her own role
in a way which will accommodate an expanding role
for her aide.
As a basis for organization, administration, and

training in order to expand opportunities for indigenous

3

workers among the economically and educationally disad­
vantaged to become teacher-aides, there is clear need
to ascertain in general:
1.

How teacher-aides perceive their aide roles and
whether they aspire to expand them.

2.

How teachers differentiate their own,roles and
the roles of their paraprofessional helpers,
the aides, and whether, in fact, they would
adjust their own behaviors to encourage
assumption of increasing responsibility on the
part of aides.

3.

Whether and how teacher-aides vary in their per­
ceptions of their teacher-aide roles and in their
aspirations to expand their roles.

4.

Whether and how teachers vary in their differen­
tiating of their own roles and those of teacheraides and in the likelihood of their adjusting
their own roles to encourage assumption of
increasing responsibility on the part of the
teacher-aides.
Statement of the Problem
The principal task of this study has been to

identify the encumbent-defined current roles of teacheraides and teachers in selected role-sets in Adult Basic
Education, and to compare these roles with similarly

4

defined ideal arrangements, noting the congruencies and
discrepancies in the roles thus defined.

The purpose of

the investigation has been to assess the career-ladder
aspirations and opportunities of teacher-aides in Adult
Basic Education as indicated in differentials between
current roles of teacher-aides and their preferred "ideal"
i

roles, and between current aide roles and roles defined
by teachers for "ideal teacher-aides," plus differences
between roles defined by teachers for themselves in inter­
action with their current teacher-aides and as their roles
are redefined on the assumption of working with an "ideal"
teacher-aide.
Objectives of the Study
The study has sought answers to the following
questions:
1.

What activities were currently being performed
only by the teacher-aides, as reported by (a)
teachers and (b) teacher-aides?

2.

What activities would ideally be performed only
by the teacher-aides, as reported by (a) teachers
and (b) teacher aides?

3.

What activities were currently being performed by
both the teachers and the teacher-aides, as
reported by (a) teachers and (b) teacher-aides?

4.

What activities would ideally be performed by both
the teachers and the teacher-aides, as reported by
(a) teachers and (b) teacher-aides?

5

5.

What activities were currently being performed
only by the teachers, as reported by (a) teachers
and (b) teacher-aides?

6.

What activities would ideally be performed only
by teachers, as reported by (a) teachers and (b)
teacher-aides?

7.

What activities were not currently being performed
by either the teachers or the teacher-aides as
reported by (a) teachers and (b) teacher-aides?

8.

What activities would ideally not be performed by
either teachers or teacher-aides, as reported by
(a) teachers and (b) teacher-aides?

9.

Do teachers and teacher-aides agree (a) on the
roles they were performing in the "actual" activity
structure and (b) on the roles they would perform
in the "ideal" activity structure?

10.

Do teacher-aides aspire to perform more activi­
ties or different activities in an assumed ideal
situation than they performed in the actual
situation?

11.

Would teachers choose for their ideal teacheraides more activities or different activities
than are actually performed by their present
teacher-aides?

12.

Would teachers, on the assumption of being paired
with an ideal teacher-aide, choose to perform
fewer activities or different activities than
those they perform as they work with their pre­
sent teacher-aides?

13.

Would teacher-aides, if they were free to choose,
choose to have their teacher role-set mates per­
form fewer or different activities than those
they presently perform?

14.

Are there observable relationships between any
one or any combination of the demographic charac­
teristics of teacher-aides and the changes in pro­
fessional character of roles aspired to by teacheraides in an assumed ideal situation?

15.

Are there observable relationships between any
one or any combination of the demographic charac­
teristics of teachers and the changes those
teachers report that they would make in the pro­
fessional character of their own roles, assuming

6
that they were to be matched with a fully
competent and willing aide in an ideal situ­
ation?
Assumptions
The study has been based on the assumptions that:
1.

The professional personnel in a school have the
responsibility of maintaining the established
professional controls of the teaching process.

2.

The principal responsibility for assigning activi­
ties to teacher-aides resides with the teacher
operating in the role-set.

3.

When a teacher-aide enters into a working relation­
ship with a teacher, the teacher's role is changed
from what it was when she worked alone.

4.

There must be flexibility of role definition by
the teacher to permit entry of the teacher-aide
and to permit an expanding role for that teacheraide .

5.

A teacher-aide with little schooling can learn
to perform professional activities starting from
a low level and progressing to a high level in
the field of Adult Basic Education.

6.

If career-ladder opportunities are to be realized,
aides must aspire to perform at progressively
higher levels of professional competence.

7

Definition of Terms
Various terms and various definitions are used in
the literature to refer to the several concepts with
which this study is centrally concerned.

In order to

enhance communication those several concepts are defined
as they have been used in this work.
Adult Basic Education.— consists of educational
opportunities for adults and out-of-school youth related
to their need for (1) fundamental skills of communication
and computation,

(2) understanding rights and responsi­

bilities as citizens,

(3) improving home and family life,

(4) upgrading of marketable and functional skills, and
(5) guidance to enable them to use their increased skills
to enrich their lives and the lives of.others.1
Career Ladder Development.— may be defined as the
establishing of a continuum of employment opportunities
for individuals, ranging from non-skilled entry positions,
extending with advancement in training through sub­
professional functions and providing opportunity to
the individual to receive full training and attain full
professional status.

Adapted from Michigan State Department of Edu­
cation Supplement to the Adult Education Act of 1966Public Law 89750 published by Adult Education Unit,
Lansing, Michigan, 1965.

8
Role-set.— may be defined in the context of
teacher and teacher-aide relationship as a complement
of role relations in which the two workers are involved
by virtue of sharing and performing teacher functions
within a classroom situation.
Ideal A i d e .— would be an aide who possesses high
potential, would be competent and willing to perform any
activity listed on the professional competence scale, and
would exemplify qualities perceived as being outstanding
by the teacher in the role-set.
Teacher-aide.— may be defined as a person who has
less than the required or expected level of education for
teaching, but who works in close relationship with a
certified teacher and under supervision assists and shares
duties that in her absence would be performed by the
teacher.

In the hierarchy employed in this study this is

the first level on the career ladder, and its encumbents
may enter without any college credit.
Teacher Assistant.— may be defined as a person
who has completed at least one year of college or uni­
versity study specifically related to the job role, and
has had teacher-aide or other experience to broaden his
range of competence and knowledge.

The teacher assistant

would be competent to perform all functions on levels
one and two of the career ladder hierarchy.

9
Teacher Associate.— may be defined as a person,
often a former assistant, who has had further experience,
has completed at least three years of academic training
at a university or college, and who can perform all
functions on levels one, two, and three of the career
ladder hierarchy.
Teacher.— may be defined as a person who has
earned a baccalaureate degree and/or has met all require­
ments for full certification in the state and school
where he is employed, and is competent to perform all
classroom functions with or without assistance.
Supervising Teacher.— may be defined as a person
who has achieved the highest level of professional teacher
competence, has received special instruction in evaluation
and supervision techniques at a university or college and
is thoroughly familiar with all aspects of the duties of
the teacher-aide, the assistant, the associate, and the
teacher levels of competence.
Categories of Professional Competence.— the
sequential arrangement of five major levels of Adult
Basic Education professional activities ranging from
those requiring minimum amounts of training and skill
to those requiring highest levels of experience, train­
ing and skill, and official certification to perform.

10
P C S .— means Professional Competence Scale

(the

forced-choice checklist of forty-six activities).
L P C .— means Level of Professional Competence

(the

mean rank of activities identified on the P C S ) . The
a, t a»
3^ • • • Si
formula for LPC is: LPC =
^------ where
a
al * *' ak rePresents activities performed (weighted
according to rank on PC S ) .

N

a

represents the number of

activities performed.
RPC.— means Range of Professional Competence and
the formula is written as follows:

RPC = a^ - a^. + 1

(a being weighted according to rank on PCS ) .
S P C .— means Scope of Professional Competence and
the formula is written as follows:

SPC = /RPC(N a )

C P C .— means Composite of Professional Competence
and is calculated by using the following formula:
CPC =

SPC
LPC’
Poverty Are a s .— may be defined as areas in which

half or more dwellers receive incomes of under $3,000
annually.
Redefine Roles.— may be defined as adding and/or
deleting functions in specifying new roles.

11
Need for the Study
This research is based upon the assumption that
the involvement of teachers and teacher-aides, in Adult
Basic Education, in defining initial and potential duties
for themselves and each other will produce new and needed
information.

This information should better define

career development opportunities for aides.

It should

suggest direction for the building of career ladders,
training and recruiting of aides, and the matching of
aides with teachers.

If teacher-aides are to move

effectively upward on a career ladder, there must be
definition and redefinition of roles by both teachers
and teacher-aides in the role-set.
There is also an existing need to gain more
information regarding activities which are currently
performed by teachers and teacher-aides working together.
More specifically, there is a need to delineate the activi­
ties performed only by the teachers and those performed
only by the teacher-aides.

It is necessary to know the

characteristics of teachers and teacher-aides which are
significantly related to variance between the self-defined
current roles and the "ideal" roles.
The data derived from this study should be bene­
ficial in providing some insight in the understanding and
defining of duties for aides and should also be of direct
value to administrators or trainers of teachers and

12
teacher-aide teams to set up work programs or work situ­
ations in which teachers and teacher-aides become co­
workers.

Administrators, trainers, or others who desire

to facilitate career-ladder development of teacher-aides
should be able to match upward mobile teacher-aides with
teachers willing to adjust their own roles to accommodate
such mobility.

This would help aspiring teacher-aides to

surmount the qualification measure which bars many people
from employment opportunities.

If qualification require­

ments are not to be fixed blocks to employment for per­
sons with high potential but low education/ job descriptions
for career-ladder jobs must be clear enough so that the
essential minimum skills required to perform each job can
be estimated and then used as a basis for assessing
workers.
Thus, this study may help to open up inducements
to careers for the poor but capable.

If there are to be

real career opportunities for the poor and jobless, they
must know it.

A good career-ladder plan should define

jobs explicitly so that it can be understood across
work-fields.

If they are to move effectively and success­

fully upward on a career-ladder basis there must be a
redefinition and a restructuring of teachers' roles so
as to provide and to define teacher-aide roles for a roleset situation.

13
Therefore, this study should provide information
needed to structure jobs for the jobless and to organize
curricula in a most promising area, Adult Basic Education.
Limitations
The sample consisted of thirty-four teachers,
thirty-four teacher-aides, and their ABE directors work­
ing together in Adult Basic Education programs in public
school districts in the state of Michigan.

These thirty-

four pairs constituted 94.4 per cent of all teacher/
teacher-aide combinations known to exist in the state at
the time of the study.

There were no limitations regard­

ing age, educational background, marital status, and
years of teaching experiences in ABE.

The study was

confined to the field of Adult Basic Education and to the
teachers and the teacher-aides who made up almost the
entire population of such paired workers within class­
room situations in the selected public schools in the
state of Michigan.

In this situation, only the teachers

and the teacher-aides were the reporters and they served
to determine the roles of the teachers and the teacheraides for role adaptations and career-ladder development.
The directors reported demographic data descriptive of
the teachers and teacher-aides included in this sample.
The data were limited to those obtained from:
(1)

the forced-choice checklists administered to the

teacher-aides, the teachers, and the directors of Adult

14
Basic Education; and

(2) the screening of the instruments

for item-quality and suitability for the scale of levels
of competence which were used to describe teacher-aides
for career-ladder development training and to describe
teachers who redefined their own roles.
Overview
The need for this study, its purpose, its ob­
jectives, its assumptions, its guiding questions, and the
limitations were stated in Chapter I .

Theory and phi­

losophy basic to the study were explained.

Terms to be

used in the study have been defined.
A review of the pertinent literature and a
detailed explanation of the theory are presented in
Chapter II.
Chapter III includes the study's design, a
description of the sample, instruments used for the
study, the organization of basic data, the operational
questions, and analytical procedures used in discovering
and assessing differences.
The findings are presented and analyzed in
Chapter IV.

Chapter V contains a summary of the result,

conclusions, and recommendations for practice and for
future research.

CHAPTER II
REVIEW OF LITERATURE ON
PA RAP ROFES SIONALS

The development of roles for aides has been
recognized as an important factor in schools and in
other professional work settings.

Within recent years

aides have been added in the Adult Basic Education situ­
ation and their number is projected to increase.
The Winter, 1967, issue of the American C h i l d ,
which was devoted to "a symposium on the new non­
professional," reported that already in the United
States there were about 75,000 new paraprofessionals,
most of them in jobs created by anti-poverty legis­
lation.

Of these, 25,000 or more were estimated to be

in human-service positions created for "indigenous" non­
professionals by the Office of Economic Opportunity, and
probably another 25,000 or more part-time aides were
employed through Head Start.

The article further esti­

mated that there are 96,000 psychiatric aides in state
and county mental health hospitals.‘L

^American Child

(Winter, 1967), 6.
15

16

Emergence of Paraprofessionals
in Education
Teacher-aides have been in existence in the edu­
cational system for the last forty years.

One of the

earliest known uses of the aide was in the early 1930's
when students from low-income families, who had become
or were likely to become dropouts, were invplved in the
federally supported National Youth Corps

(NYC).

Used

principally in the larger school system such as New York
and Chicago, they were utilized not only as teacher-aides
but as liaison persons between the school and the home,
particularly in the ghettos.
Prior to the 1950's a number of interesting pro­
jects involving assistants for teachers were undertaken
in Europe and in the United States.

None of them had

any notable immediate influence on American Education,
however, and not until the labor shortage following the
second World War was much attention paid to division of
the teacher's complex role as a means of augmenting the
2
teacher force with less highly trained aides.
In the early 1950's the Bay City, Michigan
teacher-aide project was initiated under a Ford Foun­
dation grant in collaboration with Central Michigan Uni­
versity.

Dr. Charles Park was the co-ordinator.

Teacher

2
Kern S. Alexander, "What Teacher Aides Can— and
Cannot Do," Nation's Schools, LXXXII, No. 2 (August, 1968),

112 .

17
aides were introduced and a study was undertaken to
ascertain:

(a) the amount of time they might save

teachers in performing mundane tasks, and (b) the
increased

Cor decreased) achievement levels of students

in certain academic areas.

The study covered a three-

year period after which the aides were assigned on a
basis of class size

(the criterion being forty or more

students to a classroom).

The study indicated that ele­

mentary teachers spend between 11.7 per cent and 18.8 per
cent of their time on clerical activities and between
21 per cent and 69 per cent on activities that do not
require professional competence.

Teachers, on the

average, spent 23 per cent more time on activities
related to instruction, 44 per cent more time on lesson
planning, 80 per cent more time on other curriculum
planning, and 48 per cent less time on activities not
related to instruction when they were supplied with
trained teacher-aides.

They did a better job in test­

ing and evaluating and in public relations and other
special functions.

Therefore, it was concluded that

teacher-aides constituted a positive force in enabling
3
additional services on the part of teachers.
There followed two similar studies financed by
the Ford Foundation:

The Yale-Fairfield

(Connecticut)

3
Charles B. Parks, "Teacher Aide Plan," Nation's
Schools, LVI (July, 1956), 55.

18
Study and the Rutgers

(New Jersey) Study.

The aim of

these experiments was to assist administrators in pre­
serving quality education in the face of a severe
shortage of professional personnel, the rising cost
of education, and the resultant problem of oversized
classes.
<

The Yale-Fairfield Study revealed that elementary
school teachers spend about 12 per cent of their time
in routine activities and another 7.6 per cent on mis­
cellaneous activities such as helping with clothing,
administering minor first-aid, making health checks, and
others.

The teacher-aides relieved the teachers of these

non-instructional responsibilities and thus brought
greater educational opportunities to large numbers of
individuals.^
The next decade saw the teacher-aide being util­
ized more extensively in the form of mother-volunteers
(library aides, noon-hour supervision, after-school
activities, and others).

In the mid-sixties, the employ­

ment of aides in schools and in other human services rose
sharply, stimulated primarily by the availability of
Federal funds for such purposes from the Office of Eco­
nomic Opportunity, the Office of Education, and the Labor
Department, as a part of the overall War on Poverty.

^Decade of Experiment:
1951-1961 (New Y o r k : The
Fund for the Advancement of Education, Ford Foundation,
1961), pp. 31-67.

19
The Elementary and Secondary Education Act

(ESEA)

of 1965 provides major legislative and financial support.
Under Title I of this Act school districts were able to
secure the paid services of teacher-aides on a regular
basis in "target" schools (those serving high proportions
of economically disadvantaged).

Along with this, Title

III of ESEA also provided monies for teacher-aide services to be used in "exemplary" situations.

5

In 1967, the Congress enacted the Education Pro­
fessions Development Act

(EPDA).

This Act incorporates

and expands most of the earlier provisions from ESEA and
numerous other Acts for pre-service and in-service train­
ing of professional education personnel.

Its provisions

now largely govern federally supported programs to obtain
services of teacher-aides.

This Act requires that in

order to participate in its benefits with respect to
teacher-aides states must designate an agency for state
supervision and leadership and develop short- and longrange plans to obtain and train teacher-aides.

g

Today, there are approximately 200,000 aides work­
ing in school districts across the country who are being

5
The Elementary and Secondary Education A c t ,
Title I, III, 1965.
/r

The Education Professions Development A c t ,
Title V of the Higher Education Act, 1967.

20
subsidized by federal and local monies.

It has been esti­

mated that this figure will grow to 2,000,000 by 1975.
Concept of "New Careers”
The concept of "new careers" involves establishing
new entry levels and subsequently new positions in the
human services within which economically and educationally
disadvantaged persons may make useful contributions to
society.

The key word is "careers," which indicates an

opportunity for upward mobility rather than "dead-end"
7
jobs of a menial nature.
The "new careers" movement has emerged as a
response to the following interrelated social develop­
ments:

(1) the awareness of the special learning needs

of disadvantaged children, youth, and adults;

(2) the

plight of under-educated persons unable to compete in an
increasingly automated society; and

(3) the communication

block that often exists between middle-class professionals
and lower-class pupils, youth, and adults.

These pointed

to the need for a new entry level to human-service pro­
fessions with opportunity for upward mobility on the job.
Some of the new resources initially made available to
school systems through the Economic Opportunity Act, the
Manpower Development and Training Act, Title I and
Title III of the Elementary and Secondary Act, and the
7
Arthur Pearl and Frank Riessman, New Careers for
the Poor (New York: The Free Press, 1965), pp. 1-12.

21
Nelson-Scheuer Amendment to the Poverty Act for Impacted
areas, and now largely consolidated in the Education Pro­
fessions Development Act, provide Federal support for
the employment of low-income non-professionals in edu­
cation.
Pearl states that two slogans get to the heart of
the New Careers position.

One is, "service from rather

than service to the poor," and the other is, "job first
and education later."

New careers constitutes a form of

social engineering, defining first what needs to be done
and a population which needs something to do and then
organizing the functions of work to meet the characterO
istics of the work-seeking population.
The teacher-teacher-aide role-set concept, with
its career-ladder component, not only offers the potential
for improving the ways in which adults achieve, but it
contains also the promise of new, self-realizing jobs for
individuals who presently are unemployed or under-employed.
Concept of Role
Social psychologists and sociologists employ the
concept of role as an aid in understanding the behavior
of people in groups.

A role is usually thought of as a

pattern of personal behavior of an individual or an actor
O
Arthur Pearl, "New Careers and Model Cities,"
The Center for Community Planning, Department of Health,
Education and Welfare (Washington, D.C.:
Government Print­
ing Office), p. 7.

22
as he fulfills a certain position in a social structure or
9
m society.
The concept of role encompasses both expec­
tations and behavior.

The role expectations represent

the "ought to do" part of the concept whereas role
behavior is what is actually done or the "is" part of
the concept.
It is through role perception that each person in
the role-set learns what is expected of him.

From these

perceived expectations people often generalize about their
position in the role-set or the occupation and in society
as well, and this generalization constitutes their "voca­
tional" image.

From this "vocational" image is derived

a sense of self-evaluation, that is, a ranking somewhere
between top and bottom, between the highest level and
the lowest level on a hierarchy.

This self-evaluation

provides directions which lead to expectations that may
be expressed in the form of career goals.
Social Role
One of the earliest studies dealing with roles of
the teacher is that of Waller in 1932.

Based mostly on

the author's observations and understanding of teachers,
the materials of this study are mainly descriptions of
social interactions of personalities in the classroom
9
Ralph Stogdill, Ellis Scott, and William Jaynes,
"Leadership and Role Expectations" (Research Monograph
No. 85-86, Ohio State University, Bureau of Business
Research, Columbus, Ohio, 1956), 1-4.

23
and in the community.

In this undertaking, he offers a

thoughtful analysis of role expectations held by students
and the community for any teacher in any position.

He

states:
There is a need for a natural social order in the
schools.
That does not mean a chaotic social order,
but rather a social order which students and teachers
work out for themselves in the developing situation,
an order which is intrinsic in the personalities of
those involved, a social order resulting from the
spontaneous, inevitable, and whole-hearted inter­
action of personalities.
Waller contends that the role inheres in the
social situation as the non-social attitude inheres in
the more general sort of situation.

Both are contingent

upon the working out of a definition of the situation.
When the diverse elements of a social situation are seen
in a configuration, and the various tensions which the
situation arouses in the individual are at length syn­
thesized, there is a moment when the proper role appears.
When we are confronted with the life of a new group, the
first impressions are chaotic and incomplete.

But when

we make out the sense of that group life, when we become
cognizant of the definitions of the situations, we are
able to assume the role.

The role appears as the organi­

zation of the individual's behavior with reference to an
entire situation as he perceives it.^1

York:

"^Willard Waller, The Sociology of Teaching (New
Russell & Russell, 1961), p. 446.
"^Waller, op. c i t ., pp. 318-38.

24

This study was followed by Doyle's study in 1956
on the "Expectancies which elementary teachers, adminis­
trators, school board members, and parents have of the
elementary teachers' roles."

The purposes of this study

were to identify the role expectations which elementary
teachers, school board members, administrators, and
parents had of the elementary teacher's roles, and the
role expectations which the teachers believed these
groups held and to compare their expectations noting the
convergences and divergences of the role expectations
held.

The study then, was concerned with the following

questions:
1.

"What are the role expectations held by the ele­
mentary school teacher?"

2.

"How do the teachers' beliefs and the expectations
which they define for the others compare?"
The findings revealed that the teachers were

inclined to see themselves as being in harmony with the
administrators, to a lesser degree with the school board
members and to a limited degree with parents.

He identi­

fied four combinations of convergent and divergent patterns
when comparing teacher beliefs with teacher definitions
of others' expectations and with others' actual expec­
tations.

The teachers in the study tended to define

their professional roles in a much narrower way than the
other groups, who were actually willing for teachers to

25

assume more dynamic roles instead of the traditional role.
Recommendations were made largely on the problem of help­
ing teachers to build a clearer self-image as well as to
modify the public image of the teachers.

12

Views of the Role Relationships Between
Professionals and Paraprofessionals
The professional personnel in schools generally
have been assigned by law or certification standards the
responsibility of maintaining control of the teaching
process.

For example:

The rules governing the certification of Michigan
teachers require that teachers be certified.
Teacheraides are not certified.
Teacher-aides may be
assigned to (1) perform non-instructional duties or,
(2) assist in instructional related activities. . . .
The responsibility for direction and supervision of
the activities of the teacher-aide must always remain
with a designated certificated teacher. . . . The
certified teacher must assign and must supervise
activities performed by teacher-aides, and must pro­
vide meaningful direction. . . . 13
These rules are generally designed to guide the
operation of schools for children and youth.

Similarly,

a program of Adult Basic Education should be guided by
the recognition that many people are needed and that a

12

Louis A. Doyle, "A Study of the Expectancies
Which Elementary Teachers, Administrators, School Board
Members and Parents Have of the Elementary Teacher's Roles"
(unpublished Ed.D. dissertation, College of Education,
Michigan State University, 1956), p. 8.
13

"Teacher Aides and the Instructional Program"
(Michigan Department of Education, 1969) , pp. 1-2.

26
person can be useful in many ways even though not eligible
for certification.

In Adult Basic Education it is appro­

priate, for at least two reasons, to include as staff
workers indigenous members of the communities being
served.

The first is that they often possess communi­

cation and other skills which contribute significantly
<

to the success of Adult Basic Education programs.

The

second is that employment as teacher-aides may represent,
for the indigenous workers, initial steps in their own
efforts to climb the "career ladder," an objective posed
by many Adult Basic Education programs.

It is here

assumed that the professional staff should give basic
consideration to these factors in the development of role
descriptions to meet the levels, the needs, and the values
of teacher-aides working in Adult Basic Education.

Pearl

in his paper, "New Careers and Model Cities," states:
At the present time the organization of the teaching
function is absurd.
Not only is the universe of
potential teachers much too restricted, but also the
teacher role incorporates a wide range of different
activities ranging from the most menial to the most
complicated.14

Role Definition and Role
Flexibility
In their studies as reported on New Careers and
Roles in the American Schools, Bowman and Kloph state

^Arthur Pearl, "New Careers and Model Cities"
(paper for the Center for Community Planning, Department
of Health, Education and Welfare, Washington, D . C . : Govern­
ment Printing Office, January, 1968), p. 7.

27

that the principal dilemma in the relationships between
teachers and teacher-aides appeared to be associated with
conflict between role definition which was recognized as
necessary to institutionalization, and role development
which was seen as a dynamic of each classroom situation
where paraprofessionals were utilized.

They concluded

that the degree of responsibility which might, without
conflict, be assigned to a teacher-aide depends upon the
interaction of a particular teacher and a particular
teacher-aide operating within a given structure and
responding to a given work situation.
In any work situation the individual worker will
have his notions about what ought to be done in the
position.

These notions may arise from his own personal

bent, from formal statements about the position, from
perceptions of what others expect of him, and from his
feeling about who has a right to determine what per­
formance in this position should be.

Gibson and Hunt

refer to this individual view and call it the self­
definition of the role as contrasted with the systemdefinition of the role.

They contend that if self­

definition and system-definition are highly congruent,
the person can be expected to be satisfied.

If self-

definition and system-definition are quite different,
and the person successfully meets the system definition
he may or may not be very well satisfied, but will be

28
judged by others within the system to be successful.

If,

conversely, he acts in terms of his own role definition,
and it is quite different from that of the system, he
might be satisfied with his own role performance, but
be judged unsuccessful within the system.

If he is not

able to bring into performance either the definition
which he has or the one the system h a s , then he will
not be satisfied nor will he be judged successful.

15

If a teacher-aide is able to perform satisfac­
torily only within a narrowly defined range of activities,
his performance can be said to be specific.

If, on the

other hand, he possesses or develops ability to perform
satisfactorily with respect to a wide range of activities,
his performance can be said to be extensive.
As a teacher-aide consistently performs in this
role-set which satisfies his needs and the system's needs,
he begins to move satisfactorily or vertically.

Essen­

tially, an "extensive" teacher-aide would be considered
competent and trainable on broad areas.

The "specific"

teacher-aide would be competent only in a narrow range
of relatively fixed activities.

Either professionals or

teacher-aides may be classified as either specific or
extensive.

^ O l i v e r Gibson and Herold Hunt, School
Personnel Administration (Boston: Houghton Mifflin Co.,
1965) , pp. 238-40.

29
The teacher and the teacher-aide are in comple­
mentary role relationships in the role-set.

The emphasis

is on "actual" behavior and "ideal" behavior of the
teacher and the teacher-aide.

The definition and/or

development of role becomes the central issue in deter­
mining appropriateness of performance of each role and
its reciprocal as enacted by the other, that is, by the
teacher and the teacher-aide in the role-set.
The performance of the teacher-aide, to become
extensive, will depend on:

(1) the flexibility of the

teacher to permit and facilitate the teacher-aide to
assume certain of the activities otherwise reserved to
the teacher and

(2) the degree to which the teacher

allows the teacher-aide to grow and develop and to have
his growth rewarded by increased responsibility and
options.

That means that each classroom role-set situ­

ation must include:

(1) some variety in activities the

teacher-aide performs and

(2) experiences which give the

teacher-aide a chance to try out some activities which
are on a higher level than those he performs as a routine
part of the job.
Teacher-aide growth is encouraged in part, by
continuing training and education.

But, the idea of

giving the teacher-aide a chance to stretch and test his
abilities to perform at increasingly higher levels must
also be imbedded in the teacher teacher-aide role-set

30
situation.

The teacher and teacher-aide expectations

would then serve to define and evaluate the progress of
the teacher-aide as to whether her performance is exten­
sive or specific.

If both individuals are attaining

higher levels as the teacher-aide undertakes extensive
performance, then there will be no conflict in role
definition and there will be role development.

As Bowman

and Kloph argue, this should be a dynamic of each situ­
ation in which teacher and teacher-aide are involved.
This would seem to be consistent with the argument of
Gibson and Hunt that if system-definition and self­
definition are highly congruent, then both teacher and
teacher-aide are satisfied and, they are judged to be
successful as a team.
The value of this dynamic role-set situation lies
in the ability of the teacher to share and divide activi­
ties as they seem appropriate so that the teacher-aide
can progress and assume a more extensive role.

Such role-

sets can be expected to afford career-ladder opportunities
and to afford them with minimum conflict in role defi­
nition and performance.
Role Development
Bowman and Kloph conducted an exploratory and
developmental study on "Role development, training, and
institutionalization of auxilliaries" in school systems.
In this study the authors found that the introduction of

31
teacher-aides led teachers to perceive their own roles
in new perspectives, and that administrators, supervisors,
teachers, and auxilliary personnel had to rethink roles
and relationships when teacher-aides were introduced into
a school s y s t e m . ^
Recommendations presented were based on the exper(

iences in role development and referred to all types of
paraprofessionals.
1.

2.

3.

4.

Some were as follows:

That the whole range of teaching functions be
re-examined so as to identify those which might
be performed by nonprofessionals, such as moni­
torial, escorting, technical, clerical, and the
more important functions directly related to
instruction and to home relations.
That teaching functions be further examined to
identify the more complex and highly professional
functions which should be performed by a teacher
alone, such as diagnosis of the learning needs
of pupils, planning programs to meet these needs,
and orchestrating other adults in the classroom
in the execution of such programs.
That role specifications and other prerogatives
of auxilliaries be clearly defined in order to
prevent either their underutilization by uncon­
vinced professionals or their overutilization by
harried administrators faced by manpower shortage.
That role definition which gives security, be
balanced with role development which gives variety
and scope to the program.17
The experience in this program seems to indicate

that it would have been more productive to analyze the

X6

Garda Bowman and Gordon Kloph, Auxilliary School
Personnel: Their Roles, Training, and Institutionali­
zation (New York:
Bank Street College of Education, 1967),
p. 10.

^ Ibid., pp. 12-14.

32
entire work roles of the professionals or teachers and
teacher-aides rather than only specifying roles for the
teacher-aides.

All things considered, this research

failed to find any standard system of differentiating
the functions within professional roles that should be
performed by the teacher-aides which has been used by
nearly all researchers researching "teacher-aides and
their roles."

Therefore, a more appropriate approach

would involve re-evaluation and re-definition of roles
performed both by the teacher and the teacher-aide in
the role-set which would influence his progress.
Burton Clarke in Educating the Expert Society,
gives support to this study as he observes:
It seems likely that a differentiation of teaching
positions is on its way in the public schools.
As
knowledge becomes more specialized and teaching a
more complex task, a dividing of the teacher role
enters into consideration.
Differentiation among
teaching roles is taking place in new innovations,
such as, the use of the teacher-aides to relieve
teachers of paper work and menial chores tends to
differentiate types of teacher r o l e s . 18
Not only are teachers relieved of paper work and
menial chores, but jobs can be developed as career ladders
or work opportunities for the unemployed or the undereducated.

TO

Burton R. Clarke, Educating the Expert Society
(San Francisco:
Chandler Publishing C o . , 1962), pp. 18182.

33

Assessments of Teachers1 and
Teacher-Aides' Roles
In Florida, an investigation of the actual practices in utilizing of teacher-aides was conducted to
discover the direction the use of teacher-aides was
taking in that state.

A questionnaire was distributed

to each county superintendent's office.

The replies

came largely from general supervisors and other members
of the administrative staff at the county level.
This survey disclosed that:

(1) utilization of

teacher-aides is widespread in Florida, and

(2) variations

exist not only in the duties that are performed by the
teacher-aides but also in the philosophies as to the role
of the teacher-aide in the total school curriculum.

The

basic difference in philosophy centered around the use of
the teacher-aide as an instructional assistant.

The most

nearly consistent uses of teacher-aides throughout the
state were their roles as clerk, monitor, material super­
visor, instructional assistant, paper checker, and bilin­
gual aide.
The survey results indicated the possible direction
in which future studies might prove beneficial.

One

recommendation of the authors, Cunningham and Webb, was
that teacher and teacher-aide relationships should be
investigated with possible identification of practices

34

which would promote efficient working relationships and
delineation of teacher and teacher-aide roles.

19

The New England Educational Assessment Project
(NEEAP) completed an assessment of the qualifications
and duties of teacher-aides in New England in 1967.

The

New England Educational Assessment Project is a regional
unit organized by the six New England State Departments
of Education to provide decision-making resources focused
upon current state and local problems.
In this specific evaluation, carefully prepared
and field-tested questionnaires were mailed in Maine to
teacher-aides and the superintendents of schools or
persons responsible for employing teacher-aides.

Each

teacher-aide was given a list of twenty-seven duties
which field testing indicated were typical of teacheraides and asked to check if she performed the task each
time it appeared in the classroom schedule.

The teachers

who had worked with teacher-aides were asked to check the
same list in the same manner in terms of what constituted
appropriate assignments.

The results of the study indi­

cated that eight of the ten duties most frequently assigned
to teacher-aides also appeared in the ten recommended by
teachers.

It was concluded that these duties should be

considered by those planning either pre-service or
19

Myron Cunningham and Jeanne Webb, "Teacher Aides,"
Educational Leadership, II, No. 1 (March, 1966), 14-26.

35

in-service training for teacher-aides.

Field testing

indicated that teacher-aides could be divided into three
groups:

(1) educational material assistants,

cal workers, and

(2) cleri-

(3) instructional assistants.

20

There­

fore, this study would indicate that the teacher's task
is to diagnose and to prescribe, and the teacher-aide1s
f

task is to assist in implementing the prescription.
When the school district of University City,
Missouri was preparing to hire composition aides to
assist English teachers the plan for the experiment
included a provision that the school staff, including
the teachers who would work with the aides, should
determine the functions of auxilliary personnel.

The

faculty as a group should determine general guidelines
and policies.

The individual classroom teacher should

designate what specific task the teacher-aide working
in the specific classroom should undertake.

This was

deemed essential if the teacher-aide was to be of
assistance in meeting the needs of the students in the
individual classroom.

21

Also, it was deemed essential,

if the teacher-aide were to progress along a continuum,
to enact criteria for personal development and promotion.
20

Phillip A. Annas, "Teacher Aides Are an Asset,"
Maine Teacher (September, 1967), pp. 49-52.
21

"Determining the Functions of A i d e s ," Adminis­
trative Leadership (Washington, D.C.: Administrative
Leadership Service, 1966), pp. 1-3.

36

In this plan the total operation of hiring the teacheraides and of assigning activities to them was determined
by the teachers who worked with the teacher-aides.
The National Commission of Teacher Education and
Professional Standards

(NCTEPS) holds that the profi­

ciency standard for paraprofessionals should be deter<

mined by the nature of the job they perform and that
such standards should be determined and applied at the
local level.

It suggests that state education agencies

might well develop guidelines for the use of aides and
the professional associations might serve a quality con­
trol function by helping to assess the effectiveness of
the a i d e s . ^
During a study by Glovinsky and Johns the follow­
ing questions were p o s e d :
paraprofessional?"

"What is the job of the school

"At what point does the work of the

paraprofessional conflict with the legal and ethical
responsibilities of the professional?"

"What is the

rationale for developing programs which will produce in
the trainees the needed knowledge and skills?"

"What

kinds of paraprofessional positions are currently held?"
"What additional positions should there be?"

Answers

given to these questions were based upon the following
criteria:
22

(1) their task must be defined clearly so

The National Commission of Teacher Education and
Professional Standards, "Auxilliary School Personnel,"
TEPS Newsletter, 1966.

37
that they can be trained to provide maximum service,
(2)

training should be based on clearly delineated per­

formance goals, and

(3) tasks performed by the parapro­

fessional should be under the direct supervision of the
professional.

23

Expanding of the Role of
Paraprofessionals
Pearl and Riessman argue that the task of select­
ing persons to enter new career sequences presents a
formidable problem.

If traditional measures are used

to screen prospective workers for currently available
positions, those who most need employment will in all
probability be excluded.

If applicants are to be denied

opportunity for employment in new career sequences on the
basis of measured intelligence, or aptitude, or lack of
school attainment, then, the current jobless will, in
disproportionately large numbers remain jobless.

They

therefore contend that persons filling entry positions
must have latitude for limited advancement without being
required to undergo extensive additional training; there
must be opportunities for vertical mobility which would
require a flexibility in the training and educational
establishment to allow the person to go as far as his
23

Arnold Glovinsky and Joseph Johns, Studying the
Contributions of the Paraprofessional and Planning for
Their Recruitment, Selection, Training and Use in the
Wayne County Public Schools and Nonpublic Schools (Detroit,
Michigan, 1968), pp. 8-12.

38
talents and his motivation can carry him; and there must
be transfer and cross-over opportunities which allow
the person the flexibility to move to related occupations
or to other geographic regions.

24

In New Careers for the P o o r , Pearl and Riessman
have advanced the view that it is possible to stratify
professional jobs into a hierarchy of functions.

It is

possible to train non-professionals to perform many of
these functions and they can be prepared through on-thejob training to perform increasingly higher levels of
functions.

They propose that five different functions

can be abstracted from the one omnifarious duty now per­
formed by teachers.

These roles a r e :

(1) a teacher aide; (2) a teacher assistant; (3) a
teacher associate; (4) a teacher; and (5) a super­
vising teacher.
These five teaching roles would
exist along a continuum in which advancement from
entry position to full-fledged professional could be
negotiable on the basis of talent and motivation,
rather than economic m e a n s .
The baseline or entry position, teacher aide,
would be open to all regardless of schooling attained
(or delinquency record) and would require only that
a short training experience be successfully com­
pleted.
If capable and motivated, the aide would be
encouraged to continue his education.
With an A.A.
Degree (two years of college or equivalent) he would
become eligible for an intermediate role— the teacher
assistant. With further education and a B.A. Degree,
eligibility for teacher associate would be obtained.
Thus, by systematic steps and intervals a series of
positions are created which narrow the present gulf
between the disadvantaged and professional standing.
Each level attained can constitute a career. . . . 25
24
the Poor

Arthur Pearl and Frank Riessman, New Careers for
(New York: The Free Press, 1965) , p. 17.

25 Ibid., pp. 57-58.

39

From these propositions, it would appear that
there is opportunity for the indigenous aide in Adult
Basic Education to realize his potential if the facili­
tating situation is created.

This situation would be a

system of learning or on-the-job activity which would
allow for advancement of the teacher-aide and service
satisfactory to the system.
Before any program for training can be intelli­
gently launched, there must be a preliminary attempt at
job descriptions.

These job descriptions must include the

tasks that teacher-aides would be expected to perform
from the time they enter and the knowledge that they
would have to command to perform those tasks.

When these

tasks are identified, then it requires the development
of training programs to produce the requisite profi­
ciency to perform tasks at different levels ranging from
the most menial to the most complicated.
As Pearl states:
Certainly, much that a teacher does, does not require
a college education.
Some of the things the teacher
does require little more than bare literacy.
Such
things as operating audio-visual equipment and other
non-teaching functions are a waste of a professional's
time.
Even many of the so-called "teaching" activi­
ties are minimally challenging.
Helping students
with homework or reading to a class, or even explain­
ing a scientific principle can be effectively managed
by relatively untrained personnel, if they are super­
vised by more highly trained staff. . . . It has been
demonstrated that even very young, apparently intel­
lectually impaired ten-year-olds, can be enormously
helpful in aiding younger children in their school
work. . . . Education in particular could benefit

40
from a hierarchy of roles . . . a series of landings
to allow for a wider range of persons to function
in the field.26
Surely, what is true in children's classrooms is no less
true in those which serve Adult Basic Education.
The "new-career concept," has as a point of
beginning the creation of jobs by differentiation of
functions normally allotted to highly trained profes­
sionals or technicians, but which could be performed by
the unskilled, inexperienced, and relatively untrained
worker; or, the development of activities not currently
performed by anyone, but for which there is readily
acknowledged need and which can be satisfactorily accom­
plished by the unskilled worker.
With respect to this second alternative Pearl and
Riessman say:
Another approach is to see the work to be performed
as essentially different than that done by the tra­
ditional professionals, new and innovative, adding
new dimensions to the work of the professional, even
including alternate career lines— in effect, new
people engaged in new careers.
This would involve
a change in the work of the professional and "new
careerists" alike.27
They contend that in both instances there is a common
need for careful scrutiny of the job function for the pur­
pose of defining roles which are structured for the job­
less .

^ Ibid., p. 8 .

41

Research has shown an approach to role definition
of aides based largely upon a cataloging and detailing
of lists of appropriate duties and functions of the
teacher-aide.

Such a listing of duties and functions

would define those roles of teacher-aides to which
directors, teachers, counselors, and others all subscribe.

28

*
This approach assumes that role definitions

are imposed upon an actor by other members of his roleset.

Under such conditions a role encumbent has a ready­

made set of role definitions or perceptions to which he
can orient his behavior.
Brookover's work suggests that such a model does
not represent the realities of the situation.

If it did,

there would be no role conflicts; role expectations
being known, they would be learned by the actor.

29

Also,

it does not necessarily follow that the purposes and

28

See for example Wayne Newlin, "It Can Be Done:
Teacher Aides Can Make a Difference in Illinois," Illinois
Education, XXX, No. 5 (1968); Michigan Commission for
T E P S , ‘'The Paraprofessional: Job Descriptions, Require­
ments and Recommendations," TEPS Study Year Papers, I ,
No. 11 (1968); Lawrence Read and Clarence Lacny, Utilizing
Teacher Aides in the Jackson, Michigan Public Schools
(Jackson, Michigan, 1966); Oakland Inter-agency Project,
Oakland Public Schools, California, "Preschool Teachers,"
Eri Document Resume (United States Department of HEW,
Office of Education, Washington, D.C.).
29

Wilbur Brookover, "Research on Teacher and
Administrator Roles," Journal of Educational Sociology
(1955), 3.

42
needs of the actor are fulfilled in a manner prescribed
by the system, rather than by his own needs.
This approach could be corrected by allowing all
members of the role-set to differentiate and define roles
which would satisfy both the needs of the system and the
needs of the teacher-aides.

Consequently, in this study,
<

teachers and teacher-aides working in Adult Basic Edu­
cation have been viewed as the most likely ones to assess
roles for themselves and each other.
In addition to clarifying roles, exploration is
likely to yield perceptions of new and more complex pro­
fessional roles for teachers and new career opportunities
for teacher-aides.

Bowman and Kloph project this point

of view in referring to the need for professional workers
to evaluate their experiences and plan for more effective
utilization of teacher-aides in the future.

30

Summary
This review of background information and perti­
nent research consists of eleven major sections of direct
support to the study.

They are:

ture on paraprofessionals;
fessionals in education;
(4) concept of role;

30

(1) a review of litera­

(2) emergence of parapro-

(3) concept of "new careers";

(5) social role;

(6) views of the

Garda Bowman and Gordon Kloph, New Careers and
Roles in the American Schools (New Y o r k : Bank Street
College of Education, 1967) , p. 21.

43

role relationships between professionals and paraprofessionals;

(7) role definition and role flexibility;

(8) role development;

(9) assessments of teachers' and

teacher-aides' roles;

(10) expanding of the role of

paraprofessionals, and

(11) a summary of the major ideas

for the review of literature and the rationale upon
which the research is based.
In a review of literature on paraprofessionals
there were projected an overall estimated 200,000 aides
working in schools and human-service positions created
for "indigenous" nonprofessionals by the Office of
Economic Opportunity and Head Start and in Mental Health
hospitals.
Analysis of the emergence of paraprofessionals
in education reveals the existence of the use of teacheraides in the educational system in the United States
during the last forty years.

It makes mention of one

of the earliest known studies in the 1930's when drop­
outs and students from low-incbme families were used in
the National Youth Corps.

Studies and research by

Alexander, Parks, and others lend support to the
teacher-aide and especially to those from low-income
areas as the best persons to work with teachers or pro­
fessionals in a classroom situation.

The use of such

persons grows out of a concern for providing improved
service for the indigenous nonprofessional residing in

44
economically disadvantaged communities.

Encouragement

and support for the training and advancement of indigenous
workers has been financially supported by the Ford Foun­
dation and the Office of Education through the Elementary
and Secondary Act of 1965 and the Education Professions
Development Act of 1967 and others.
The concept of "new careers" advanced by Pearl and
Riessman in 1965 involves new entry levels and positions
in the human services within which economically and edu­
cationally disadvantaged persons may make useful contri­
butions to society.

New careers proposals include among

other things an opportunity for the motivated and talented
poor to advance vertically from low-skill entry jobs to
any station available to the more favored members of
society, to furnish equal chances for upward mobility
to become socially useful in society.
Views of the role relationships between pro­
fessionals and paraprofessionals attempt to describe
the rules governing the certification of teachers and
teacher-aides in the instructional program in public
schools.

Similarly, a program of Adult Basic Education

should be guided by the recognition that many people are
needed and that a person can be useful in many ways even
though not eligible for certification.

Employment of

these persons as teacher-aides in Adult Basic Education
may represent for the indigenous workers initial steps

45
in their efforts to climb the "career ladder" an objective
posed by many Adult Basic Education programs.
There are considerations of the various issues
involved in utilizing this new type of personnel— the
teacher-aide with the professional— the teacher.

For

example, there is the concept of the sharing of the
teacher's activities with the teacher-aide in a manner
so as to allow the teacher-aide to progress vertically
or along a continuum as far as his aspirations and ability
will allow him to do.
For full implementation of the defining and rede­
fining of activities for teachers and teacher-aides work­
ing in Adult Basic Education and for actualizing the "newcareer" concept there must be large-scale study of the
activities performed by professionals or teachers in
Adult Basic Education

(and others) to delineate specific

duties and functions for non-professionals to perform.
In summary, the review of literature on parapro­
fessionals calls attention to the importance of the
development of roles for teacher-aides as a needed factor
in schools, and in other professional work settings, and
the recognition of the addition of teacher-aides in the
field of Adult Basic Education.
Rationale
These propositions carry with them a call for
rigorous definition and redefinitions of activities for

46

teachers and teacher-aides and the adding of indigenous
non-professionals to the education system.

The implemen­

tation of this rationale forms the basis for this study.
Therefore, the salient characteristics of this study are
explorations of a hierarchy of levels of teacher pro­
fessional activities being performed and to be performed
by Adult Basic Education teachers and teacher-aides work­
ing together in role-sets.

This, plus the fact that the

Adult Basic Education teachers and teacher-aides are
assessing and ranking these activities for each other
are unique in respect to research reported to date.
The presentation in the next chapter will include
the methodology, the detailing of the problem, the method
employed, selection and description of the sample, pro­
cedures for analysis, summary, and limitations.

CHAPTER III
METHODOLOGY

As stated in Chapter I, this investigation has
attempted to assess the career-ladder opportunities of
teacher-aides in Adult Basic Education, in view of the
roles which the teachers define for them currently and
ideally, of the roles currently filled and those aspired
to by the teacher-aides, and of the modifications in
their own roles which teachers would make if paired with
ideal teacher-aides.
The study is based on Pearl's and Riessman's
theory of career-ladder development and upon the follow­
ing assumptions:
1.

The professional personnel in a school have the
responsibility of maintaining the established
professional controls of the teaching process.

2.

The principal responsibility of assigning activi­
ties to teacher-aides resides with the teacher
operating in that role-set.

47

48
3.

When a teacher-aide enters into a working relation
ship with a teacher, the teacher's role is changed
from what it was when she worked alone.

4.

There must be flexibility of role definition by
the teacher to permit entry of the teacher-aide
and to permit an expanding role for that teacheraide.

5.

A teacher-aide with little schooling can learn to
perform professional activities starting from a
low level and progressing to a high level in the
field of Adult Basic Education.

6.

If career-ladder opportunities are to be realized,
aides must aspire to perform at progressively
higher levels of professional competence.

Detailing of the Problem
The operational problems in this exploratory and
analytical study have been:
1.

To identify the incumbent defined current roles of
teacher-aides and teachers in the selected rolesets in Adult Basic Education.

2.

To compare these roles with similarly defined
ideal arrangements.

3.

To note the congruences and discrepances in the
roles thus defined and

To ascertain whether teacher-aide aspirations to
expand roles and teacher-defined role modifications
to accommodate ideal teacher-aides are systemati­
cally associated with selected characteristics of
teacher-aides and teachers respectively.
It was necessary to gather data which would tell us
The activities currently performed only by
teachers.
The activities currently performed only by teacheraides.
The activities currently performed by both teachers
and teacher-aides.
The activities neither teachers nor teacher-aides
currently perform.
The "ideal" division of activities between teachers
and teacher-aides as judged by teachers, i.e., the
activities which would be performed by teachers
and those which would be performed by teacheraides, assuming a "fully competent ideal teacheraide ."
The "ideal" division of activities between teachers
and teacher-aides as judged by teacher-aides,
i.e., the activities which would be performed by
teachers and those which would be performed by
teacher-aides if teacher-aides were free to choose.

50
7.

The teacher-aides who aspire to perform more or
different activities if they were given adequate
training and if they were really free to choose.

8.

Whether those aides who aspire to more or differ­
ent activities differ in any significant way from
those who do not.
<

9.

The teachers who, assuming "ideal" teacher-aides
report that they would redefine their own roles
in such ways as to permit expanded roles for their
teacher-aides.

10.

Whether those teachers who report that they would
redefine their own roles in such ways as to per­
mit expanded roles for assumed "ideal" teacheraides differ significantly in terms of the
selected characteristics, from those who do not
report that they would so redefine their roles.
Method Employed
The forced-choice checklist or rating-scale method

is chosen for gathering the data for this study.

As

Parten has stated, "the forced-choice checklist type of
questionnaire is popular for mailed questionnaire surveys
where the respondent is asked to indicate his choice in
any of the several ways."

This type of device apparently

elicits a more or less natural response, and it offers
little chance of misunderstanding.

The advantage of this

51

rating scale is that it serves as a reminder for respon­
dents who might otherwise fail to give a certain reply
only because they might not happen to think of it at the
moment.
It is felt that the forced-choice checklist method
is appropriate for this task.

By checking several activi­

ties that are now performed by teachers and teacher-aides
and activities that are perceived by teachers and teacheraides as appropriate for the roles of "ideal" teacheraides, respondents have the chance to differentiate between
the actual and the ideal roles of teacher-aides and of
teachers without being asked to state them.
The checklist included statements of activities
presently performed or to be performed in an ideal situ­
ation by both teachers and teacher-aides in Adult Basic
Education.

The activities or duties on the initial check­

list were adapted from lists of existing activities or
duties that are stated for teachers and for teacher-aides
working in public schools, from a comprehensive study of
the literature on Adult Basic Education curricula and
from the research offerings on teacher-aides working
with teachers in several different positions.
This initial checklist was constructed by giving
to each of eight experienced teachers and directors of

^Mildred Parten, Surveys, Polls and Samples:
Practical Procedures (New York:
Harper & Brothers, 1950),
pp. 186-89.

52
Adult Basic Education a deck of cards, each bearing
one of the listed duties.

The teachers and directors

were asked to rank the activities into the following
categories:
1.

Tasks that should only be performed by the
teacher.

2.

Tasks that should usually be performed by the
teacher.

3.

Tasks that may be performed by either teacher or
teacher-aide.

4.

Tasks that should usually be performed by the
teacher-aide.

5.

Tasks that should be performed only by the teacheraide.

6.

Tasks that should be performed by neither the
teacher nor the teacher-aide.
Then, the eight were asked to check to be certain

that each task was in the most appropriate category,
according to their best judgement.

Next, they were to

number the tasks in sequence, one representing the highest
order of professional performance in each category.

Also,

they were asked to give the benefit of their judgement as
follows:
1.

Are these the tasks that teachers and teacheraides in Adult Basic Education should perform?

53
2.

Which, if any of these items should be deleted?
(Please remove any such card)

3.

What task, if any, should be added?

(Please

write name of one task on each blank card as you
deem necessary)
4.

Please insert new cards, if any, a t tappropriate
places in sequence.
Of the seventy-two tasks presented to them twelve

were judged to be inappropriate and were deleted.

A scale

consisting of the remaining sixty tasks was constructed
and ranked from the highest to the lowest levels of pro­
fessional competence as determined by these experienced
teachers and directors of Adult Basic Education programs
(Appendix A ) .
This first draft of the forced-choice checklist
was then given to each of a second panel of eight experi­
enced directors of Adult Basic Education programs to
determine if the activities represented their thinking in
regard to teacher competence levels in Adult Basic Edu­
cation programs.

These directors were asked to delete

activities they judged not performed or not valid.

They

were then asked to rank the remaining activities into the
following levels of teacher competence:
teacher,

(2) teacher,

(1) supervising

(3) teacher associate,

assistant, and (5) teacher-aide.

(4) teacher

These levels are adapted

54
from Pearl and Riessman's proposal on "New Careers in
Education."^
Of the sixty activities presented to them, four­
teen were deleted and the remaining forty-six arranged in .
the above stated levels of teacher competence.

This

second draft was then viewed by members of the project
<

ENABEL staff, a team of experienced ABE workers, to deter­
mine if it was consistent with ABE activities in terms of
suitability of activities selected and placed in each
competency level.

After these validation processes the

forced-choice checklist was finalized and printed
dix A ) .

(Appen*-

The final forced-choice checklist includes

forty-six statements of activities actually performed or
to be performed in an ideal situation by both teachers
and teacher-aides working together in Adult Basic Edu­
cation.

It was then identified and is hereafter re­

ferred to as the Professional Competence Scale (PCS).
Description of Population
and Sample
The Population
The final forms of the instruments were adminis­
tered to a population of thirty-six teachers, thirty-six
teacher-aides, and their ABE directors working together in
Adult Basic Education in the public schools in the state

"^Arthur Pearl and Frank Riessman, New Careers for
the Poor (New York:
The Free Press, 1965), pp. 56-62.

55

of Michigan.

The teacher-aides were indigenous workers

and adult or young adult volunteers.

The public schools

were selected from the 1969-1970 directory of Adult Basic
Education programs obtained from the Michigan Department
of Education, Bureau of Educational Services, Lansing,
Michigan.

This directory supplied the names and addresses

of all school districts and the names and addresses of
all Adult Basic Education directors

(Appendix B ) .

From

this list we identified, with assistance of consultants
from the State Department of Education, the school dis­
tricts that had teachers and teacher-aides working to­
gether in classroom situations throughout the state of
Michigan.
The Sample
Of the population of thirty-six teachers, thirtysix teacher-aides, and their ABE directors working to­
gether in Adult Basic Education, only thirty-four combi­
nations returned the instruments.

Thus, the sample of

this study consists of twelve Adult Basic Education
directors, thirty-four teachers, and thirty-four teacheraides working together in Adult Basic Education.

There

was no limitation regarding age, marital status, or
teaching experience of either the teachers or the teacheraides in Adult Basic Education.
Table 1 shows the age of teachers and of teacheraides in the sample.

This sample includes teachers of

56
TABLE 1.— Age of respondents— teachers and teacher-aides.

Age

Below
20 years
20-29 years
30-39 years
40-49 years
50-above
Total

Percentage of Totals

Number
Teacheraides

Number
Teachers

19
9
5
0
1
34

Teacheraides

Teachers

2
14
10
4
4

55.9
26.6
14.6
oo.'o
2.9

5.8
41.2
29.6
11.7
11.7

34

100.0

100.0

Adult Basic Education in age span from below 20 years
of age to 50 years or above.

It also shows teacher-aides

in an age span from below 20 years to 50 years or above.
The largest group of 56 per cent, or nineteen
teacher-aides is in the below-20 age range.

Nine teacher-

aides or 27 per cent are in the 20-29 age range.

In the

30-39 age range are five teacher-aides, or 15 per cent.
One teacher-aide is 50 years of age or above.
Only 6 per cent or two teachers are below 20 years
of age.

The largest group of 41 per cent or fourteen

teachers is in the 20-29 age range.
per cent are in the 30-39 age range.

Ten teachers or 30
Four teachers or 12

per cent are in the 40-49 age range, and another 12 per
cent, or four teachers are in the age range of 50 years
of age or above.
Marital Status.— Table 2 shows that twenty-two
or 65 per cent of the teacher-aides are single and five

57

TABLE 2.— Marital status of teacher and teacher-aide
respondents.
Percentage of Totals

Marital
Status

Number
Teacheraides

Number
Teachers

Single
Married
Separated
Widow(er)
Divorced

22
12
0
0
0

5
26
1
2
0

Total

34

34

Teacheraides

Teachers
14.7
76.6
2.9
5.8
0.0

64.7
35.3
0.0,
0.0
0.0

100.0

100.0

or 14 per cent of the teachers are single; twelve or 35
per cent of the teacher-aides are married and twenty-six
or 77 per cent of the teachers are married.

One teacher

or 3 per cent is separated and two teachers or 6 per cent
are widowed.
Experience of Respondents.— As shown in Table 3,
only 3 per cent or one teacher-aide has three years of
experience in Adult Basic Education;

21 per cent or seven

teacher-aides have two years, and 77 per cent or twentysix teacher-aides have one year of experience.
The largest group of 30 per cent or ten teachers
have three years of teaching experience in Adult Basic
Education; nine teachers or 27 per cent have four years;
five teachers or 15 per cent have five years; 18 per cent
or six teachers have one year, and 12 per cent or four
teachers have two years of teaching experience in Adult
Basic Education.

58
The years of experience for thirty-four teacheraides range from one to three years, and the years of
experience for thirty-four teachers range from one year
to over five years

(Table 3).

TABLE 3.— Teaching experience of teachers and teacher-aide
respondents.

Teaching
Experience

1
2
3
4
5

Number
Teacheraides

Percentage of Totals
Number
Teachers

Teacheraides

Teachers

Year
Years
Years
Years
Years

26
7
1
0
0

6
4
10
9
5

76.8
20.7
2.9
0.0
0.0

17.6
11.7
29.5
26.5
14.7

Total

34

34

100.4

100.0

Teachers and Teacher-aides Working Together.— Of
the sixty-eight teachers and teacher-aides working to­
gether in pairs,

56 per cent or nineteen teacher and

teacher-aide pairs had worked together for one year;
eleven pairs or 32 per cent had worked together for two
uears; three pairs or 9 per cent had worked together for
three years, and one pair or 3 per cent had worked with
each other for one year

(Table 4).

Schooling of Respondents, Teacher-aides.— Of the
thirty-four teacher-aides, two or 6 per cent attended
vocational school; five or 15 per cent had completed first
to sixth grade schooling; another 5 or 15 per cent had

59
TABLE 4.— Years teacher-aides and teachers had worked
together.
Working Together
1
2
3
4
5

Number

Percentage of Total

Year
Years
Years
Years
Years

19
11
3
1
0

55.9
32.3
8.8
2.9
0.0

Total

34

99.9

aError in percentage total is due to rounding on
percentages.
seventh to eithth grade schooling; twelve or 35 per cent,
had completed tenth or eleventh grades; ten or 29 per cent
were high school graduates; and none had attended college.
Therefore, the teacher-aides' schooling ranged from first
grade through vocational school (Table 5).
TABLE 5.— Schooling of teacher-aides.
Schooling
1st to 6th Grade
7th to 8th Grade
9th to 10th Grade
Above 10th Grade
High School Graduate
Attended College
Graduated College
Attended Vocational
School
Total

Number

Percentage of Total

5
5
0
12
10
0
0

14.8
14.8
0.0
35.2
29.4
0.0
0.0

3

5.8

34

100.0

60
Schooling of Teachers.— Table 6 showed that thirty
one of the teachers have bachelor's degrees and only three
or 8 per cent do not have.

Thirteen or 38 per cent had

no graduate work beyond their bachelor's degrees; six
teachers or 18 per cent had done post master's study, six
or 18 per cent had master's degrees, and another six or
(

18 per cent had completed graduate work above the bache­
lor's degree but had not completed their masters.

The

schooling of teachers ranged from less than the bachelor's
degree to post master's study.
TABLE 6.— Schooling of teachers.
Percentage of Total

Schooling

Number

Less than Bachelor's Degree
College Degree (Bachelor)
Graduate Work (no degree)
Graduate Degree (Master)
Post Master's Study

3
13
6
6
6

8.0
38.4
17.6
17.6
17.6

34

99. 9a

Total

aError in percentage total is due to rounding on
percentages.

Collection of Data
Data for this study were obtained by use of the
Professional Competence Scale (PCS).

Research packets

were mailed to each of fourteen directors of Adult Basic
Education in school districts reported to have teacheraides employed in ABE.

Each packet contained

(Appendix C ) :

61
(a) A cover letter
(b) The Professional Competence Scales
(c) Machine scoring answer sheets
(d) A self-addressed stamped envelope
(e) Census sheets for demographic data
The director for each school district was asked
to be responsible for distributing, collecting, and re­
turning the completed instruments administered to the
teachers, the teacher-aides, and himself.

Each director

was also asked to supply the demographic data on each
teacher and on each teacher-aide.
Each teacher was asked to classify by number code
each of the forty-six listed activities.

In the column

marked "Actual," on a separated, prepared machine-scored
answer sheet, each teacher was asked to darken one space
beside each of the statements given:
"1" for each thing your teacher-aide usually does
alone,
"2" for each thing you and your teacher-aide usually
do alternately or together,
"3" for each thing you as teacher usually do
alone,
"4" for each thing not done by either you or your
teacher-aide.

62
In the column marked "Ideal" of the same answer
sheet each teacher was instructed to assume that he had
a fully qualified and willing "ideal" teacher-aide and to
darken one space beside each of the statements given:
"1" for each thing your ideal aide would usually
do alone,
"2" for each thing you and your ideal teacheraide would usually do together or take turns,
"3" for

each thing you would usually do alone,

"4" for

each thing which would not be done by

either you or your ideal teacher-aide.
Each teacher-aide was asked to classify each of
the same forty-six stated activities given to the teachers
in each of two columns marked "Actual" and "Ideal."

In

the column marked "Actual" each teacher-aide was in­
structed to darken one space beside each of the state­
ments given:
"1" for

each thing you usually do alone,

"2" for

each thing you and your teacher usually

do together or take turns to do,
"3" for each thing your teacher usually does
alone,
"4" for each thing not done either by you or your
teacher.

63

In the column marked "Ideal" of the same answer
sheet each teacher-aide was instructed to imagine that he
was entirely free to choose what she would do and what her
teacher would do and to darken one space beside each of
the same statements:
"1" for each thing you would do alone if you were
really free to choose,
"2" for each thing you and your teacher would
usually do together if you were free to choose,
"3" for each thing your teacher would usually do
alone if you were free to choose,
"4" for each thing which would not be done by
either you or your teacher if you were free to
choose.
Completed checklists and demographic data inven­
tories were returned by twelve of the fourteen directors.
These covered thirty-four of the known thirty-six teacher
and teacher-aide combinations in the state.

The data

obtained from the checklists and inventories were trans­
ferred on to computer coding sheets.

Some of the data

were analyzed by inspection and statistical analysis
while other data were programmed into the 3600 CDC computer
at Michigan State University for computation and presen­
tation in reliable tables.

These tables were analyzed to

determine the information and knowledge sought for this
study.

64
In this chapter, the basic assumptions and
detailing of the problem are outlined and the methods
and procedures used in completing these tasks are
described.

The Professional Competence Scale is pre­

sented as the indicator of teacher competency roles
presently performed and to be performed in the classroom
by ABE teachers and teacher-aides working together in
pairs.
Tables of demographic data are used to describe
the sixty-eight respondents with respect to age, marital
status, years of experience in ABE, and schooling.
The presentation and analysis of the data
collected are presented in Chapter IV.

CHAPTER IV
PRESENTATION AND ANALYSIS OF THE DATA

The central purpose of this study has been to
examine the opportunities for "career ladder" ascension
for indigenous paraprofessional workers in communities
characterized by high concentrations of poverty.

We have

reasoned, as had Griffin and others, that if indigenous
paraprofessionals
teacher-aides)

(in this case Adult Basic Education

are to ascend from performing of low entry

level functions to progressively higher levels of pro­
fessional performance two requisites, in addition to
appropriate and continuing education, must be assured.
First, there must be aspiration on the part of the paraprofessional in a role-set to perform functions which
require higher levels of professional competence; and
second, the professional worker in the role-set must be
willing to adapt his own role to permit both satisfactory
entry and the opportunity for the paraprofessional, when
ready, to perform those higher level functions.
We have not assumed that all paraprofessionals
aspire to progressively higher levels of professional

65

66

performance; we have assumed that some do.

We have also

assumed that some professionals would be more open to
adapting their own roles and to encouraging their paraprofessional colleagues to perform progressively higher
level functions than would others.

Our task, thus, has

been to assess differences in aspirations of paraprofessionals and differences in willingness of professionals
to make the professional role adaptations which would
facilitate professional advancement of their paraprofessional partners and then to draw certain conclusions as
to the feasibility of the career-ladder concept.
A population of teacher and teacher-aide pairs
working in Adult Basic Education in the state of Michigan
was selected as subjects for the study.

From a total

identified population of thirty-six teacher and teacheraide pairs in the state, data were obtained for thirtyfour pairs.

Thus the study represents a preliminary

analysis of virtually the entire population of professional-paraprofessional teams employed at this early
stage in Adult Basic Education for one state, Michigan.
Several tasks were undertaken:
the present state of function sharing,

(1) to ascertain
(2) to ascertain

the perceived ideal state of function sharing,

(3) to

analyze each of these states and the variances between
and among them in order to reveal significant differences
within the population, and

(4) to draw such conclusions

as seem justified by the analysis.

67
This chapter presents the data and discussion of
findings from the first three of these tasks.

Conclusions

are presented in the chapter which follows.
A Professional Competence Scale

(PCS) in the form

of a forced-choice checklist was constructed.

It consists

of a hierarchy of forty-six ranked activities in five
categories of professional competence.

The Professional

Competence Scale was administered to the thirty-four ABE
teachers and the thirty-four teacher-aides to ascertain:
1.

What activities were currently being performed
only by the teacher-aides, as reported by (a)
teachers and (b) teacher-aides?

2.

What activities would ideally be performed only
by the teacher-aides, as reported by (a) teachers
and (b) teacher-aides?

3.

What activities were currently being performed by
both the teachers and the teacher-aides, as re­
ported by (a) teachers and (b) teacher-aides?

4.

What activities would ideally be performed by both
the teachers and the teacher-aides, as reported by
(a) teachers and (b) teacher-aides?

5.

What activities were currently being performed
only by the teachers, as reported by (a) teachers
and (b) teacher-aides?

6.

What activities would ideally be performed only by
teachers, as reported by (a) teachers and (b)
teacher-aides?

7.

What activities were not currently being performed
by either the teachers or the teacher-aides, as
reported by (a) teachers and (b) teacher-aides?

8.

What activities would ideally not be performed
by either teachers or teacher-aides, as reported
by (a) teachers and (b) teacher-aides?

68

In addition to the answers to these questions,
which were obtained directly from teachers and teacheraides, demographic data on the teachers and teacher-aides
were obtained by questionnaire from their directors.

These

data, together with those from each teacher and each
teacher-aide, were organized and analyzed in order to
derive answers to the remaining questions:
9.

Do teachers and teacher-aides agree (a) on the
roles they are performing in the "actual" activity
structure and (b) on the roles they would perform
in the "ideal" activity structure?

10.

Do teacher-aides aspire to perform more activities
or different activities in an assumed ideal situ­
ation than they performed in the actual situation?

11.

Would teachers choose for their ideal teacheraides more activities or different activities than
are actually performed by their present teacheraides?

12.

Would teachers, on the assumption of being paired
with an ideal teacher-aide, choose to perform
fewer activities or different activities than
those they perform as they work with their present
teacher-aides ?

13.

Would teacher-aides, if they were free to choose,
choose to have their teacher role-set mates per­
form fewer or different activities than those they
presently perform?

14.

Are there observable relationships between any one
or any combination of the demographic character­
istics of teacher-aides and the changes in pro­
fessional characteristics of roles aspired to by
teacher-aides in an assumed ideal situation?

15.

Are there observable relationships between any one
or any combination of the demographic character­
istics of teachers and the change those teachers
report that they would make in the professional
character of their own roles, assuming that they
were to be matched with a fully competent and
willing aide in an ideal situation?

69
It should be noted that all analyses and findings
are based on the Professional Competence Scale and upon a
demographic data inventory submitted by directors describ­
ing each of the thirty-four teachers and the thirty-four
teacher-aides in terms of age, marital status, teaching
experience, place of residence, and level of education.
<

The Professional Competence Scale (PCS) adminis­
tered to each of the thirty-four teachers and each of the
thirty-four teacher-aides includes forty-six statements
of activities performed in the actual situation and to be
performed in assumed ideal situations in the classroom.
These teachers and teacher-aides were working together in
teacher/teacher-aide pairs in ABE classrooms.

The forty-

six activities were ranked into five levels of teacher
competence as shown below.
Activities Arranged by Levels of
Professional Competence
I.

Supervising Teacher
1.

Evaluate the ABE program

2.

Inform school officials of community problems
and special needs relating to ABE

3.

Arrange and conduct advisory committee meetings

4.

Collect data on need for ABE in the community

5.

Contact industries, welfare agencies, clubs,
churches, and others to talk about ABE

70
6.

Provide information about state guidelines for
ABE

II.

7.

Officially represent ABE on civic groups

8.

Describe ABE programs to community groups

9.

Design the ABE course of study

Teacher
10.

Make decisions about content of

11.

Regularly teach one or more classes

12.

Determine appropriate teaching methods

13.

Make daily teacher's plans

14.

Select instructional materials

15.

Decide on the grading system to be used

16.

Recommend students for promotion and graduation

17.

Administer and interpret tests

18.

Recommend instructional equipment for purchase

19.

Serve on faculty committees of the school

20.
Ill.

ABE curriculum

Attend faculty meetings.

Teacher Associate
21.

Keep up-to-date on the latest developments in
content and teaching materials for ABE

22.

Help adults choose courses

23.

Read professional journals

24.

Attend professional meetings

25.

Identify special talents of ABE students

26.

Inform adults of community services available
to them

71
IV.

Teacher Assistant
27.

Occasionally assist in teaching a class

28.

Arrange enrichment programs such as trips,
speakers, films, and others

29.

Assist adult students outside of classes

30.

Help individual students with their lessons

31.

Orient new adult students

32.

Make personal contacts with ABE prospects

33.

Grade test papers

34.

Help students select books at the library

<

V.

Teacher-aide
35.

Help to make ABE students feel comfortable in
class

36.

Convince under-educated adults that ABE is
valuable

37.

Call on adult students who have been absent
from class

38.

Keep attendance record up to date

39.

Telephone adult students at home when neces­
sary

40.

Arrange special observances of birthdays,
promotions, anniversaries, or other events
important to ABE students

41.

Make up calendar of class activities and keep
them up to date

72
42.

Duplicate things like tests, forms, letters,
and teaching materials

43.

Operate audio-visual equipment

44.

Maintain inventory of recordings, tapes, and
other teaching equipment

45.

See that instructional materials are neatly
<

arranged
46.

Search out library materials

The Teacher-aide is the lowest or basic entry
level, and the Supervising Teacher is the highest or senior
professional level.

As stated in Chapter III, this instru­

ment was screened by ABE experts for quality of activities
and for validity.
A set of symbols and units of measure were em­
ployed to present and interpret the raw scores and to
transform them into more meaningful forms.

The relation­

ships of the teachers' roles to the teacher-aides' roles
were determined and comparisons were made of actual and
ideal roles of both teachers and teacher-aides.

Finally,

the several patterns of variance in role definition were
analyzed in relation to demographic and other factors
which characterized the teachers and the teacher-aides.
Differences were tested for significance at the .05 level.
The following symbols and units of measure were
used to present and interpret role definitions as

I

73
represented by the raw scores from teacher and teacheraide responses on the PCS.
PCS means Professional Competence Scale (the
forced-choice checklist of forty-six activities)
LPC means Level of Professional Competence

(the

mean rank of activities identified on the P C S ) .
The formula for LPC is
LPC = al + 52 + a3 " *
Na

&k

where a^ ... a^ represents activities performed
(weighted according to rank on P C S ) .
N a represents the number of activities performed,
RPC means Range of Professional Competence and
the formula is written as follows:
RPC = a. - a, + 1 (a being weighted
according to rank on
PCS)
SPC means Scope of Professional Competence and
the formula is written as follows:
SPC = /RPC(N cl )

CPC means Composite of Professional Competence
and is calculated by using the following formula!

74
Each of these values

(LPC, RPC, SPC, and CPC) was

calculated for each teacher and each teacher-aide as roles
of each were defined by each for both the actual and the
assumed ideal situation.

The data were then organized

and analyzed in order to answer the questions as framed
above.

The raw data are recorded in Appendix E and the

calculated values are presented at appropriate points in
this chapter.
Part I. Roles as Defined in the
Actual or Current Situation
Part I dealt with the present patterns of function
sharing between Adult Basic Education teacher and teacheraide pairs working in Michigan classrooms as defined by
each.
Question 1 ;
What activities are currently performed only by the
teacher-aides as reported by (a) teachers and (b)
teacher-aides?
The raw scores obtained on current activities of
teacher-aides as defined by teachers and by teacher-aides
were transferred to data coding forms.

The information

was organized into tables showing the distribution of all
activities currently performed by each of the thirty-four
ABE teacher-aides as reported by (a) teachers and
teacher-aides

(b)

(Appendix E ) .

The first two of those distribution tables

(Tables

E - l , E-2) reveal that each of the forty-six activities was

75
performed by one or more of the teacher-aides.

The

activities were performed in varying numbers and levels.
Eitht teachers and nine teacher-aides reported that no
activities were performed by the teacher-aides working
alone.

While only three of the teacher/teacher-aide

pairs, numbers 15, 26, and 28, were in full agreement as
to the activities performed by the teacher-aides in their
role-sets, clearly there is much general agreement as to
the teacher-aides' activities.

Most activities of teacher-

aides were concentrated in the lower three levels of pro­
fessional competence, namely, the teacher-aide, teacher
assistant, and teacher associate categories

(Appendix E-3,

E-4) .
Table 7 presents the level, range, scope, and
composite of professional competence of the roles of
teacher-aides as reported by the thirty-four teacheraides themselves.

The level of activities performed by

any one teacher-aide ranged on the LPC scale from 1 to
43 with a mean level of 33.61 as reported by teachers;
it ranged from 4.00 to 41.00 with a mean level of 3 2.33
as reported by teacher-aides.
The range of activities performed by any one
teacher-aide ranged on the RPC scale from 1 to 44 with a
mean range of 12.27 as reported by teachers; it ranged
from 1 to 43 with a mean range of 12.44 as reported by
teacher-aides.

76

Number
Teachers &
Teacheraides

11

TABLE 7.— Activities currently performed only by teacher-aides as re­
ported by teachers and teacher-aides and as expressed in level, range,
scope, and composite ratings of professional competence involved.

LPC

36
30.46
30.00
36.5
33.5
37.0
37.0
31.83
38.0
31.0
0.0
25.5
20.0
26.5
0.0
30.22
28.00
39.00
30.66
34.00
8.5
36.00
1.00
0.0
43.0
0.0
28.75
0.0
39.0
0.0
36.3
1.0
0.0
0.0
1142.74
12.27

RPC
18
41
36
17
24
11
9
22
1
11
0
18
1
14
0
41
17
1
25
16
16
1
1
0
3
0
43
0
11
0
18
1

0
0
417.0
6.05

SPC
12
23.08
18.97
8.24
13.85
8.77
6.0
12.40
1.0
4.69
0.0
6.0
1.0
5.29
0.0
19.20
5.83
1.0
12.24
9.79
5.65
1.0
1.0
0.0
2.44
0.0
13.11
0.0
4.69
0.0
7.34
1.0
0.0
0.0
205.58
.25

CPC
.003
.75
.63
.22
.41
.23
.002
.32
.001
.006
.0
.003
.001
.20
0.0
.63
.20
.001
.40
2.88
.66
.001
.01
0
.057
0

.45
0
CM
i— 1
•

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
. 18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Totals
X =

Reported by
Teacher-aides

Reported by Teachers

0

.20
.011

0
0
8.40

LPC
31.4
17.0
32.14
19.2
29.0
33.0
38.5
36.2
0.0
41.0
35.0
28.2
24.22
4.0
0.0
32.5
4.55
0.0
39.0
27.77
34.5
0.0
32
20.2
32.5
0.0
0.0
0.0
0.0
37
0.0
29.0
12.33
6.00
1099.21
32.33

RPC
43 '
25
38
28
1
7
6
16
0
1
7
7
44
42
1
0
13
1
0
15
11
10
0
1
33
41

SPC

24.5
7.07
16.30
11.83
1.0
3.74
3.46
8.94
0.0
1.0
3.74
31.11
19.44
1.0
0.0
7.21
1.0
0.0
8.94
6.63
4.47
0.0
1.0
20.71
14.31
0.0
0
0.0
0
0.0
0
0.0
1
1.0
0
0.0
1
1.0
29
9.32
1
1.0
423.0 209.75
12.44
6.17

CPC
.78
.41
.05
.61
.035
1.16
.09
.24
0.0
.025
.10
1.10
.80
.25
0.0
.22
.22
0.0
.23
.23
.13
0.0
.032
1.02
.44
0.0
0.0
0.0
0.0
.02
0.0
.035
.75
.16
9.12
.27

77
The scope of activities performed by any one
teacher-aide ranged on the SPC scale from 1 to 23.08 with
a mean of 6.05 as reported by teachers; it ranged from 1
to 24.5 with a mean of 6.17 as reported by teacher-aides.
The composite (combination of level and scope) of
activities performed by any one teacher-aide ranged on the
<

CPC scale from .001 to 2.88 with a mean score of .25 as
reported by teachers; it ranged from .02 to 1.16 with a
mean score of ,27 as reported by teacher-aides.
Both teachers and teacher-aides reported that
teacher-aides1 activities were concentrated in the three
lower levels of the PCS.

The CPC mean scores .25 and .27

as reported by teachers and teacher-aides respectively
suggested a very slight difference in the level and scope
of activities reported for the teacher-aides by teachers
and by teacher-aides themselves.
Question 3 ;
What activities are currently performed jointly or
alternately by both the teachers and the teacheraides as reported by (a) teachers and (b) teacheraides?
The raw scores obtained on current activities of
both teachers and teacher-aides as defined by teachers
and teacher-aides were transferred to data coding forms.
The information was organized into tables showing the
distribution of all activities currently performed by each
of the thirty-four teacher/teacher-aide pairs as reported
by (a) teachers and

(b) teacher-aides

(Appendix E ) .

78
The first two of those distribution tables

(Tables

E-l, E-2) reveal that each of the forty-six activities was
performed by one or more of the teacher/teacher-aide pairs.
The activities were performed in varying numbers and
levels.
Table 8 presents the level, range, scope, and
composite of professional competence of the roles of both
teachers and teacher-aides as reported by the thirty-four
teachers and thirty-four teacher-aides.

The level of

activities performed by any one teacher/teacher-aide pair
ranged on the LPC scale from 10.83 to 31.00 with a mean
score of 25.23 as reported by teachers; and it ranged from
2.00 to 31.45 with a mean of 23.50 as reported by teacheraides .
The range of activities performed by any one
teacher/teacher-aide pair ranged on the RPC scale from 18
to 46 with a mean range of 41.44 as reported by teachers;
and it ranged from 29 to 46 with a mean range of 40.32
as reported by teacher-aides.
The scope of activities performed by any one
teacher/teacher-aide pair ranged on the SPC scale from
9.48 to 45.50 with a mean of 21.12 as reported by teachers;
and it ranged from 5.65 to 29.64 with a mean of 21.33 as
reported by teacher aides.
The composite

(combination of level and scope) of

activities performed by any one teacher/teacher-aide pair

79

TABLE 8.— Activities currently performed alternately or jointly by
both teachers and teacher-aides as reported by teachers and teacheraides and as expressed in level, range, scope, and composite of
professional competence scores.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Totals
X =

6
o

Reported by
Teachers
aides

(
n n
n 0) <u
UJ A-i A-i
.goo
§ «J nJ
3 <D <u
2 EH H

RPC

21.33
44
23.13
41
22.54
46
25.71
34
44
27.25
31.0
18
28.95
46
30.07
36
23.17
46
27.0
46
25.16
44
21.89
45
25.0
43
26.72
44
30.12
41
44
22.93
26.94
46
25.2
46
27.71
43
46
24.28
26.66
41
28.75
43
10.83
21
22.21
44
23.04
44
26.22
44
28.6
37
26.92
45
23.17
45
22.0
45
21.9
35
27.7
43
26.6
45
27.0
34
857.73 1409
41.44
25.23

SPC

Reported by
Teacher-aides
CPC

19.89 -.933
24.79 1.07
31.81 1.41
15.42
.60
18.76
.689
9.48 3.06
31.08 1.07
22.44
.74
45.50 1.96
21.44
.79
39.93 1.58
39.50 1.80
19.67
.78
31.11 1.65
18.11
.60
25.69 1.12
28,77 1.06
33.23 1.31
.88
24.53
33.91 1.39
27.16 1.01
26.22
.91
11.22 1.03
31.81 1.43
24.81 1.07
19.89
.75
19.23
.67
24.18 1.01
32.17 1.38
23.23 1.05
19.62
.89
19.67
.71
22.24
.83
17.49
.27
854.00 37.50
21.12 1.10

LPC

19.19
27.33
26.37
26.17
24.22
9.21
26.42
26.84
2.0
21.8
25.66
17.00
24.5
29.3
29.2
26.2
28.88
26.2
9.66
7.9
26.38
25.00
25.12
27.25
22.2
31.45
29.7
29.08
28.30
23.03
27.16
19.75
25.59
24.83
798.89
23.50

RPC

SPC

24.93
37
18.0
36
23.36
42
17.94
46
28.77
46
13.19
29
29.64
46
29.24
45
12.49
39
20.97
44
22.97
44
13.19
29
5.65
16
26.49
39
19.67
43
25.69
44
17.49
34
27.96
46
16.24
33
27.12
46
18.97
45
18,76
44
19.67
43
11.14
31
28.46
45
20.44
38
20.49
42
23.49
46
19,39
36
24.45
46
26.83
45
18.33
42
25.74
39
28.46
45
13.71 725.17
40.32 21.33

CPC

.78
.41
.05
.61
.035
1.16
.09
.24
0.0
.025
.10
1.10
.80
.25
0.0
.22
.22
0.0
.23
.23
.13
0.0
,032
1.02
.44
0.0
0.0
0.0
0.0
.02
0.0
.035
.75
.16
9.12
.27

80
ranged on the CPC scale from .27 to 3.06 with a mean
score of 1.10 as reported by teachers; and it ranged from
.02 to 1.16 with a mean score of .27 as reported by
teacher-aides.
Both teachers and teacher-aides reporting activi­
ties- currently performed by teachers and teacher-aides
working together defined joint roles which ranged from
level one to level five on the PCS.

The mean LPC score

derived from teacher ratings was 25.23; and from teacheraide ratings, the mean LPC score was 23.5 (Appendix E-l,
E-2) .
The teachers reported a slightly wider range of
shared activities than did the teacher-aides
41.4 and 40.32 respectively).
most identical

(means of

SPC mean scores were al­

(21.12 and 21.33) .

The CPC mean scores

1.10 and .27 for activities as reported by teachers and
teacher-aides respectively reflected the minor
differences in their perceptions of the level of activi­
ties performed and hence, in their definitions of shared
roles.
Question 5 ;
What activities are currently performed only by the
teachers as reported by (a) teachers and (b) teacheraides?
The raw scores obtained on current activities of
teachers as defined by teachers and by teacher-aides were
transferred to data coding forms.

The information was

81

organized into tables showing the distribution of all
activities currently performed by each of the thirty-four
ABE teachers as reported by

(a) teachers and (b) teacher-

aides (Appendix E ) .
The first two of those distribution tables

(E-l,

E-2) reveal that each of the forty-six activities was
(

performed by one or more of the teachers.

The activities

were performed in varying numbers and levels.
Table 9 presents the level, range, scope, and
composite of professional competence of the roles of
teachers as reported by the thirty-four teachers them­
selves and the thirty-four teacher-aides.

The level of

activities performed by any one teacher ranged on the LPC
scale from 16.25 to 33.05 with a mean level of 21.13 as
reported by the teachers themselves; it ranged from 11.9
to 24.1 with a mean level of 19.07 as reported by teacheraides.
The range
ranged on the RPC

of activities performed by any one teacher
scale from 33

to 46 with amean range of

42.03 as reported by teachers themselves;

it ranged from

9 to 46 with a mean range of 40.56 as reported by teacheraides.
The scope
teacher

of activities performed by any one

ranged on the SPC scale

from 19.74 to 41.26 with

a mean of 31.13 as reported by teachers; it ranged from
6.00 to 44.43 with a mean of 28.76 as reported by
teacher-aides.

82

TABLE 9.— Activities currently performed only by teachers as reported
by teachers and teacher-aides and as expressed in level, range, scope,
and composite ratings of professional competence.

13
g ^
<u

Reported by
Teacher-aides

<u

Numbf
Teacl
Teacl
aide:

n

Reported by
Teachers

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Totals
X =

LPC

RPC

SPC

20.96
45
35.50
44
22.97
19.66
17.2
39
19.74
46
21.33
35.24
21.4
45
34.86
46
17.88
34.58
38
16.25
27.56
39
16.59
29.29
0.0
0
0.0
44
21.97
38.68
46
21.23
24.45
44
20.0
27.63
23.44
45
39.11
18.72
42
27.49
41
21.28
36.22
44
17.78
24.8
42
20.66
29.69
38
20.33
26.24
16.52
45
30.74
16.41
33
19,89
44
33.05
33.17
44
31.11
17.18
25.61
45
41,89
43
29.32
24.75
45
19.85
30.00
45
21.88
39.69
44
21.1
36.33
21.45
45
37.35
19.64
42
26.72
24.23
45
36.74
22.8
46
38.37
44
23,5
39.80
22.5
45
39.69
22.6
46
41.26
697.38 1429
1058.50
21.13
42.03
31.13

CPC

1.69
1.16
1.14
1.15
1.62
1.93
1.69
1.76
0.0
1.76
1.15
.79
1.66
1.46
1.70
1.39
1.00
1.29
1.86
1.21
1.00
1.92
1.63
1.18
1.51
1.81
1.72
1.74
1.36
1.51
1.68
1.69
1.76
1.82
45.52
1.45

LPC

RPC

SPC

45
21.21
17.5
46
35.24
70.5
41
27.91
17.10
41
23.95
21.33
41
25.61
19,31
42
31.08
17.9
42
31.08
19.4
42
24.24
12.8
46
43.43
23.9
45
38.54
22.9
45
32.86
19.8
28
12.96
12.6
46
36152
20.1
41
11.09
14.6
44
20.83
21.6
41
23.95
13.9
34
21.42
14.6
38
26.87
18.9
9
6.0
17.25
39
20,71
19.8
45
36.12
22.6
45
34,86
21.4
40
26.83
14.5
44
33.17
24.1
17
9.21
18.2
34
21.81
16.5
46
37.76
21.7
43
37.69
20.3
44
32.50
15.0
44
33.82
23.1
46
38.37
21.60
44
39.80
24.16
45
39.69
23.42
46
41.26
11.9
977.97
648.34 1379
40.51 28.76
19.07

CPC

1.21
1.72
1.63
1.12
1.32
1.73
1.60
1.89
1.81
1.68
1.66
1.02
1.81
.76
.96
1.72
1.44
1.38
.04
1.04
1.59
1.62
1.37
1.37
.50
1.32
1.74
1.85
2.16
1.46
1.77
1.64
1.69
1.82
49.32
1.45

83
The composite

(combination of level and scope)

of activities performed by any one teacher ranged on the
CPC scale from 179 to 1.93 with a mean of 1.45 as re­
ported by teachers themselves; it ranged from .004 to 1.89
with a mean of 1.45 as reported by teacher-aides.
Only one teacher/teacher-aide pair reporting
(

current activities for teachers demonstrated full agree­
ment on the activities being performed.

Teachers gener­

ally reported lower level, wider range and fuller scope
of activities for themselves than were reported for them
by their aides.
The CPC mean scores 1.45 and 1.45 as reported by
teachers and teacher-aides suggested that in spite of
differences in perceived level and scope of activities
performed by teachers, there was general agreement as to
overall role.

There was also a general agreement that

the CPC for teachers
the CPC for aides

(1.45 in each case) was higher than

(1.10 and .27 respectively).

Both teachers and teacher-aides reported teachers *
activities concentrated in the levels of teacher, teacher
associate, and teacher assistant.
Question 7 :
What activities are not currently being performed by
either the teachers or the teacher-aides as reported
by (a) teachers and (b) teacher-aides?

84
The raw scores obtained on activities performed
by teachers alone or jointly with their aides, and by
teacher-aides alone or jointly with their teachers, as
reported by teachers and by teacher-aides showed every
activity being performed by one or more of either the
teachers, the teacher-aides or both teachers and teacheraides.

The activities were performed in varying numbers

and levels

(Appendix E ) .

From these scores Table 10 was formulated and it
showed the mean percentage of activities being performed
by teachers and teacher-aides whose roles, as actually
performed, included activities in each professional role
category as reported by

(a) teachers and (b) teacher-

aides .
Teachers reported that a mean of 92.76 per cent
of the activities in the supervising teacher role category
were being performed by teacher-aides alone or in shared
relationships, and 32.64 per cent of them were being per­
formed by teacher-aides alone or in shared relationships.
Teacher-aides reported that a mean of 81.97 per
cent of the activities in the supervising teacher role
category were being performed by teachers alone or in
shared relationships, and 26.43 per cent of them were
being performed by teacher-aides alone or in shared
relationships.

85
TABLE 10.— Mean percentage of activities in each role
category which were reported as being performed by teachers
alone or jointly with aides and by aides alone or jointly
with teachers.
Percentage
Professional Role
Category

Teachers as
Reported by
Teachers

Aides

Teacher-aides as
Reported by
Teachers

Aides

Supervising Teacher
(Activities 1-9 from
PCS)

92.76

81.97

32.64

26.43

Teacher
(Activities 10 to 20
from PCS)

88.99

73.20

33 .91

22.95

Teacher Associate
(Activities 21 to 26
from PCS)

85.23

80.33

37.70

35.26

Teacher Assistant
(Activities 27 to 34
from PCS)

87.82

59.50

47.30

35.96

Teacher-aide
(Activities 35 to 46
from PCS)

77.40

67.85

52.40

42.85

Teachers reported that a mean of 88.99 per cent
of activities in the teacher role category were performed
by teachers alone or with their aides, and 33.91 per cent
of them were performed by teacher aides alone or with
their teachers.
Teacher-aides reported that a mean of 73.20 per
cent of activities in the teacher role category were
being performed by teachers alone or with their aides,

86

and 22.95 per cent of them were being performed by
teacher-aides alone or with their teachers.
Teachers reported that a mean of 85.23 per cent
of the activities in the teacher associate role category
were being performed by teachers alone or with their aides,
and 37.70 per cent of them were being performed by teacheraides alone or with their teachers.
Teacher-aides reported that a mean of 80.33 per
cent of activities in the teacher associate role category
were being performed by teachers alone or with their
aides, and 35.26 per cent of them were being performed
by the teacher-aides alone or with their teachers.
Teachers reported that a mean of 87.82 per cent of
activities in the teacher assistant role category were
being performed by teachers alone or with their aides,
and 47.30 per cent of them were being performed by teacheraides alone or with their teachers.
Teacher-aides reported that a mean of 59.50 per
cent of the activities in the teacher assistant role cate­
gory were being performed by teachers alone or with their
aides, and a mean of 39.96 per cent of them were being
performed by teacher-aides alone or with their teachers.
Teachers reported that a mean of 77.40 per cent
of the activities in the teacher-aide category were being
performed by teachers alone or with aides, and a mean of
52.40 per cent of them were being performed by teacheraides alone or with their teachers.

87
Teacher-aides reported that a mean of 67.85 per
cent of the activities in the teacher-aide category were
being performed by teachers alone or with their aides, and
a mean of 42.85 per cent of them were being performed by
teacher-aides alone or with their teachers.
No activities were found which were not being p e r - *
i

formed by some one of the teachers, teacher-aides, or combi­
nations.

As would be expected, activities at the higher

levels of professional competence were more frequently
performed by teachers and the involvement of aides was
greater in the lower level role categories.

It was some­

what surprising to discover that even though accompanied
by aides, teachers continue to perform very many of the
activities at lowest levels.
Part I has described the present sharing of
functions between teachers and teacher-aides as reported
by each of them.

It has described roles of each in terms

of (a) current activities performed only by teacher-aides,
(b) current activities performed jointly or alternately
by both teachers and teacher-aides, and
activities performed only by teachers.

(c) current
These activities

have been expressed and measured in terms of Level of Pro­
fessional Competence, Scope of Professional Competence,
Range of Professional Competence, and Composite of Pro­
fessional Competence.

□

Teacher-aides

O Teachers and teacher-aides
A Teachers

50r
□

45

□

□ □

□

40
a a

35
30
25

MEAN

33.61

a

O O
O

O

o
DA

□
0

CD

<D

°

o

A

O o

O

MEAN

25.23

t s -------

MEAN

A A

20

21.89

A A

15
10

5
10

15

20

25

30

35

Figure 1.— Distribution of LPC defined current roles as performed by teacher-aides working
alone, by teachers and teacher-aides working jointly, and by teachers working alone as reported by
teachers.

89

D

T e a c h e r-a id e s

O

T each ers

A

T each ers

and

te a c h e r-a id e s

3.5

3.0

2.5

2.0

a a

o

I.5

A

8

A

I.10

O

«
O

O

a

MEAN

O

a

O

o

°

O

□

O
□
o

o

o
□

0 0

a

a
□
......................... a

O

o

o

o
0

0

□

1_1__ 1—

o

1.45

£

°
A

o

•°

0.5

* ______________ MEAN

A

a

_°

*

a

u ................ ........... J

u
*A

A

A*

a o*

A
:

I .0

°

A

a

o

A

1

*

L

1 " B -----------

MEAN
0.25

d
□

ja -----1— n A O n D n ^

0

5

10

15

F ig u re 2 .— D is trib u tio n
te a c h e r-a id e s a lo n e , jo in tly by
as re p o rte d by te a c h e rs .

a

1 _nXLpEln_q __—

20

25

clm

30

J------

35

o f CPC d e f i n e d c u r r e n t r o l e s a s p e r f o r m e d
te a c h e r s and a i d e s , and by te a c h e r s a lo n e

by

□

Teacher-aides

O

Teachers and teacher-aides

A

Teachers

□□ □ □

4540
35

MEAN

30
25

32.33

00O

OO

oo

o o

MEAN

23.50

20 ai

MEAN

19.07

0

5

10

15

20

25

30

35

Figure 3.— Distribution of LPC defined current roles as performed by
teacher-aides alone, jointly by teachers and aides, and by teachers alone as
reported by teacher-aides.

91

□
O
A

p

3.5

-

3.0

-

2.5

-

T e a c h e r-a id e s
T each ers

and

te a c h e r-a id e s

T each ers

A

2.0
* a
-

A
A

»

4 .
* *

i

I.5

^

a

4

a

°

O
..................
A

-

A ____
A «

-

O o

.0

A

-

-

a
A

0.5

*

o

AA

.

---------------------------^ - ° ---------------------------------O

AO

Onn0°

A

O O

o ° °
8

MEAN
1 .4 5
'
MEAN
1.33
MEAN
1. 1 9

O

D

: o

a

A*
Cl

O
O

a

o

„0 o
0 °

o

°

A
.

a

o D
M EA N

•

■....

a

0 ■o n □ u a ..

a

0.27

a

o

a

D

5

10

15

F ig u re 4 .— D is trib u tio n
te a c h e r-a id e s a lo n e , jo in tly by
re p o rte d by te a c h e r-a id e s .

20

25

30

35

o f CPC d e f i n e d c u r r e n t r o l e s a s p e r f o r m e d
te a c h e rs and a id e s , and by te a c h e rs alo n e

by
as

92
Part II will describe the patterns of function
sharing as described for an ideal state by (a) teachers
and (b) teacher-aides.
Part II. Roles as They Would be Defined
in an Assumed Ideal Situation
Four questions were formulated and answered in
order to understand the actual patterns of function shar­
ing between teachers and their aides.

Four parallel

questions were formulated and answered in order to under­
stand perceived ideal patterns of function sharing as
assumed and defined by both teachers and teacher-aides.
The principal purpose of these questions was to provide a
base for estimating

(a) the aspirations of teacher-aides,

and (b) the willingness of teachers to develop a flexible
"career ladder" situation in which teacher-aides might
qualify themselves and move progressively into more highly
professional levels of activities and teachers would adapt
their own roles in order to accommodate and encourage
this movement of aides toward full professional status.
Findings from this second set of questions are presented
in Part II.
Question 2 :
What activities in an assumed ideal situation would
be performed only by the teacher-aides as reported by
(a) teachers and (b) teacher-aides?
The raw scores from the PCS, identifying activi­
ties of teacher-aides in an assumed ideal situation, as

93
reported by teachers and by teacher-aides, were trans­
ferred to data coding forms.

The information was organ­

ized into tables showing the distribution of activities
as they would be performed in the assumed i d e a l .situation
by teacher-aides as reported by (a) teachers and (b)
teacher-aides

(Appendix E ) .

The third and fourth of the distribution tables
(E-3, E-4) reveal that each of the forty-six activities
would be performed by teacher-aides in the assumed ideal
situation as described by one or more of the teachers and
teacher-aides.

These to-be-performed activities were

identified in varying numbers and levels.
Table 11 presents the level, range, scope, and
composite of professional competence of the roles of
teacher-aides in the assumed ideal situation as reported
by the thirty-four teachers and the thirty-four teacheraides.

The level of activities to be performed by teacher-

aides ranged on the LPC scale from 13.66 to 39.67 with a
mean of 27.3 6 as reported by teachers; it ranged from 4.5
to 44.00 with a mean of 29.34 as reported by teacheraides.
The range of activities to be performed by teacheraides ranged on the RPC scale from the minimum possible
range of 1 to the maximum possible range of 46, with a
mean of 29.59 as reported by teachers; it ranged over the
entire scale from 1 to 46 with a mean of 31.74 as reported
by teacher-aides.

94

TABLE 11.— Activities which would be performed by teacher-aides in an
assumed ideal situation as reported by teachers and teacher-aides and
as expressed in level, range, scope, and composite ratings of
professional competence.

<4
m |
ft ft
0 0 0(1)
s
'd
3 Q) Q) -H
2
H id
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Totals
X =

Reported by
Teachers
LPC

RPC

26.92
42
25.53
39
41
22.20
41
30.00
16.00
39
34.88
38
39.00
11
16.00
1
0.0
0
13.66
38
28.00
31
21
14.63
29.00
1
39.67
11
14.66
13
21.67
41
0.0
0
21
21.5
33.66
19
26.33
33
26.64
41
34
23.33
17.5
32
26.44
43
10
39.5
29.67
30
41
26.89
41
26.23
32.2
38
23.2
46
41
28.06
26.44
46
27.64
40
42
29.3
930.35 1006
27.36
29.59

SPC

23.36
25.74
24.79
12.80
8.83
17.43
5.74
1.0
0.0
10.67
7.87
12.96
1.0
5.74
6.24
19.20
0.0
6.48
10.67
9.94
21.23
10.09
13.85
19.67
4.47
16.43
27.91
23.08
13.78
26.26
25.61
27.12
20.97
20.49
481.44
14.16

Reported by
Teacher-aides
CPC

0.87
1.01
1.12
0.43
.55
.5
.15
.06
0.0
.78
.27
1.23
.03
.14
.43
.89
0.0
.3
.32
.38
.8
.43
.79
.74
.11
.55
1.04
.88
.43
1.13
.91
1.02
.75
.76
19.80
.58

LPC

RPC,

SPC

CPC

29.44
43
27.82
.94
27.57
35
15.65
.56
31.89
38
18.79
.59
4
4.5
2.83
,62
.02
1
43.0
1,0
1.0
44.0
1
.003
37
17.20
.67
25.5
.004
27.0
1
1,0
36
16.97
.50
33.75
33.0
31
9.61
.29
0.0
0
0,0
0.0
27.76
44
30,40 1,09
41
20.25
.75
26.9
28.0
29
7.61
.27
0
0.0
0.0
0.0
21.86
39
16.52
.079
27.17
28
12.96
.47
0
0.0
0.0
0.0
20.0
38
15.10
.75
42
12.96
.57
22.75
24.38
46
24.45 1.00
.56
29.71
40
16.73
27.52
46
32.53 1.18
44
26.44
33.17 1.25
26
15.30
.41
36.89
27.75
46
19.18
.69
20.74
.66
30.3
43
28.27
46
26.27
.93
39
17.66
.94
18.63
26.00
38
23.87
.91
46
26.00
30.33 0.6
27.30
46
24.45
.84
25.80
39
24.19 1,96
27.69
46
22.80 3.80
997.77 1079
559.37 23.30
.69
29.34
31.74 16.45

I

95
The scope of activities to be performed by
teacher-aides ranged on the SPC scale from 1 to 27.91
with a mean of 14.16 as reported by teachers; it ranged
from 1 to 33.17 with a mean of 16.45 as reported by
teacher-aides.
The composite (combination of level and scope)
of activities to be performed by teacher-aides ranged on
the CPC scale from .3 to 1.23 with a mean of .58 as re­
ported by teachers; it ranged from .02 to 3.80 with a
mean of .69 as reported by teacher-aides.
Teachers and teacher-aides reporting activities
to be performed by teacher-aides in an assumed ideal situ­
ation demonstrated an apparent difference in definitions
of teacher-aide roles as represented by the lower LPC,
wider RPC, and fuller SPC scores of teacher-aides and the
variance of .11 in the mean CPC scores.

These CPC score

differences are analyzed in the discussion of question
10 on page 115.

Both teachers and teacher-aides in­

cluded activities in all five categories on the PCS
(Appendix E-l, E-4) as they defined the new roles for
teacher-aides.

This observation, too, is analyzed in

relation to question 11 on page 118.
Question 4 ;
What activities would ideally be performed by both
the teachers and the teacher-aides in the assumed ideal
situation as reported by (a) teachers and (b) teacheraides?

96
The raw scores from the PCS, identifying activi­
ties to be performed by teachers and teacher-aides, work­
ing together in an assumed ideal situation, as reported by
both teachers and teacher-aides, were transferred to data
coding forms.

The information was organized into tables

showing the distribution of all activities to be performed
by teacher/teacher-aide pairs; as reported by (a) teachers
and (b) teacher-aides

(Appendix E ) .

Those distribution tables

(E-3, E-4) reveal that

each of the forty-six activities was identified by one or
more of the teacher/teacher-aide pairs as appropriately
performed by the teacher and teacher-aide working together.
The activities were included in the ideal role descriptions
in varying numbers and at varying levels.
Table 12 presents the level, range, scope, and
composite of professional competence of the activities to
be performed by both teachers and teacher-aides as reported
for the assumed ideal situation by the thirty-four teachers
and thirty-four teacher-aides.

The level of activities to

be performed by teacher/teacher-aide pairs ranged on the
LPC scale from 3.80 to 34.19 with a mean level of 22.76;
it ranged from 16.00 to 28.65 with a mean level of 22.59
as reported by teacher-aides.
The range of activities to be performed by teacher/
teacher-aide pairs ranged on the RPC scale from 33.00 to
46 with a mean range of 42.91 as reported by teachers;

97
TABLE 12.— Activities to be performed by both teachers and teacheraides working together in an assumed ideal situation, as reported by
teachers and by teacher-aides, and as expressed in level, range, scope,
and composite ratings of professional competence.

(
n n

Reported by
Teachers

U (0 <0
<D £ i £1 in
M o u <y

£ <TJ flj *0
3 d) Q) -H
2 B H nJ
i

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Totals
X =

LPC

RPC

SPC

29.56
22.89
46
17.17
43
22.71
42
25.5
27.49
22.39
46
37.76
25.2
44
25.69
15.67
33
14.07
26.15
46
30.33
24.03
46
40.69
22.93
46
15.50
3.80
46
30.33
21.97
41
37.88
5.32
45
3.46
25.7
46
38.96
24.91
46
42.36
25.27
38.37
46
24.08
44
22.97
26.38
36
24.00
24.61
45
28.46
26.78
34
17 .49
26.42
46
34.58
24.86
42
30.39
34.19
38
24.65
29.32
28.05
43
26.27
38
20.44
31.46
21.5
45
23.61
46
32.53
26.40
22.06
41
23.3
41
28.63
22.69
36.52
46
40
27.56
25.16
25.41
19.88
38
42
27.49
21.33
18.13
34.58
46
18.56
46
30.33
773.86 1459
1026.37
22.76
42.91
30.19

Reported by
Teacher-aides
CPC

1.29
1.32
1.08
1.69
1.02
.9
1.16
1.69
1.98
7.98
1.72
5.91
1.52
1.70
1.52
.95
.95
1.08
.65
1.31
1.22
.72
1.05
.78
1.46
1.38
1.2
1.23
1.61
1.1
1.27
1.25
1.51
1.23
54.43
1.60

LPC

RPC

SPC

27.82
21.78
43
29.56
22.84
46
21.49
25.09
42
38.96
25.33
46
34.58
20.65
46
35.89
22.57
46
27.96
28.65
46
40.12
24.89
46
25.38
19.79
46
27.57
24.10
38
30.33
22.35
46
21.24
16.0
41
26.57
17.75
45
27.82
29.83
43
25.48
46
24.0
30.33
18.75
46
21.21
25.9
45
1.0
20.0
1
9.75
23.8
19
33.44
26.04
43
23.24
19.33
36
27.96
25,94
46
24.33
19.5
37
24.80
20.73
42
30.05
19.71
43
28.14
19.56
44
32.86
21.63
45
30.40
16.33
44
31.81
22.32
46
29,24
22.26
45
15.97
24.7
43
21.70
30.0
43
27.66
21.58
46
25.10
23.92
39
909.14
768.04 1419
41.74 26.74
22.59

CPC

1.27
1.29
1.05
2.75
1.39
1.74
1.56
2.86
1.18
1.19
1.47
.95
1.00
1.58
1.23
1.04
1.67
.07
.75
1.44
1.23
.90
1.09
1.43
1.36
1.24
1.80
1.27
1.66
1.74
.59
1.51
1.08
1.01
45.39
1.33

98
it ranged from 1 to 46 with a mean range of 41.74 as
reported by the teacher-aides.
The scope of activities to be performed by teacher/
teacher-aide pairs ranged on the SPC scale from 14.07 to
42.36 with a mean of 30.19 as reported by teachers and it
ranged from 1.0 to 40.12 with a mean of 26.74 as reported
by teacher-aides.
The composite

(combination of level and scope)

of activities to be performed by teacher/teacher-aide
pairs ranged on the CPC scale from .9 to 7.98 with a mean
of 1.60 as reported by teachers; it ranged from .07 to
2.86 with a mean of 1.33 as reported by teacher-aides.
Both teachers and teacher-aides, reporting assumed
ideal activities for teacher/teacher-aide pairs working
together, defined roles for them in each of the five cate­
gories on the PCS

(Appendix E-3, E - 4 ) .

The variances in

mean role-defining scores of only .17 on LPC, 1.17 on RPC,
3.45 on SPC, and .27 on CPC as calculated for teachers and
teacher-aides respectively revealed very little difference
between teachers and teacher-aides in the level and scope
of roles seen as appropriate for shared work in an assumed
ideal situation (Appendix E ) .

These apparent minor differ­

ences were analyzed and are discussed on page 121 in
connection with question 12.

99
Question 6 ;
What activities, in an assumed ideal situation, would
be performed only by teachers, as reported by (a)
teachers and (b) teacher-aides?
The raw scores from the PCS, identifying activi­
ties of teachers in an assumed ideal situation, as re­
ported by teachers and by teacher-aides, were transferred
to data coding forms.

The information was organized into

tables showing the distribution of activities as they
would be performed by teachers in the assumed ideal situ­
ation as reported by (a) teachers and

(b) teacher-aides

(Appendix E ) .
The third and fourth of the distribution tables
(E-3, E-4) reveal that each of the forty-six activities
would be performed by one or more of the teachers.

The

activities were identified in varying numbers and levels.
Table 13 presents the level, range, scope, and
composite of professional competence of the solo roles
of teachers as described for an assumed ideal situation
by the thirty-four teachers and the thirty-four teacheraides.

The level of activities to be performed by teachers

ranged on the LPC scale from 14,31 to 3 9.00 with a mean
of 19.88 as reported by teachers; it ranged from 13.00 to
29.00 with a mean of 21.47 as reported by teacher-aides.
The range of activities to be performed in the
assumed ideal situation by teachers ranged on the RPC
scale from the minimum possible range of 1 to the maximum

100

TABLE 13.— Activities to be performed by teachers in an assumed ideal
situation as reported by teachers and teacher-aides and as expressed
in level, range, scope, and composite ratings of professional com­
petence .

Reported by
Teachers

«n •
MOO)

aides

01 ^ £ II)
.Q O O
E= nJ (0
3 ID 11
25
&
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Totals
X =

Reported by
Teacher-aides

-----------------------------LPC
CPC
RPC
SPC

15.1
37
21.85
44
20.57
46
18.5
32
22.68
41
18.63
46
16.23
38
18.8
29
39
1
19.70
35
31.5
37
20.5
42
15.81
42
14
31
19.5
38
26.15
39
19.44
41
18.53
44
14.31
42
18.53
36
16.83
35
41
19.85
14.36
38
16.09
41
21.54
38
17.0
35
17.0
34
20.71
35
21.36
32
12.75
22
21.18
38
21,33
36
18.13
30
18.56
36
676.01 1232
19.88
36.24

19.74
17.54
17.94
8.0
30.03
31.81
28.24
14.24
1.0
24.39
12.16
18.33
20.49
13.63
17.43
22.51
27.16
25.69
23.36
24.73
20.49
28.63
23.06
30.70
22.22
20.49
16,49
18.70
18.86
13.26
19.49
19.41
19.18
27.12
696.45
20.48

1.31
.557
.875
.43
1.32
1.71
1.74
.76
.03
1.24
.39
.89
1.30
.97
.89
.86
1.40
1.39
1.63
1.33
1.22
1.44
1.61
1,91
1.03
1.21
.97
.90
.88
1.04
.89
.91
1.05
1.46
37.53
1.10

---------------------LPC
SPC
RPC

CPC

16
37
12.16
12.67
38
18.49
20.36
39
31.22
14.17
33
14.07
24.82
38
20.44
20.56
39
18.73
17.90
38
27.56
14
5
2.23
37
29.79
21,46
23.00
46
27.12
20.63
49
28.00
40
12.64
22.25
17.64
18.62
35
17.54
41
21,23
20.50
43
30.75
29
26
14.42
12.64
40
20.97
14
1
1.0
13
1
1.0
23.14
43
17.34
18.87
38
23.87
38
23.06
31.5
22.25
38
12.32
41
17.33
15.68
22.07
32
21.16
26
22.7
16.12
18.22
34
17.49
17.49
34
23.89
19.11
37
18.24
16.75
42
18.33
18.6
45
20.12
22.4
45
24.18
23.5
45
24.18
20.6
45
28.46
730.70 1209
649.48
21.47
35.56 19.10

.76
1.46
1.53
.99
.82
.91
1.54
.16
1.38
1.18
1.35
,56
1.11
1.21
1.50
.49
1.66
.07
.07
.75
1.26
.73
.55
.90
.95
.71
.95
.73
,95
1.09
.93
1.00
1.03
1.26
32.54
.95

101
possible range of 46, with a mean of 36.24 as reported
by teachers; it ranged over almost the entire scale from
1 to 45 with a mean of 35.56 as reported by teacher-aides.
The scope of activities to be performed on an
assumed ideal situation by teachers ranged on the SPC
scale from 1.00 to 31.81 with a mean of 20.48 as reported
by teachers; it ranged from 1.00 to 31.22 with a mean of
19.10 as reported by teacher-aides.
The composite (combination of level and scope) of
activities to be performed by teachers ranged on the CPC
scale from .39 to 1.91 with a mean of 1.1 as reported by
teachers; it ranged from .07 to 1.66 with a mean of .95
as reported by teacher-aides.
Teachers and teacher-aides reporting activities
to be performed by teachers in an assumed ideal situation
demonstrated very little apparent difference in defini­
tions of teacher roles as represented by the variances
of 2.59 in mean LPC,

.68 in mean RPC, 1.3 8 in mean SPC,

and .15 in mean CPC scores.

These differences are ana­

lyzed in the discussion of questions 12 and 13 on pages
121 and 125.

Both teachers and teacher-aides included

activities from all five categories on the PCS

(Appendix

E-l, E-4) as they defined the new roles for teachers.
Question 8 ;
What activities would ideally not be performed in
the assumed ideal situation by either teachers or
teacher-aides, as reported by (a) teachers and (b)
teacher-aides?

□
O

Teacher-aides
Teachers and teacher-aides

£

Teachers

50
45
40
35
&

30
25 _

-C l

20
15 _ A

a cp o
□
o
o

a o

-o-o-oA

-CL

□
A

□ o A a
□

A

a

o oo
o

O

a
-Cr

:— A-t-

zr

_Q_

A

CD

TT

n u

ET°

MEAN

27.36

_______ MEAN

A£o

22.76

M qcim

MEAN

<5°^ 19.88

A A

A3 a

10
O
_L_

10

15

20

25

30

35

Figure 5.— Distribution of LPC defined roles in an assumed ideal situation to be per­
formed by teacher-aides alone, jointly by teachers and aides, and by teachers alone as
reported by teachers.

102

-XL

"o-----

103

3.5

□

T e a c h e r-a id e s

O
A

T each ers

and

te a c h e r-a id e s

T each ers

3.0

2.5

2.0
A*

O

_2___ 2_________
2_______ oA______
A_________
__________________
----------_______
___________o
__
_________________

1.6

I .5
A

6
A

n

.

°
A

A

^

o

0 5 - 0 -------------

Q

A

MEAN

I. I

dA

*A

A° °

a

<

D o D§

O

.

MEAN

□

□
□

- A

5

□

□

□
1------

□
D
-----n ---- 1---- n-------1------------ 1---

10

0 .5 8

□
□

—

□

□

<J □

-

0

°
o ---------- a o o

r\

o

O

A

o

o

_

O

A

a

0.5

MEAN

15

20

25

1

1

30

35

F ig u re 6 .— D is trib u tio n
o f CPC d e f i n e d r o l e s
in an assu m ed id e a l
s i t u a t i o n t o b e p e rfo rm e d by te a c h e r - a i d e s a lo n e , j o i n t l y by te a c h e r s
and
a id e s , and by te a c h e rs alo n e as re p o rte d by te a c h e rs .

Q

Teacher-aides

O Teachers and teacher-aides
A Teachers

50
45

0°

40
35

a

A

°

^ n

PO -

°Q

°°*
o

A

20

°

°o
0
f ... a" - a
A

°

w

o

°

ol°°

°

o □

ft

A A °

A

15"

o
A

a

a

□

0 °

„

a

D

°

A

n

°

° oB ^
oo

o n n
a ° A0 0 A g A a
O

A

-

I

O
A

°

MEAN
29.34
mean
22.59
MEAN
21.47

^

A

A

A

A

^

10

10

15

20

25

30

35

Figure 7.— Distribution of LPC defined roles in an assumed ideal situation to be performed
by teacher-aides alone, jointly by teachers and aides, and by teachers alone as reported by
teacher-aides.

104

□
-------- o---------- n-- S--------- °--------- 5--------

30
25-

o

□ □

105

□

O
A

T e a c h e r-a id e s
T each ers and te a c h e r-a id e s
T each ers

□

3.5

3.0
o
o

2.5

2.0
o

°

$
A

.5

8

°
A

O°

o
O
°
A ____________________ Q___________________
40
O A a o O
4
a

a*

.0

o

*
a

0.5

o

°A

A
°

o

______
„□
“

a
A

O

an °

o

_ AO aCA

MEAN
1.33
mean

AA A
A___________ MEAN
AJV
0 .6 9
a A
o

OQ A A
a

AO

a

A

0

Jjq— n n 1n

d -.a ^ ‘

5

15

10

20

25

30

35

. F i g u r e 8 . — D i s t r i b u t i o n o f CPC d e f i n e d r o l e s a s th e y w o u ld
be p erfo rm ed in an assum ed id e a l s itu a tio n by te a c h e r-a id e s a lo n e ,
j o i n t l y by te a c h e r s an d a i d e s , and by te a c h e r s a lo n e a s r e p o r te d by
te a c h e r-a id e s .

106
This question was answered indirectly while ascer­
taining the mean percentage of activities in each pro­
fessional role category which is included in role descrip­
tions for the assumed ideal situations.

The raw scores

obtained on activities of teachers and teacher-aides in
the assumed ideal situation, as reported by teachers and
<

teacher-aides, showed every activity being performed by
one or more of either the teachers, the teacher-aides, or
both teachers and teacher-aides.

The activities were

identified in varying numbers and levels

(Appendix E ) .

From these scores Table 14 was formulated and it
shows the mean percentage of activities from each pro­
fessional role category which would be performed in an
assumed ideal situation by teachers alone or jointly with
their aides or by teacher-aides alone or jointly with
their teachers, as reported by

(a) teachers and

(b)

teacher-aides.
Teachers reported that within the Supervising
teacher role category a mean of 75.37 per cent of the
activities would be performed by teachers alone or jointly
with their aides and 56.16 per cent of the activities
would be performed by teacher-aides alone or jointly
with their teachers in the assumed ideal situation.
Teacher-aides reported that in the Supervising
teacher role category a mean of 72.17 per cent of the
activities would be performed by teachers alone or jointly

107
with their aides and a mean of 56.16 per cent of the
activities would be performed by teacher-aides alone or
jointly with their teachers in the assumed ideal situ­
ation.
TABLE 14.— Mean percentage of activities in each pro­
fessional role category which would be performed by
teachers either alone or jointly with their aides or by
aides either alone or jointly with their teachers in an
assumed ideal situation.
Percentage
Professional Role
Category

Teachers as
Reported by
Teachers

Aides

Teacher-aides or Both
Reported by
Teachers

Aides

Supervising Teacher
(Activities 1-9
from PCS)

75.37

72.17

56.16

56.16

Teacher
(Activities 10 to 20
from PCS)

73.29

63.52

64.66

55.03

Teacher Associate
(Activities 21 to 26
from PCS)

78.36

60.25

64.18

59.75

Teacher Assistant
(Activities 27 to 34
from PCS)

64.30

54 .37

63.93

57 .68

Teacher-aide
(Activities 34 to 46
from PCS)

67.35

53.63

70.50

63.90

Teachers reported that in the Teacher role cate­
gory a mean of 73.29 per cent of the activities would be
performed by teachers alone or jointly with their aides
and 64.66 per cent of the activities would be performed

108
by teacher-aides alone or jointly with their teachers in
the assumed ideal situation.
Teacher-aides reported that in the Teacher role
category a mean of 63.52 per cent of the activities would
be performed by teachers alone or jointly with their aides
and 55.03 per cent of the activities would be performed by
teacher-aides alone or jointly with their teachers in the
assumed ideal situation.
Teachers reported that in the Teacher associate
role category a mean of 78.36 per cent of the activities
would be performed by teachers alone or jointly with their
aides and 64.18 per cent of the activities would be per­
formed by teacher-aides alone or jointly with their teach­
ers in the assumed ideal situation.
Teacher-aides reported that in the Teacher associ­
ate role category a mean of 60.25 per cent of the activi­
ties would be performed by teachers alone or jointly with
their aides and 59.75 per cent of the activities would be
performed by teacher-aides alone or jointly with their
teachers in the assumed ideal situation.
Teachers reported that in the Teacher assistant
role category a mean of 64.30 per cent of the activities
would be performed by teachers alone or jointly with
their aides and 63.93 per cent of the activities would
be performed by teacher-aides alone or jointly with
their teachers in the assumed ideal situation.

109
Teacher-aides reported that in the Teacher
assistant role category a mean of 54.37 per cent of the
activities would be performed by teachers alone or jointly
with their aides and a mean of 57.68 per cent of the
activities would be performed by teacher-aides alone or
jointly with their teachers in the assumed ideal situation.
Teachers reported that on the Teacher-aide role
category a mean of 67.35 per cent of the activities would
be performed by teachers alone or jointly with their aides
and 70.50 per cent of the activities would be performed by
teacher-aides alone or jointly with their teachers in the
assumed ideal situation.
Teacher-aides reported that on the Teacher-aide
role category a mean of 53.63 per cent of the activities
would be performed by teachers alone or jointly with their
aides and a mean of 63.90 per cent of the activities would
be performed by teacher-aides alone or jointly with their
teachers in the assumed ideal situation.
As indicated in Table 14 all activities would be
performed by varying numbers of teachers and teacheraides.

There are no activities which would not be per­

formed in some cases by either teachers or teacher-aides
in the assumed ideal situation.
Part II has described the sharing of functions be­
tween teachers and teacher-aides in an assumed ideal situ­
ation as reported by each of the thirty-four teachers and

110
thirty-four teacher-aides.

It has described roles of each

in terms of (a) activities to be performed only by teach­
ers,

(b) activities to be performed by teachers and aides

together,

(c) activities to be performed only by teachers,

and (d) activities which would not be performed by either
teachers or aides.

These roles have been expressed and

measured in terms of Level of Professional Competence,
Range of Professional Competence, Scope of Professional
Competence, and Composite of Professional Competence.
In Part III each of these role patterns is ana­
lyzed and reported in order to reveal significant differ­
ences within the population.
Part III. Analysis of Each of the Above
Described Patterns of Role Definitions
Part III is concerned with the analyses of each of
the previously described patterns of role definition.

It

describes apparent relationships between selected demo­
graphic factors and selected initial role definitions on
the one hand and the expressed role aspirations of aides
and expressed willingness of teachers to adapt their own
roles on the other.

Variances, i.e., changes in definition

from actual to assumed ideal situations were taken as
indices of aspirations of aides and of willingness of
teachers to adapt.
For this purpose another series of questions were
analyzed and discussed, using CPC as the unit of pro­
fessional competence.

Ill
Question 9 :
Do teachers and teacher-aides agree (a) on the roles
they were performing in the actual activity structure
and (b) on the roles they would perform in the ideal
activity structure?
The role descriptive data were organized into
tables showing the distribution of activities currently
performed and to be performed in an assumed ideal situ­
ation by each of the thirty-four ABE teachers and the
thirty-four teacher-aides as reported by (a) teachers and
(b) teacher-aides.
Tables 8 to 13 have presented the level, range,
scope, and composite of professional competence of the
actual and assumed ideal activities of teachers and of
teacher-aides as reported by

(a) teachers and (b) teacher-

aides.
One-way analyses of variance were performed and F
ratios were computed using the composite of professional
competence

(CPC) scores.

The teachers' own definitions of

current roles of teachers were compared to the teacheraides1 definitions of teachers' roles.

Similarly, teacher

definitions of current roles of aides were compared to
aides' definitions of their own roles; teachers and aides
were compared in like manner in terms of their definitions
of aides' roles in the actual situation, and in the assumed
ideal situation.
The level of significance decided upon was .05.
Using this information the formula

112
SS total = EjZi (Yi;. - M ) 2

SS within = Z.Z.(Y.. - M ) 2
D

J

SS between = £jnj(M^ - M ) 2
I
with j-1 degrees of freedom was used,

j stands for the

number of groups.
Table 15 shows the analysis of variance between
teachers' own role-defining CPC scores and teacher-aides'
CPC scores defining teacher roles.
TABLE 15.— Analysis of variance for teacher-defined and
aide-defined current roles.
Source of
Variation
Between Groups

df

Sum of
Squares'

j-1

12.92

66

12.90

67

25.82

Within Groups
Total

Mean
Square
.02

F Ratio

-

02

= .10 NS

•

.20

The tabled F ratio at the .05 level of confidence
for two groups and 67 degrees of freedom was found to be
4.00.

The mean square for the between groups comparison

of the teachers' versus the teacher-aides' CPC scores on
current teacher roles was .02; it was .20 for the compari­
sons within groups.

The computed F ratio was .10 indi­

cating that no statistically significant difference exists
with respect to definitions of teacher roles by the two

113
groups.

While there were differences in definition for

individual role sets, teachers as a group and aides as a
group were in very close agreement in their definitions of
the current roles of teachers.
Table 16 shows the analysis of variance between the
two groups in terms of their CPC expressed descriptions of
roles of teachers in an assumed ideal situation.
TABLE 16.— Analysis of variance for teacher-defined and
aide-defined assumed ideal roles of teachers.
Source of
Variation
Between Groups
Within Groups
Total

Mean
Square

df

Sum of
Squares

j-1

26.96

.26

66

26.70

.40

67

53.66

F Ratio

Til " -65 NS

The mean square for the between groups comparisons
was .26; it was .40 for the within groups comparison.

The

computed F ratio was .65 indicating that no statistically
significant difference exists with respect to definitions
of teacher roles by the two groups.

Teachers and teacher-

aides are in general agreement as they define roles of
teachers in (a) the actual situation and (b) the assumed
ideal situation.
Table 17 shows the analysis of variance between
teacher-aides1 own role-defining CPC scores and teachers
scores on teacher-aides' roles.

As in the previous test,

114
the tabled F ratio at the .05 level of confidence for two
groups and 67 degrees of freedom was found to be 4.00.

The

mean square for the between groups comparison of the
teacher-aides' versus the teachers' CPC scores on current
teacher-aides' roles was 3.26; it was
son within groups.

.40 for the compari­

The computed F ratio was 8.15 indi­

cating that significant differences do exist with respect
to definitions of teacher-aides' role by the two groups.
TABLE 17.— Analysis of variance for teacher-aide-defined
and teacher-defined current roles of teacher-aides.
Source of
Variation
Between Groups
Within Groups
Total

df

Sum of
Squares

Mean
Square

j-1

29.89

3.26

66

26.63

.40

67

56.52

F Ratio
3.26 _ 0 n c c,
.40
8 *15 S

Table 18 shows the analysis of variance between
the two groups in terms of their CPC expressed descriptions
of roles of teacher-aides in an assumed ideal situation.
The mean square for the between groups comparison was 1.91;
for the within groups it was .20.

The computed F ratio

was 9.55 indicating that significant differences exist
with respect to definition of teacher-aides1 roles by the
two groups.

Teachers and teacher-aides are apparently

not in full agreement about teacher-aide roles in either
the actual situation or the assumed ideal situation.

115
TABLE 18.— Analysis of variance between teacher-aidedefined and teacher-defined roles for teacher-aides in an
assumed ideal situation.
Source of
Variation
Between Groups

df

Sum of
Squares

Mean
Square

j-1

14.90

1.91

66

12.99

.20

67

27.89

F Ratio
1 91
.20 " 9 *55 S
t

Within Groups
Total

Question 1 0 :
Do teacher-aides aspire to perform more activities or
different activities in an assumed ideal situation
than they perform in the actual situation?
Tables 8 and 9 presented the level, range, scope,
and composite of professional competence scores descriptive
of current roles and assumed ideal roles of teacher-aides
as reported by

(a) teachers and (b) teacher-aides.

From

these two tables, Table 19 has been compiled, indicating
the actual and the assumed ideal roles of teacher-aides
and the variances between these roles as reported by
teacher-aides in terms of composite of professional com­
petence scores.
The current roles as reported by teacher-aides
and expressed in CPC scores ranged from .02 to 1.16 with
a mean score of .27; their aspired-to roles as identified
by them for an assumed ideal situation ranged from .003
to 3.80 with a mean score of .69.

116
TABLE 19.— Actual and ideal roles of teacher-aides and
variance between these roles as reported by teacher-aides
and expressed in terms of composite of professional
competence scores.
Teacher-aide
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

Actual
.78
.41
.05
.61
.035
1.16
.09
.24
0.0
.025
.10
1.10
.80
.25
0.0
.22
.22
0.0
.23
.23
.13
0.0
.032
1.02
.44
0.0
0.0
0.0
0.0
.02
0.0
.035
.75
.16

Ideal
.94
.56
.59
.62
.02
.003
.67
.004
.50
.29
0.0
1.09
.75
.27
0.0
.079
.49
0.0
.75
.57
1.00
.56
1.18
1.25
.41
.69
.66
.93
.94
.91
0.0
.84
1.96
3.80

Total

9.12

23.30

X =

.27

.69

Variance
.16
.15
.54
.01
-.015
-1.157
.58
-.236
.50
.265
-.10
-.01
-.05
.2
.0
-.143
.27
0
.52
.34
.87
.56
1.148
.23
-.03
.69
.66
.93
.94
.91
0.0
.805
1.21
3.64

117
An inspection of the differences or variances
between the actual and the assumed ideal roles as ex­
pressed in CPC scores in Table 19 indicated that twentytwo of the thirty-four teacher-aides do aspire to perform
more or different activities while three aspire to per­
form fewer or lesser activities in an assumed ideal situ<

ation than they perform in the actual situation.

Nine

appear to aspire to no change in role.
A one-way analysis of variance was performed and
the F ratio was computed to test the statistical signifi­
cance of the aspired-to role changes.
nificance decided upon was .05.

The level of sig­

Using this information

the formula
SS total = E. E .(Y. . - M ) 2
] l i]
SS within = E.E.(Y.. - M ) 2
J i 10
SS between = E.n.(M. - M ) 2
0 0

0

with j-1 degrees of freedom was used.
number of groups.

j stands for the

The tabled F ratio at the .05 level

for two groups and 67 degrees of freedom was found to be
4.00.

The mean square for the between groups was found

to be 3.26; for the within groups it was .40.
puted F ratio was 8.15.

The com­

Table 20 presents these results.

118
TABLE 20.— Analysis of variance between current roles and
roles aspired to in an assumed ideal situation by teacheraides as those roles are expressed in CPC scores.
Source of
Variance
Between Groups
Within Groups
Total

df

Sum of
Squares

Mean
Square

j-1

29.89

3.26

66

26. 63

.40

67

56.52

F Ratio

3 ;4o - 8 -15 s
<

It is apparent both from inspection of the data
and from this analysis of variance that there were signifi­
cant differences between the roles currently performed by
teacher-aides and the roles they aspire to perform in the
assumed ideal situation, and that the general aspiration
is toward roles of higher level and/or greater scope.
Question 1 1 .
Would teachers choose for their ideal teacher-aides
more activities or different activities than are
actually performed by their present teacher-aides?
Tables 7 and 11 presented the level, range, scope,
and composite of professional competence of current roles
and assumed ideal roles of teacher-aides as reported by
(a) teachers and (b) teacher-aides.

From these two tables,

Table 21 has been compiled, indicating the teacher-defined
actual and assumed ideal roles of teacher-aides and vari­
ance between these roles in terms of composite of pro­
fessional competence scores.

119
TABLE 21.— Actual and ideal roles of teacher-aides and
variance between these roles as reported by teachers in
terms of composite of professional competence.
Number
Teachers
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

Actual
.004
.75
.63
.22
.41
.23
.002
.32
.001
.006
0.0
.003
.001
.20
.0
.63
.20
.001
.40
2.88
.66
.001
.011
.0
.057
.0
.45
0
.12
0
.20
.011
0
0

Ideal

Variance

.87
1.01
1.12
.43
.55
.5
.15
.06
0.0
.78
.27
1.23
.03
.14
.43
.89
0.0
.3
.32
.38
.8
.43
.79
.74
.11
.55
1.04
.88
.43
1.13
.91
1.02
.75
.76

.866
.26
.49
.21
.14
.27
.142
-.26
-.001
.774
.27
1.227
.029
-.06
.43
.26
-.20
.029
-.08
-2.50
.14
.429
.779
.74
.053
.55
.59
.88
.31
1.13
.71
1.009
.75
.76

Total

8.46

19.80

X =

.25

00
in
•

120

The current teacher-defined roles of teacher-aides,
as expressed in CPC scores, ranged from .001 to 2.88 with
a mean score of .25; their roles then would define for
their aides in an assumed ideal situation ranged from .03
to 1.23 with a mean score of .58.
An inspection of the differences or variances be<

tween the actual and the assumed ideal roles as expressed
in CPC scores in Table 21 indicates that at least twentyfive of the thirty-four teachers would allow teacher-aides
to perform more or different activities in an assumed
ideal situation.

Three of them would apparently expect

fewer or lower level activities and six would suggest no
change in role for their aides.
A one-way analysis of variance was performed and
the F ratio was computed to test the statistical signifi­
cance of these teacher-defined role changes for teacheraides.

The level of significance decided upon was .05.

Using this information the formula
SS total =

- M)2

SS within = E .E . (Y. . - M .) 2
] i i]
D
SS between = E.n.(M. - M ) 2
D D 3
with j-1 degrees of freedom was used,
number of groups.

j stands for the

The tabled F ratio at the .05 level

for two groups and 67 degrees of freedom was found to be

I

121
4.00.

The mean squares for the between groups was found

to be 1.91; for the within groups it was .20.
F ratio was 9.55.

The computed

Table 22 presents these results.

TABLE 22.— Analysis of variance between current roles and
roles aspired to in an assumed ideal situation by teachers
as those roles are expressed in CPC scores.
Source of
Variation
Between Groups
Within Groups
Total

df

Sum of
Squares

Mean
Square

j-1

14.90

1.91

66

12.99

67

37.89

F Ratio

M J

= 9 -5s s

It is apparent both from inspection of the data
and from this analysis of variance that there was a sig­
nificant difference between the roles currently ascribed
to by teacher-aides and the roles that would be ascribed
to them in the assumed ideal situation by their teacher
role mates.

Twenty-five of the teachers apparently would

expect their aides to perform more or higher level activi­
ties; three would apparently expect fewer or lesser
activities to be performed by their aides; and six would
apparently expect no change from the present performance
of their aides in an assumed ideal situation.
Question 12;
Would teachers, on the assumption of being paired with
an ideal teacher-aide, choose to pierform fewer activi­
ties or different activities than those they perform
as they work with their present teacher-aide?

122
Tables 7 and 11 presented the level, range, scope,
and composite of professional competence of current roles
and assumed ideal roles of teachers as reported by teachers
themselves.

From these two tables, Table 23 has been com­

piled, indicating the actual and the assumed ideal roles
of teachers and the variances between these roles in terms
of composite of professional competence scores.

The vari­

ance here was taken as a measure of the willingness of
teachers to adopt their own roles to changing roles of
aides.
The current roles as reported by teachers and ex­
pressed in CPC scores ranged from .79 to 1.93 with a mean
score of 1.45; their modified roles as identified by them
for an assumed ideal situation ranged from .03 to 1.91
with a mean score of 1.1.
An inspection of the differences or variances be ­
tween the actual and the modified roles as expressed in
CPC scores in Table 23, indicated that most teachers would
perform fewer activities or different activities in an
assumed ideal situation than they perform in the actual
situation.
A one-way analysis of variance and the F ratio
were computed to test the statistical significance of
these indicated changes.
decided upon was .05.
formula

The level of significance

Using this information the

123

TABLE 23.— Actual and ideal roles of teachers and variance
between these roles as reported by teachers in terms of
composite of professional competence.
Number
Teachers
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

Actual

Ideal

1.69
1.16
1.14
1.65
1.62
1.93
1.69
1.76
0.0
1.76
1.15
.79
1.66
1.46
1.70
1.39
1.00
1.29
1.86
1.21
1.00
1.92
1.63
1.18
1.51
1.81
1.72
1.74
1.36
1.51
1.68
1.69
1.76
1.82

1.31
.557
.875
.43
1.32
1.71
1.74
.76
.03
1.24
.39
.89
1.30
.97
.89
.86
1.40
1.39
1.63
1.33
1.22
1.44
1.61
1.91
1.03
1.21
.97
.90
.88
1.04
.89
.91
1.05
1.46

Total

45.52

37.53

X =

1.45

1.10

Variance

38
-

-

-

-

-

-

—

.603
.275
1.22
.30
.22
.5
1.00
.03
.52
.76
.10
.36
.49
.81
.53
.40
.10
.23
.12
.22
.48
.02
.73
.48
.60
.75
.84
.48
.47
.79
.78
.71
.36

■

124
SS total = E .E .(Y . . - M ) 2
3 3 ID
SS within = E .E . (Y. . - M .) 2
3 i 13
3
SS between = E.n.(M. - M ) 2
3 3 3
with j-1 degrees of freedom,
groups.

j stands for the number of

The tabled F ratio at the .05 level for two groups

and 67 degrees of freedom was found to be 4.00.

The mean

square for the between groups was found to be .94; for the
within groups it was .33.

The computed F ratio was 2.85.

Table 24 presents these results.
TABLE 24.— Analysis of variance between current roles and
roles as they would be modified in an assumed ideal situ­
ation by teachers as those roles are expressed in CPC
scores.
Source of
Variation
Between Groups
Within Groups
Total

Mean
Square

df

Sum of
Squares

j-1

22.64

.94

66

21.70

.33

67

44.34

F Ratio
94
-Mjy = 2.85 NS

It is apparent both from inspection of the data
and from this analysis of variance that teachers would
choose fewer activities in general.

I

125
Question 13:
Would teacher-aides, if they were free to choose,
choose to have their teacher role-set mates perform
fewer or different activities from those they pre­
sently perform?
Tables 9 and 13 presented the level, range, scope,
and composite of professional competence of current roles
and assumed ideal roles of teachers as reported by teacheraides.

From these two tables, Table 25 has been compiled

indicating the actual and aide-preferred roles of teachers
and variance between these roles as reported by teacheraides in terms of composite of professional competence
score.
The current roles of teachers as reported by
teacher-aides and expressed in CPC scores ranged from .004
to 2.16 with a mean score of 1.45; their preferences for
teacher roles ranged from .07 to 1.66 with a mean score of
.95 as reported by the teacher-aides.
An inspection of the differences or variances be­
tween the actual and the preferred roles as expressed in
CPC scores in Table 25 indicated that twenty-eight teacheraides would choose to have their teacher role-set mates
in an assumed ideal situation perform fewer or different
activities than those they perform in the actual situ­
ation.

Four of the aides would apparently choose more or

higher activities for their teachers, and two would desire
no change of role for their teachers on the assumed ideal
situation.

126
TABLE 25. Actual and ideal roles of teachers and variance
between these roles as reported by teacher-aides in terms of
composite of professional competence.
Number
Teacheraides
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

Actual

1.21
1.72
1.63
1.12
1.32
1.73
1.60
1.89
1. 81
1.68
1.66
1.02
1. 81
.76
.96
1.72
1.44
1.38
.004
1.04
1.59
1.62
1.37
1.37
.50
1.32
1.74
1.85
2.16
1.46
1.77
1.64
1.69
1.82

Ideal

.76
1.46
1.53
.99
.82
.91
1.54
.16
1.38
1.18
1.35
.56
1.11
1.21
1.50
.49
1.66
.07
.07
.75
1.26
.73
.55
.90
.95
.71
.95
.73
.95
1.09
.93
1.00
1.03
1.26

Total

49.32

32.54

X =

1.45

.95

Variance

- .45
- .26
- .10
- .13
- .50
- .62
- .06
-1.73
- .43
- .50
- .31
- .46
- .70
.45
.54
-1.23
.22
- .31
.066
- .29
- .33
- .89
- .82
- .47
.45
- .61
- .79
-1.12
-1.11
- .37
- .64
- .64
- .66
- .56

127
A one-way analysis of variance and the F ratio
were performed with the CPC scores of the teachers1 actual
activities and assumed ideal activities as reported by
teacher-aides.
was .05.

The level of significance decided upon

Using this information the formula
SS total = £. £ . (Y.. - M ) 2
J i ID
SS within = £ .£ . (Y. . - M ) 2
3 i ID
SS between = £.n.(M. - M ) 2
3 3 3

with j-1 degrees of freedom.
groups.

j stands for the number of

The tabled F ratio at the .05 level for two

groups and 67 degrees of freedom was found to be 4.00.
The mean square for the between groups was found to 4.13;
for the within groups it was .18.
was 22.92.

The computed F ratio

Table 26 presents these results.

TABLE 26.— Analysis of variance between current roles of
teachers and roles preferred for teachers by their aide
role-set mates in an assumed ideal situation as those
roles are expressed in CPC scores.
Source of
Variation
Between Groups

j-1

Sum of
Squares

Mean
Square

98.55

4.13

_ Ratio

•

Within Groups
Total

66
67

11.91
110.46

.18

lb

= 22.92 S

128
It is apparent both from inspection of the data
and from this analysis of variance that teacher-aides
definitely would choose to have their teacher role-set
mates perform fewer or different activities in the assumed
ideal situation.
Question 1 4 :
Are there observable relationships between any one or
any combination of the demographic characteristics of
teacher-aides and the changes in professional character
of roles aspired to by teacher-aides in an assumed
ideal situation?
Table 27 shows the demographic characteristics of
each of thirty-four teacher-aides as reported by their
directors

(see pp. 58-60) .

From this table the aides were

distributed according to each of the five demographic
characteristics.

Then, holding these characteristics as

independent variables, their relationship to the LPC and
the SPC of each teacher-aide was determined.

From this was

calculated aspiration for change as it was related to each
demographic factor.

Aspiration was taken to be the calcu­

lated difference between self-reported actual performance
and the preferred performance as reported for an assumed
ideal situation.
of measure.

LPC and SPC were employed as the units

The following formula was used:

TABLE

Y ears o f
T e ach in g

Y ears o f
T e a c h in g
ABE

P o v e rty
L iv e

in

A rea

L iv e

d ire c to rs

H ig h e st L ev el
E d u c a tio n

Out

3

4

5

X
X

1

2 3 4 5

X
X
X
X
X

X
X
X
X
X

X
X
X
X
X

X
X
X
X

X
X

X
X
X
X

X
X
X
X

X
X

X

X

X
X
X

X
X
X
X

X
X

X
X
X
X
X
19 9 5 0 1

X

X
X
X
X
X
X
X
X

X
X
X
X
X

X
X
X
X
X
X
X
X
X

X
X
X

X
X
X
X
X
X
X
X
X
X

X

X
X

26 7 1 - -

X
X

X

X
X

X

X
X
X
X
X

X
X

X

X
X
X
X
X

X
X

X

X
X

X
X

X

X

X
X

X
X
X
X
X
X
X

X
X
X
X
X
X
X
X

X

X
19 11 3 1 -

X
X

X
X
X
X
X
X
X
X

X

27

3

X
X

X
X
X

X
X
X
X

1 2

3

X

X
X
X
X
X

X

22 1 2 ----

X
X
X
X
X

X

X

X
X
X
X

1 2

X

X
X
X
X
X

X

5

X

X

X
X
X
X
X

4

7

5 5-

12 10

2

th e ir

T eacheraid es

T eachers

.16
.15
.54
.01
- .015
-1.157
.58
- .236
.50
.265
- .10
- .01
- .05
.2
0.0
- .143
.27
0.0
.52
.34
.87
.56
1.148
.23
.03
.69
.66
.93
.94
.91
0.0
.805
1.21
3.64

.866
.26
.49
.21
.14
.27
.142
- .26
- .001
.774
.27
1.227
.029
- .06
.43
.26
- .20
.029
- .08
-2.50
.14
.429
.779
.74
.053
.55
.59
.88
.31
1.13
.71
1.009
.75
.76

4

129

X
X
X
X

3

X
X
X
X

X
X
X
X

2

X

X

X
X
X

1 2 3 4 5

w ith

CPC V a r i a n c e s

VOC
1 2

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

M a rita l
S ta tu s

Age
Range

N um ber
T eacheraid es

2 7 . — D e m o g r a p h i c d a t a o f t h i r t y - f o u r ABE t e a c h e r - a i d e s a s r e p o r t e d b y
CPC v a r i a n c e s a s r e p o r t e d b y t e a c h e r s a n d t e a c h e r - a i d e s .

130
LPC,
N

= Mean Initial Level

(MIL,

A

LPC

>A
A,
= Mean Preferred Level

A

(MPL
AI

SPC,
N,

= Mean Initial Scope

(MIS,

)B

SPC,
N,

(A) MIL-

= Mean Preferred Scope

(MPSC

+ MPLa = + Aspiration for Change in Level
AI

(ACL)

(B) MISC + MPSe = + Aspiration for Change in Scope
A "
I

(ACS)

A

Reference to Table 28 demonstrates the relation­
ship between the age of teacher-aides and aspiration for
change in level and scope of activities to be performed.
The mean aspiration score for change in level of
activities for the nineteen youngest teacher-aides each
less than 20 years of age, was -13.1; the mean aspiration
score for change in scope of activities was 10.57.

This

appears to say that these aides aspire to perform at lower
levels, but to perform more activities at those lower
levels.
The mean aspiration score for change in level for
the nine teacher-aides, each between 20 and 29 years of

131
TABLE 28.— Relationship between age and aspiration for change of
activities on the role of teacher-aides.

Age
Range

Mean
Initial
Score

No.

LPC

SPC

23.3
23.88
34.97

17.23
10.60
17.98
—
31.11

36.4
28.35
32.6
—
23.5

27.8
26.24
14.98
—
30.40

—

28.2

Level

Scope

-13.1
-4.47
2.37
—
4.7

10.57
15.64
-3.00
—
•

SPC

»—1

19
9
5
0
1

LPC

Aspiration
for Change

1

Less than 20
20-29
30-39
40-49
Over 50

Mean
Preferred
Score

of age, was -4.47; the mean aspiration score for change in
scope was 15.64.

This seems to indicate that these aides

would prefer to perform slightly lower level activities but
to perform considerably more activities.

These two groups

of aides currently performed at almost identical levels and
each group apparently would prefer to move to a lower level
but function more intensively at that lower level.
The mean aspiration score for change in level of
activities for the five teacher-aides, each between 30 and
39 years of age and performing currently at relatively low
competence levels, was 2.37; the mean aspiration score for
change in scope of activities was -3.0, which showed these
aides aspiring to perform at a very slightly higher level
but to perform slightly fewer activities.
The aspiration score for change in level for the
one teacher-aide 50 years of age or over was 4.7; the
aspiration score for change in scope was -.71, which
showed this aide aspiring to perform slightly higher level

132
activities but slightly fewer activities.

It appears that

the older aides aspire to little if any change in the
activities which comprise their working roles.
Very little relationship is demonstrated in Table
28 between age of teacher-aides and their aspirations for
change in role.

The modest changes of teacher-aides and

their aspirations for change in role apparently desired by
younger aides seem not to involve a move toward higher
level activities as postulated by Pearl and Riessman.
Table 29 demonstrates the relationship between
marital status of teacher-aides and aspirations for change
in level and scope of activities to be performed.
TABLE 29.— Relationship between marital status and aspiration for
change of activities in the role of teacher-aides by teacher-aides.

Marital
Status

No.

Mean
Initial
Score
LPC

Mean
Preferred
Score

Aspiration
for Change

SPC

LPC

SPC

Level

Scope

Single

22

17.1

15.47

29.54

20.86

12.44

5.39

Married

12

26.75

18.65

28.99

18.44

2.24

-.21

The mean aspiration score for change in level of
activities for the twenty-two single teacher-aides was
-12.44; the mean aspiration score for change in scope of
activities was 5.39 which showed these aides aspiring
to perform activities at lower levels but to perform more
activities at those levels.

133
The mean aspiration score for change in level for
the twelve married teacher-aides was -2.24; the mean
aspiration score for change in scope was -.21 which showed
a very slight aspiration for change toward performing
fewer activities at lower levels of professional com­
petence .
Table 30 demonstrates the relationship between
residence of teacher-aides and aspirations for change in
level and scope of activities to be performed.
TABLE 30.— Relationship between residence and aspiration for change of
activities in the role of teacher-aides.

Residence

No.

Poverty Area
Outside Poverty
Area

Mean
Initial
Score

Mean
Preferred
Score

Aspiration
for Change
Level

Scope

23.00

-11.73

-1.78

21.21

-17.39

4.89

LPC

SPC

LPC

SPC

27

29.98

24.78

41.71

7

15.09

16.32

32.3

The mean aspiration score for change on level of
activities for the twenty-seven teacher-aides living within
the poverty area was -11.73; the mean aspiration score for
change in scope was -1.78 which showed these aides aspir­
ing to perform activities at considerably lower levels and
with very slightly less intensity.
The mean aspiration score for change in level for
the seven teacher-aides living outside the poverty area was

134
-17.39; the mean aspiration score for change in scope was
4.89 which showed these aides aspiring to perform at much
lower levels of competence but to perform more activities
at the lower levels.
This suggests a moderate relationship between
residence of teacher-aides and aspiration for change in
level and scope of activities to be performed.

While the

aides generally seem to aspire to lower levels of responsi­
bility, those who live out of the poverty areas appear
willing to work more intensively, that is, to perform more
functions, at the lower levels of professional competence.
Table 31 demonstrates the relationship between
teacher-aides' years of experience in teaching Adult Basic
Education and aspirations for change between the level and
scope of activities they currently perform and those they
would prefer to perform.

TABLE 31.— Relationship between years teaching ABE and aspiration for
change of activities in the role of teacher-aides.

ABE
Teaching
Experience

One year
Two years
Three years
Four years

Mean
Initial
Score

No.

19
11
3
1

Mean
Preferred
Score

Aspiration
for Change

LPC

SPC

LPC

SPC

Level

Scope

31.56
34.13
25.84
6.00

18.10
20.14
6.42
1.00

35.4
31.2
26.61
37.00

24.87
16.74
16.54
22.80

-3.84
2.93
-.77
-31.00

6.77
-3.40
10.12
21.80

135
The mean aspiration score for change in level of
activities for the nineteen teacher-aides with one year
of teaching ABE was -3.84; the mean aspiration score for
change in scope was 6.77 which showed an apparent aspi­
ration toward moderately lower level and considerably more
intensive activities.
The mean aspiration score for change in level of
activity for the eleven teacher-aides with two years of
teaching ABE was 2.93; the mean aspiration score for change
on scope of activities was -3.40 which suggests an aspi­
ration for very minor changes toward higher level and less
numerous activities.
The mean aspiration score for change in level of
the three teacher-aides with three years of teaching ABE
was -.77; the mean aspiration score for change in scope
was 10.12 which showed an apparent desire to work more
intensively at the same level of professional competence.
The aspiration score for change in level of
activities for the one teacher-aide with four years of
teaching ABE was 31.0; the aspiration score for change
in scope was 21.80.

This suggests a desire for a major

change in role toward more activities at a very much
lower level of professional competence.
These data on teaching experience are generally,
though not entirely consistent with those on age, marital
status, and residence, in indicating aspirations toward

136

lower rather than higher level roles and a desire to work
more intensively at the lower levels.
Table 32 demonstrates the relationship between
teacher-aides' level of education and their aspirations
for change in the level and scope of activities in their
roles as teacher-aides.

TABLE 32.— Relationship between level of education and aspiration for
change of activities in the role of teacher-aide.

Level of
Education

Mean
Initial
Score

No.

Mean
Preferred
Score

Aspiration
for Change

LPC

SPC

LPC

SPC

Level

Scope

1st to 6th
7th to 8th
9th to 10th
Above 10th

5
5
0
12

25.39
34.44
—
35.39

14.47
22.23
—
19.21

26.42
34.01
—
34.10

24.31
20,24
—
16,93

-1.03
.43
—
1.29

9.84
-1.99
—
-2.28

High School
Graduate

10

31.58

16.78

29.97

20.79

1.61

4.01

2

25.25

25.37

25.25

33.09

Vocational
School

20.0

7.72

The mean aspiration score for change in level for
the five teacher-aides with fewer than six years of school­
ing was -1.03; the mean aspiration score for change in
scope was 9.84.

This showed these aides preferring to do

very slightly lower level activities but considerably more
activities.
The mean aspiration score for change in level for
the five teacher-aides who had completed 7th or 8th grades

137
in school was .43; the aspiration score for change in
scope was -1.99 which showed almost no aspiration for
change in either level of scope of activities.
The mean aspiration score for change in level for
the twelve teacher-aides who had completed ten or more
years in school was 1.29; the aspiration score for change
in scope was -2.28 which showed only minute aspiration for
higher level activities but for decreases in the number of
activities.
The mean aspiration scores for change in levels of
activities for those who had completed high school or
vocational school were of no apparent significance (1.6
and 0.0 respectively), but the aspiration scores for
change in scope were positive (4.01 and 7.7 respectively).
This seems to suggest a marked desire of these high school
or vocational school graduates to perform a larger number
of activities at the same or nearly the same level of
competence.
These findings are somewhat surprising.

Pearl and

Riessman, as well as others who discuss career oppor­
tunities for the under-educated and the poor, assume an
aspiration to prepare for and perform jobs which call for
higher levels of professional competence.
give no general evidence of such a desire.

These data
In fact, such

aspirations as seem significant suggest a desire to per­
form lower level activities but to perform more of them

138
and presumably, to perform them better as training and
experience are increased.
Tables 7 and 11 (pp. 76 and 94) showed the activi­
ties currently performed and those which reportedly would
be performed in an ideal situation by thirty-four teacheraides and as expressed in ratios or levels (LPC) and scope
(SPC) of professional competence.

From these the thirty-

four teacher-aides were grouped into four quartiles,
Q-i • • • Q a on the basis of their current activities'
A
A
initial ranking on the LPC scale.
consisted of eight teacher-aides with the
eight highest initial ranks on the LPC scale.

Q 9 conA
sisted of the eight teacher-aides with the next highest
initial ranks on the LPC scale.

Q,

consisted of eight
A

teacher-aides with the next highest initial ranks on the
LPC scale; and Q.

consisted of ten teacher-aides for whom
A
LPC and SPC scores were not calculated because the raw
data were incomplete or included zeros which could not be
interpreted.

Unfortunately, some teacher-aides did not

respond to all the statements on the PCS, thus rendering
their partial responses unusable for this analysis.
Table 33 shows the relationship between initial
level and scope of activities performed by twenty-four
teacher-aides and the aspiration of those aides for
different levels and intensities of activities in an
assumed ideal situation.

139
TABLE 33.— Relationship between initial level and scope of
activities performed by teacher-aides and the aspirations
of those aides for different levels and intensities of
activity in an assumed ideal situation.
Preferred
Mean
Score

Initial
Mean
Score

Quartiles

SPC

LPC

Aspiration
Score

LPC

SPC

LPC

SPC

13.30

8.22

20.35

19.63

-7.05

11.41

30.24

12.09

28.24

20.52

2.00

8.43

5.73

26.79

13.44

9.31

7.71

0

0

q 2a
36.4

%
0

0

0

0

The mean aspiration for change score on level of
activities for Q.

was 7.05; the mean aspiration for
A
change score on the scope of activities was 11.41.
This
suggests that these eight teacher-aides

who have been per­

forming relatively few activities at very high level,
would prefer to perform lower level activities, but a
wider scope of activities at the lower levels.
The mean aspiration for change score on level of
activities for Q 9 was 2.00; the mean aspiration for
A
change score on the scope of activities was 8.43.
This
points out that

Q 9 group of teacher-aides, who have been
A
performing at rather low levels and moderately broad scope
prefer to do activities at slightly higher levels, but
with still greater scope of involvement.

140
The mean aspiration for change score on level of
activities for

was 9.31; the mean aspiration for change
A
score on the scope of activities was 7.71.
This points

out that these eight teacher-aides who have been performing
relatively few activities and at very low levels aspire
to perform much higher level activities and with moderate
increases in scope of involvement.
These data seem to suggest that aides on all
quartiles aspired to perform more of the classroom ser­
vices to ABE students, but that they do not, at least at
this point aspire to perform significantly higher level
functions.

In fact, it is interesting to note that those

currently performing at the highest level report a desire
to relinquish their most demanding tasks and to perform,
even after fully trained and given their choice of activi­
ties, at lower levels of professional competence.
Question 1 5 :
Are there observable relationships between any one or
any combination of the demographic characteristics of
teachers and the changes those teachers report that
they would make in the professional character of their
own roles, assuming that they were to be matched with
fully competent and willing aides in an ideal situ­
ation?
Table 34 showed the demographic characteristics of
each of thirty-four teachers as reported by their directors
(see pp. 58-60) .

From this table the teachers were distri­

buted according to each of the six demographic character­
istics.

The mean of LPC and SPC scores descriptive of

141
current roles of teachers in each group were compared with
the LPC and SPC scores descriptive of roles these teachers
reported they would adapt if paired with a fully competent
and willing

(ideal) aide.

The calculated difference was

taken as a measure of the willingness of teachers to adapt
their roles to accommodate upward mobile aides.

The follow­

ing formulas were used:

LPCr
N,
T

Mean Initial Score

(MIST )
A
) A

LPCr
N„

SPC

= Mean Adapted Score

(MAST )

Mean Initial Score

(MISC )
A

T,

N„

> B

SPCr
N,
T

Mean Adapted Score

(MASC )
bI

(A) MIS t + MAS t = + Adaptation of Level
LA ”
LI
"

(AL)

(B) MIS

(AS)

+ MAS
= + Adaptation of Scope
A "
faI

Reference to Table 35 demonstrates the relation­
ship between the age of teachers and adaptation scores,
performed currently and those to be performed if matched
with an ideal aide.

TABLE 3 4 . — D e m o g r a p h i c d a t a o f t h i r t y - f o u r ABE t e a c h e r s a s r e p o r t e d b y d i r e c t o r s
v a ria n c e s as re p o rte d by te a c h e rs and te a c h e r-a id e s .
„
M arital
Status

Age
Range

„
.
Years of
Teaching

Years of
T eachina
abE

R esidence
In

.

Out

w ith

th e ir

.
T
.
H ighestL evel
Education

CPC

cpc v
.
CPC V a r i a n c e s

---------------------------------------------------------------------------------------------------------------------------------------------------------------1
2
3
4
5
1 2 3 4 5
1
2
1
2
3
4
5
^eacners

1

X

X
X

2
X

3
4
5

X
X

X
X

X

X
X

X
X

X

6

X

X

8

X
X

X
X

9

10
11
12

X

X
X
X
X

X
X

X
X
X
X
X
X
X

X
X
X

20

X
X
X

22
23
24
25
26
27
28
29
30
31
32
33

X
X
X
X

X
X

X
X
X
X
X
X
X

X
X
X
X
X
14

X

10

4 4

5

26

X
X
X
1 2

-

6 4

9 5

X

X
X
X
X
X
X
X
X
X
X
X
X
X

X
X

X
X
X
X

X
X
X
X
X
X
X
X
X

X
X

X
X
X

X
X
X

X

20

X

X
X
X

X

X
10

X

X
X
X

X
X
X
X
X

X
X
X

X

X
X

X

X
X
X
X
X

X

X
X
X
X

X

X
X
X
X
X

X

X
X
X

X

X
X

X

X
X

X
X
X
X
X

X

X
X
X
X
X

X
X

X

X

2

X
X
X
X

X

9

5

-

-

15

19

3

13

6

6

6

.38
.603
.275
.22
.30
.22
.5
-1.00
.03
- .52
- .76
.10
- .36
- .49
- .81
- .53
.40
.10
- .23
.12
.22
- .48
- .02
.73
- .48
- .60
- .75
- .84
- .48
- .47
- .79
- .78
- .71
- .36

-1
-

.45
.26
.10
.13
.50
.6]
.06
.73
.43
.50
.31
.46
.70
.45
.54
1.23
.22
- .31
.066
- .29
- .33- .89
- .82
- .47
.45
- .61
- .79
-1.12
-1.11
- .37
- .64
- .64
- .66
- .56

142

X
X

X
X
X

X
X
X
X

X

21

X
X

-1
-

X
X
X

X
X

X

X

X
X

13
14
15
16
17
18
19

X

X
X
X
X
X

X
X

X

X

7

X
X
X

Teacheraia es

143
The mean adaptation score for change in level for
the two teachers, each less than 20 years old was -.14 and
the comparison score for change in scope was -.46 which
showed almost no willingness to change in either level or
in scope.
TABLE 35.— Relationship between age of teachers and the level and scope
of activities they would reserve to themselves if matched with ideal
aides.

Age
Range

No.

Less than 20
20 to 29
30 to 39
40 to 49
50 and above

2
14
10
4
4

Mean
Initial
Score

Mean
Adapted
Score

Adaptation
Score

LPC

SPC

LPC

SPC

Level

Scope

21.26
21.18
20.05
19.41
21.66

27.06
33.78
34.47
30.45
22.97

21,12
19.03
19.24
21.08
22.54

26.60
19.58
20.76
17.90
22.44

-.14
2.15
.81
-1.67
-.88

-.46
-14.20
-13.71
-12.55
-.53

The mean adaptation score for change in level for
the fourteen teachers 20 to 29 years of age was 2.15; the
mean score for change in scope was -14.20 which showed a
willingness of these teachers to adapt their roles to
slightly higher level activities and to relinquish many
of their, presumably lower level activities to their better
qualified aides.
The mean adaptation score for change in level of
activities for the ten teachers 30 to 39 years of age was
.81; adaptation score for change on scope was -13.71 which
showed the teachers expecting to perform at the same general

144
level but willing to relinquish a major share of activities
to their assumed better qualified aides.
The mean adaptation score for change in level of
activities for the four teachers 40 to 49 years of age was
-1.69; the mean score for change in the scope was -12.55
which suggested that these teachers were unwilling to assume
higher level activities for themselves but that they were
willing to allow their fully qualified aides to share
activities at their relatively unchanged level of pro­
fessional competence.
The mean adaptation score for change in level for
the four teachers 50 years of age and over was -.88; the
measure for change on scope was -.53 which indicates that
these older teachers would make no significant change in
either level or intensity of their own roles to accommo­
date expanding roles for their aides even if those aides,
as assumed, were fully competent to perform higher level
functions.
A slight shift can be observed from lower to higher
levels of activities by the fourteen teachers between the
ages of 20 and 29 years.

Interestingly, twenty-eight

teachers (fourteen aged 20-29, ten aged 30 to 39, and four
aged 40-49) between 20 and 50 years of age, while like
their younger and older colleagues, would not move to
higher level professional roles for themselves, would
relinquish many activities, at their same role levels,
to permit expanding roles for their upward mobile aides.

145
Table 36 demonstrates the relationship between
marital status of teachers and the scores representing
adaptation in level and scope of roles they report they
would adapt if matched with fully competent and willing
(ideal) aides.
TABLE 36.— Relationship between marital status of teachers and the
level and scope of activities they would reserve to themselves if
matched with an ideal aide.

Marital
Status

Single
Married
Separated
Widowed

No.

5
26
1
2

Mean
Adapted
Score

Mean
Initial
Score
LPC

SPC

LPC

SPC

24.80
21.61
17.18
20.66

30.91
22.66
31.11
36.84

25.22
19.05
19.85
17.21

13.76
21.02
28.63
26.15

Adaptation
Score
Level
-.42
1.56
-2.67
3.45

Scope
-17.15
-1.64
-2.48
-10.69

The mean adaptation score for level activities in
the role of five single teachers was -.42; the mean
adaptation score for scope was -17.15.

This suggests that

these single teachers would not change the level of their
own roles but that they would be very generous in sharing
activities with aides who aspired to perform at the same
level with them.
The mean adaptation score or change in level of
activities in the role of twenty-six married teachers was
-1.56; the mean score for change on scope of activities
was -1.64 which showed very little willingness to change
adaptation in level or scope of activities to permit

146
expanded functions for ideal aides.

It should be noted,

however, that the initial and continuing level of pro­
fessional competence these teachers describe for them­
selves is much higher than that for the single group.
The one separated teacher reported a level change
score of -2.67; a scope change score of -2.45 which sug­
gested that she would change from her initial high level
and intensive role to one demanding moderately less of her
in both level and scope of professional competence.

She

gives no indication of major change in role to accommo­
date a competent and aspiring aide.
The mean adaptation score for activities of two
widowed teachers was 3.45; the mean adaptation score for
scope was -10.69 which showed marked willingness towards
adaptations of their own roles.

They would apparently

move to higher level roles for themselves and relinquish
a major share of their activities to their better quali­
fied aides.
Table 37 demonstrates the relationship between
residence of teachers and the adaptations they report that
they would make in their own roles on the presumption of
being matched with fully competent and willing

(ideal)

aides.
The mean adaptation score for change in level of
activities in the role of fifteen teachers who live within
the poverty area was 3.10 and the score for change in mean
scope was -12.50 which showed that these teachers would

147
TABLE 37.--Relationship between residence of teachers and the level
and scope of activities they would reserve to themselves if matched
with ideal aides.
Mean
Initial
Score

No.

Residence

Mean
Adapted
Score

LPC

SPC

LPC

SPC

Adaptation
Score
Level

Scope

In Poverty
Area

15

21.96

33.92

18,86

21.42

3.10

-12.50

Out Poverty
Area

19

21.84

32.24

21.21

19.74

.63

-12.50

adapt higher level activities for themselves and relinquish
many of their activities, thus affording their aides an
opportunity to perform both at higher levels and with
greater intensity.
The mean adaptation score for change in level of
activities in the role of the nineteen teachers who live
outside the poverty area was .63; the mean score for
change in scope was -12.50 which showed very little change
in the level of activities for themselves but a willingness
equal to that of their in-area counterparts to share their
stable level activities with well-qualified aides.
Table 38 demonstrates the relationship between
years of teaching experience and expressed willingness of
teachers to adapt their own roles to accommodate fully
competent and willing

(ideal) aides.

The mean adaptation score for change in level of
activities in the role of six teachers each with one year

148
TABLE 38.— Relationship between years teaching and level and scope of
activities teachers would reserve to themselves if matched with ideal
aides.

Years
Teaching
Experience

One year
Two years
Three years
Four years
Five years

No.

6
4
10
9
5

Mean
Initial
Score

Mean
Adapted
Score

Adaptation
Score

LPC

SPC

LPC

SPC

Level

Scope

18.47
20.74
20.54
20.47
23.84

32.27
37.38
33.03
32.04
39.51

21.18
18.72
19.13
20.84
19.03

17.21
23.52
20.24
19.13
24.86

-2.71
2.02
1.41
-.37
4.81

-15.06
-13.86
-12.79
-12.91
-14.65

teaching experience was -2.71; the mean score for change
in the scope was -15.06 which showed these teachers pre­
ferring to perform lower level activities but very willing
to relinquish many of their activities to qualified aides.
The mean adaptation score for change of level of
activities in the role of four teachers, each with two
years teaching experience was 2.02; the mean score for
change on scope was -13.86 which showed a willingness to
move to slightly higher level activities and to yield
opportunity for expanding scope of activity of their
aides.
The mean adaptation score for change in level of
activities in the role of ten teachers, each with three
years teaching experience, was 1.41; the mean score for
change on scope was -12.91 which showed a willingness to
adapt to moderately higher activities for themselves and

149
to share many of their present activities with their
better qualified aides.
The mean adaptation score for change in level of
activities in the role of nine teachers, each with four
years of teaching experience, was -.37; the mean score for
change on scope was -12.91 which showed a very slight shift
in level of activities by the teachers but a willingness to
share activities of about the same level with competent
aides.
The mean adaptation score for change in level of
activities in the role of five teachers, each with five
years of teaching experience, was 4.81; the mean score for
change in

scope was -14.65 which showed a marked willing­

ness to assume higher level roles for themselves and to
give very major new responsibilities to the assumed ideal
aides.
Table 39 demonstrates the relationship between
years of teaching Adult Basic Education and the expressed
willingness of teachers to make adaptations in their own
roles to accommodate competent and upward mobile aides in
their role-sets.
The mean adaptation score for change in level of
activities in the role of twenty teachers, each with one
year of ABE teaching experience, was 1.71; the score for
change in

scope was -10.16 which showed modest upward

change in

the level of activities and a moderate willingness

to share activities with qualified aides.

150

TABLE 39.— Relationship between years teaching ABE and the level and
scope of activities teachers would reserve to themselves if matched
with ideal aides.

Years
Teaching
ABE

No.

One year
Two years
Three years
Four years
Five years

20
9
5
0
0

Mean
Initial
Score

Mean
Adapted
Score

LPC

SPC

LPC

SPC

21.78
21.06
23.69
0
0

31.64
34.19
33.12
0
0

20.07
13.26
22,07
0
0

21.48
19.87
17.54
0
0

Adaptation
Score
Level
1.71
7.80
1.62
0
0

Scope
-10.16
-14.32
-15.58
0
0

The mean adaptation score for change in level of
activities in the role of nine teachers, each with two
years of ABE teaching experience was 7.80; the mean score
for change in scope was -14.32 which showed a willingness
to make major adjustments in both level and scope of the
teachers' own roles— moving to roles requiring markedly
higher levels of professional competence and relinquishing
a large number of activities to the assumed competent and
willing aides.
The mean adaptation score for change in level and
scope of activities in the role of five teachers, each with
three years of ABE teaching experience, was 1.62; the mean
score for change in scope was -15.58 which showed a will­
ingness to adopt moderately higher level roles and to yield
a major share of present activities to qualified aides.
Table 40 demonstrates the relationship between
level of education of teachers and their expressed

151
willingness to make adaptations in their own roles if
paired with fully competent and willing

(ideal) aides.

TABLE 40.— Relationship between level of education of teachers and the
level and scope of activities they would reserve to themselves if
matched with ideal aides.
Mean
Initial
Score

Level of
Education

Mean
Adapted
Score

LPC

SPC

LPC

SPC

Adaptation
Score
Level

Scope

Less than
Bachelor's
degree

3

17.79

24.48

22.24

20.07

4.45

-4.41

Bachelor's
degree

13

31.33

34.49

18.87

19.92

12.46

-14,57

Graduate
work

6

20.60

28.49

19.43

24.39

1.17

-4.10

Master's
degree

6

20.57

34.69

17.28

22.74

3.29

-11.95

Post
Master's
study

6

26.51

29.64

19.56

14.89

6.95

-14.75

willingness to make adaptations in their own roles if
paired with fully competent and willing

(ideal) aides.

The mean adaptation score for change in level of
activities in the role of three teachers, each with less
than a bachelor's degree, was -4.45; the mean score for
change in scope was -4.41.

This seems to show that

teachers with lower levels of schooling would adopt roles
requiring lower levels of competence for themselves and

152

relinquish moderate numbers of activities to their aides,
if paired with fully competent and upward mobile aides.
The mean adaptation score for change in level of
activities in the role of thirteen teachers, each with a
bachelor's degree was 12.46; the mean score for change in
scope was -14.57 which showed that these teachers would
perform markedly higher level activities and relinquish a
large number of their present activities to the assumed
qualified aides.
The mean adaptation score for change in level of
activities in the role of six teachers, each with graduate
work, was 1.17; the mean score for change in scope was
-4.10 which showed a slight upward adaptation from already
higher level activities for themselves and a modest shar­
ing of present activities with their more qualified aides.
The mean adaptation score for change in level of
activities in the role of six teachers, each with a master's
degree, was 3.29; the mean score for change in scope was
-11.95.

This showed a considerable willingness for

adaptation upward from already higher level activities
and for relinquishing a major share of current roles to
ideal aides.
The mean score for adaptation in level of activi­
ties in the role of six teachers, each with post master's
study, was 6.95; the mean score for change in scope was
-14.75.

This reveals a willingness to make major

I
153
adaptations to higher level and more narrowly defined
roles for the professional teacher and more willingness
to increase both level and scope of activities for quali­
fied aides.
Tables 9 and 13 (pp. 82 and 100) showed the activi­
ties currently performed and those that would be performed
by teachers if matched with fully competent and willing
(ideal) aides, as expressed in level and scope ratings of
professional competence.

From these, the thirty-four

teachers were grouped into four quartiles, Q,
the basis of their current activities

... Q. on
T
T
(initial) ranking

on the LPC scale.
Q.

consisted of eight teachers with the eight
T
highest initial ranks on the LPC scale.
Q 9 consisted of
T
the nine teachers with the next highest initial ranks on
the LPC scale.

consisted of eight teachers with the
T
next highest initial ranks on the LPC scale; and Q. conT
sisted of the nine teachers with lowest initial ranks on
the LPC scale.

This is represented in Table 41.

This table shows the relationship between initial
level and scope of activities performed by the thirtyfour teachers and the different levels and intensities of
activities those teachers report that they would perform
if matched with a fully competent and willing aide in an
assumed ideal situation.

From these data (current and

ideal roles) the differences were computed.

These

154
TABLE 41.— Relationship between initial level and scope of
activities performed by teachers and the self-reported
willingness of those teachers to perform at different
levels or intensities of activity if paired with an assumed
ideal aide.
Initial
Mean
Score

Quartiles

Q1
T
°2

Adaptation
Score

LPC

SPC

LPC

SPC

LPC

SPC

16.47

27.21

19.13

23.93

-2.66

-3.28

20.24

30.13

19.81

19.85

.43

-11.28

21.81

36.39

20.84

20.01

.97

-16.38

25.62

35.05

17.35

20.66

8.27

-14.39

T

Q3
T
°4

Adapted
Mean
Score

T

differences in level and scope were taken as measures of
the teachers' willingness to adapt their own roles to per­
mit growth in competence of aides as they might ascend a
career ladder.
The mean adaptation score on level of activities
for Q.

was -2.66; the mean adaptation score on the scope
T
of activities was -3.28.
This suggests that these eight
teachers currently performing at a relatively high level
and with relatively narrow scope would, if paired with a
fully competent aide, perform slightly lower level activi­
ties themselves and would yield slightly more of their
activities to the aides.

155
The mean adaptation score on

level of activities

for

Q 9 was .43; the mean adaptation score on the scope
T
of activities was -11.28.
This suggests that these nine
teachers currently performing at a high level and a fairly
narrow scope, would, if paired with a fully competent aide
perform much higher level activities and leave to their
competent aides both much higher level activities and
wider scope of functions.
The mean adaptation score on

level of activities

for

Q, was .97; the mean adaptation score on the scope
T
of activities was -16.38.
This suggests a slight change
in level of activities these teachers would reserve but a
very major portion of their activities which they would
relinquish to or share with their aides.
The mean adaptation score on level of activities
for Q . was 8.27; the mean adaptation score on the scope
T
of activities was -14.30.
This suggests that these eight
teachers were willing to assume much higher level activi­
ties and leave to their increasingly competent aides both
much higher level and much fuller scope of functions.
Table 41 reveals that teachers in general are
willing to relinquish many activities at their own levels
of professional competence to aides who develop the
requisite competence and aspiration.
There is an interesting tendency for teachers to
agree upon the level (LPC = 17-21) and scope (SPC = 19-24)

156
of activities which should be performed by teachers if
matched with fully competent and willing aides.
These questions

(14 and 15) were directed towards

increasing our knowledge of the relationship judged to be
appropriate among teachers and teacher-aides in terms of
the level and scope of involvement for each in an assumed
situation where aides would be competent and willing to
perform high level roles and in which they would be free
to choose their roles.
It appears reasonable to say that the teacheraides are willing to begin in the lower levels and be
effective there before attempting the higher levels of
activities

(Table 40).

It is not clear from these data

that they generally aspire to perform significantly
higher level functions.

They seem to aspire to perform

more activities at about the same levels of professional
competence.
It would be expected that the schools would pro­
vide appropriate learning opportunities for these aides
in performing more activities in the lower levels and in
preparation for performing others at higher levels, so
that they might move up to higher levels.

Thus, they

should engage aides in an open and trusting relationship
to enhance their capacity to move upward.
Flexibility and willingness seem to generally
characterize these teachers as shown in Table 41.

An

9

157
observation of this table shows Q,

performing at high
T
levels but with narrower scope to facilitate their teacher-

aides to perform more activities on a broader scope.
These teachers are already performing on a high level,
but it is indicated that they would further narrow their
scope to give opportunity to their aides.

Therefore, it

would be expected that these teachers would provide the
amounts and kinds of freedom, structure, and guidance
that are most appropriate for the ascension of aides to
the highest possible LPC.
Q 0 and Q_ indicated that they would also reT
T
linquish some of their activities or share them with their
competent aides so as to facilitate their full involve­
ment.

Q.

indicated a great change in level and scope of
T
these lowest group of teachers to facilitate their com­

petent teacher-aides.

They were willing to move to much

higher levels of activities and to a narrower scope to
facilitate their competent aide.

These teachers who

show their willingness to provide this setting and appro­
priate learning conditions to their aides quite honestly
will be trying to bring about change for upward mobility
to aides.
Summary
In this chapter data have been analyzed and
assessed to observe the differences and similarities
between actual activities and assumed ideal activities

158
performed and to be performed by teacher and teacheraide pairs in ABE classrooms.

The purpose has been to

assess differences in role aspirations of paraprofessionals
(aides) and differences in willingness of professionals
(teachers) to make the professional aide adaptations which
would facilitate professional advancement of their paraprofessional partners as a basis for drawing certain con­
clusions as to the feasibility of the career-ladder con­
cept.

The perceptions of teachers and teacher-aides as

well as their characteristics were analyzed and discussed
for evidence of opportunities for career-ladder ascension
for indigenous paraprofessional workers in communities
characterized by high concentrations of poverty.
All information was obtained from the responses
made on the professional competence scale

(PCS), a type of

forced-choice checklist including forty-six activities
commonly performed in ABE, by thirty-four teachers and
thirty-four teacher-aides working together in ABE class­
rooms; and from a demographic data inventory submitted by
directors describing each of the thirty-four teachers and
the thirty-four teacher-aides.
The fifteen questions posed were answered by com­
puting a set of measures of level, range, scope, and com­
posite of professional competence of described roles in
order to present and interpret the raw scores and to
transform them into more meaningful forms.

The

159
relationships of the teachers' roles to the teachera id e s 1 roles were determined and comparisons were made of
actual and ideal roles of both teachers and teacher-aides.
One-way analyses of variance, the t-test and the
F-ratio, scatter-diagrams, and other empirical treatments
were employed.

Differences were tested for significance

at the .05 level.
In Chapter V the study is summarized, the con­
clusions are drawn based upon the results as stated, and
recommendations are made for future research.

I

CHAPTER V
SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
Summary
The study is summarized and the conclusions are
presented in this chapter.

Recommendations for possible

action and future study are also presented.
The principal tasks of the study were to identify
the encumbent defined current roles of teacher-aides and
teachers in selected role-sets in Adult Basic Education
and to compare these roles with similarly defined ideal
arrangements noting and analyzing the congruences and
discrepancies in the roles thus defined.
The purpose of the investigation was to assess
the "career-ladder" aspirations and opportunities of
teacher-aides in Adult Basic Education.

It was assumed

that aspirations of teacher-aides would be indicated in
differentials between current roles actually filled by
teacher-aides and roles they defined for themselves by
indicating activities they would perform in an assumed
ideal situation where they would be really free to choose

160

what they would do.

It was assumed that opportunity for

career-ladder ascent would be indicated in differences
between teacher defined current roles of aides and roles
defined by teachers for "ideal" teacher-aides, and by
differences between roles defined by teachers for them­
selves in interaction with their current teacher-aides
and their roles as redefined on the assumption of working
with "ideal" teacher-aides.
The propositions concerning the development of
career-ladder opportunities for indigenous workers carry
with them a call for rigorous definition and redefinitions
of activities for teachers and for teacher-aides.

This

study has been concerned with the feasibility of career
development as advocated in programs for indigenous paraprofessionals in the Adult Basic Education field.
The review of literature on paraprofessionals
calls attention to the importance of the development of
roles for paraprofessionals as a needed factor in schools
and in other professional work settings, and the special
appropriateness of the addition of teacher-aides in the
field of Adult Basic Education.

The need to institution­

alize the concept of "new careers" by creating paraprofessional positions in the field of education through
development and differentiation of levels of professional
competence has been stressed.

162
Among others, attention has been placed upon the
assumptions that the professional personnel in a school
have the responsibility of maintaining the established
professional controls of the teaching process, and that
the principal responsibility of assigning activities and
providing career-development opportunities to a teacheraide resides with the teacher operating in her role-set.
Various terms concerned with the central con­
cepts have been defined and four different measures of
level and intensity of professional competence have been
employed.

A set of fifteen questions was formulated as a

framework for organizing the study.
The study has been confined to the field of Adult
Basic Education and to the teachers and teacher-aides
working within public schools in the state of Michigan.
The data were restricted to those obtained from a speci­
ally designed professional competence scale (PCS) ad­
ministered to each of the thirty-four teachers and thirtyfour teacher-aides, and to demographic data about them as
provided by the directors of adult basic education in
each of the schools in which they worked.
The analysis consisted of four principal parts.
Part I dealt with the present patterns of function
sharing between ABE teachers and teacher-aides working
together in Michigan classrooms, as defined by each.
provided answers to four of the questions.

It

163

Part II dealt with the perceived ideal patterns
of function sharing as indicated by hypothetical roles
defined by each for both self and role mate as they would
be preferred in an assumed ideal situation.

It provided

answers to four additional questions.
Part III analyzed each of these sets of role
definition patterns in order to reveal significant
differences within the population and to assess the re­
lationships between the discovered differences and
selected characteristics of the role encumbents.

It

provided answers to the remaining seven questions.
Part IV, presented in this chapter, involves such
discussions and conclusions as have seemed to be justified
by the analysis.
Analysis involved tabulation of the raw data as
reported on the Professional Competence Scale

(PCS) which

was administered to the population of ABE teachers and
teacher-aides and as reported on the demographic census
form by directors.
A set of measures were employed to present and
interpret the raw scores and to transform them into more
meaningful forms.

These were level of professional com­

petence (LPC), range of professional competence
scope of professional competence
professional competence

(CPC)

(RPC),

(SPC), and composite of

(see p p . 72, 7 3).

Actual

and ideal roles were defined and analyzed by computing

164
these units of measure and treating them statistically.
Scattergrams were constructed to compare and examine the
levels and intensities of professional competence involved
in the various role definitions.

Scattergrams were

examined, as were the tabulated data, for evidence of
differences in role definition within groups, and be­
tween "actual" and "ideal roles.
Relationships between the several definitions of
the teachers1 roles and the teacher-aides' roles were
initially assessed by computing, from the CPC measures,
one-way analysis of variance and the differences between
means were tested for significance at the .05 level.

The

several patterns of variance in role definition were
also examined in relation to demographic and other factors
which characterized the teachers and the teacher-aides.
The principal findings were:
1.

All forty-six activities were performed by one
or more of the teacher-aides in the current situ­
ation.

2.

There was much general agreement between teachers
and teacher-aides on the level, range, scope, and
composite of professional competence scores defin­
ing teacher-aides' current activities.

The CPC

mean scores .25 and .27 as reported by teachers
and teacher-aides respectively suggested a non­
significant difference or a high level of

agreement in the reports of teachers and of
teacher-aides themselves as to the level and scope
of activities of the teacher-aides.
Most activities of teacher-aides were concen­
trated in the lower three categories of pro­
fessional competence, namely, the teacher-aide,
teacher assistant, and teacher associate cate­
gories.
Both teachers and teacher-aides, reporting activi­
ties currently performed by teachers and teacheraides working together, indicated a much wider
range of shared current activities than they indi­
cated for either teachers alone or teacher-aides
alone.
The CPC mean scores 1.10 and .27 for jointly per­
formed activities as reported by teachers and
teacher-aides respectively revealed significant
differences in their perceptions of the level of
activities performed and hence in their definitions
of shared roles.
Both teachers and teacher-aides reported teachers'
current activities concentrated in the teacher,
teacher associate, and teacher assistant categories.
The CPC mean scores of 1.45 and 1.45 for activities
as reported by teachers and teacher-aides

I

166
respectively indicated close general agreement as
to the overall roles currently performed by
teachers.

This general agreement between teachers

and aides on the roles currently filled by teachers
is consistent with their agreement regarding roles
of teacher-aides.
8.

Both teachers and teacher-aides reported that
there are none of the forty-six listed activities
which were not being performed by some of the
teachers and some of the teacher-aides.

However,

while every activity was performed by one or more
of either the teachers, the teacher-aides, or
both teachers and teacher-aides, teachers most
frequently performed in the top four categories:
supervising teacher, teacher, teacher associate,
and teacher assistant respectively and the in­
volvement of teacher-aides was greatest in the
three lowest categories:

teacher-aide, teacher

assistant, and teacher associate respectively.
9.

Both teachers and teacher-aides included activi­
ties in all five levels on the PCS as they defined
new roles for teacher-aides in the assumed ideal
situation.

All forty-six activities would be per­

formed by one or more of the teacher-aides as re­
ported by both teachers and teacher-aides.

How­

ever, teachers and teacher-aides demonstrated an

167
apparent slight difference in definitions of
teacher-aide roles.

It showed CPC mean scores of

.58 and .69 as reported by teachers and teacheraides respectively.

Teacher-aides generally

expressed a desire to continue in roles at lower
levels of professional competence, but having a
wider range and fuller scope of involvement in
these lower level activities.
10.

Both teachers and teacher-aides

identifying

activities to be performed alternately or together
in the assumed ideal situation revealed very little
difference in the level and scope of roles seen as
appropriate for shared work.

CPC mean scores of

1.60 and 1.33 were calculated for teachers and
teacher-aides respectively, thus showing very
little difference between them as to the level
and scope of roles as seen appropriate for shared
work in an assumed ideal situation.
11.

Both teachers and teacher-aides
activities to be performed only

identifying
by teachers in an

assumed ideal situation included activities

from

all five categories of the PCS as they defined new
roles for teachers.

It showed CPC mean scores of

1.1 and .95 as reported by teachers and teacheraides respectively.

This indicated very little

difference in definitions of teacher roles.

I

168
12.

Neither teachers nor teacher-aides identified any
of the forty-six activities as not being appro­
priately performed by either teachers or teacheraides in an assumed ideal situation.

Both groups

named every activity as being performed by one or
more of either the teachers, the teacher-aides or
both teachers and teacher-aides.

However, activi­

ties identified in the teacher assistant category
were least reported by the teachers

(64.30); and

activities identified in the teacher-aide (56.63),
teacher associate (60.25), and teacher

(63.52)

were least reported by teacher-aides.

Teacher-

aides performed least activities in the teacher
(55.03) and supervising teacher

(56.16) categories.

Teachers performed more activities in the teacher
associate (78.36) and supervising teacher cate­
gories .
13.

While teachers as a group and aides as a group
were in very close agreement in their definitions
of the current roles of teachers, it was viewed
as significant that differences do exist with
respect to definitions of teacher-aides' roles by
the two groups

(pp. 113-14) .

and 9.55 indicated this.

The F-ratios of 8.15

Teachers and teacher-

aides are apparently not in full agreement about

169
teacher-aide roles in either the actual situation
or the assumed ideal situation.
14.

There are significant differences between current
roles of aides and roles aspired to in an assumed
ideal situation.

Analysis of variances between

the actual and the assumed ideal roles as expressed
in CPC scores revealed that twenty-two of the
thirty-four aides do aspire to perform more or
different activities; three aspire to perform
fewer activities, and nine appear to aspire to no
change in role.

The F ratio of 8.15 showed a

statistically significant difference between the
roles currently performed by teacher-aides and the
roles they aspire to perform in the assumed ideal
situation, and that the general aspiration is
toward roles of higher level and/or greater scope.
15.

There were significant differences between current
teacher-ascribed teacher-aide roles and roles that
would be ascribed to competent and willing teacheraides by their teachers in an assumed ideal situ­
ation.

Analysis of variances between the actual

and the assumed ideal roles as expressed in CPC
scores indicated that at least twenty-five of the
thirty-four teachers would allow teacher-aides to
perform more or different activities in an assumed
ideal situation; three would apparently expect

170
fewer or lower level activities, and six would
suggest no change in role for their aides.

The

F ratio of 9.55 showed a statistically significant
difference between the roles currently ascribed to
teacher-aides and the roles that would be ascribed
to them in the assumed ideal situation by their
teacher role-mates.
16.

The analysis of roles defined for themselves by
teachers on the assumption of being paired with
an ideal teacher-aide revealed only minor vari­
ances between the actual and the modified roles
as expressed in CPC scores.

The F-ratio of 2.85

showed no statistical significance.

Further

analysis revealed that most teachers would per­
form fewer activities at very slightly higher
levels but that they would in many cases permit
greatly increased sharing of activities by their
more competent aides in an assumed ideal situation.
17.

The analysis of aspirations of teacher-aides
reveals that the aides would choose to have
their teachers' role-set mates perform fewer or
higher level activities from those they presently
perform.

It showed that twenty-eight of the aides

would apparently choose fewer or different activi­
ties for their teachers; four of the aides would
choose more or higher activities and two would

171

desire no change for their teachers in an assumed
ideal situation.

The F ratio of 22.92 gave evi­

dence of the statistical significance of the ex­
pressed differences.

It is clear that teacher-

aides would choose to have their teacher role-set
mates perform fewer or different activities in the
assumed ideal situation, and that they in turn,
would choose to perform more, though not generally
higher level activities.
18.

Very little relationship was seen between age of
teacher-aides and their aspirations for change in
roles.

19.

Very slight relationships appeared to exist be­
tween marital status and aspiration for change.
Singel aides apparently aspired to fewer activi­
ties at lower levels of professional competence,
while married aides aspired to lower level
activities and the same scope.

20.

A moderate relationship appeared to exist between
residence of teacher-aides and aspiration for
change in level and scope of activities to be per­
formed.

Aides living outside the poverty area

appear willing to work more intensively or to
perform more functions at the lower levels of
professional competence (Table 30).

172

21.

Very slight relationship is shown between years of
experience and aspiration for change in level and
scope of activities to be performed.

Table 31

demonstrates that nineteen teacher-aides with one
year of ABE teaching experience showed aspiration
toward moderately lower level and considerably
more intensive activities.

The eleven teacher-

aides with two years of teaching experience indi­
cated very minor changes towards higher level and
less numerous activities.

The three teachers with

three years of ABE teaching experience showed no
apparent desire to work more intensively and at
the same level of professional competence.

The

one teacher-aide with four years of experience
showed a desire for a major change in role toward
more activities at a very much lower level of pro­
fessional competence.
22.

The teacher-aides who completed high school and/
or vocational school showed a marked desire to
perform a greater number of activities at the
same or nearly the same level of competence.

The

other teacher-aides showed no apparent aspiration
to higher level or more extensive scope of
activities.

173
23.

A slight shift from lower to higher level activi­
ties was noted in the 20 to 29 age group of
teachers, while other age groups relinquished
many activities at their same role level to per­
mit expanding roles for their upward mobile aides.

24.

Single teachers reported that they would not change
the level of their own roles; but they apparently
would be generous in sharing activities with aides
who aspired to perform at the same level with them.
Married teachers described for themselves higher
level activities.

The one separated teacher sug­

gested that she would change from her initial high
level to one demanding less of her in both level
and scope of professional competence, and permit
a competent aide to perform both more and higher
level activities.
25.

Teachers who lived within the poverty area indi­
cated that they would reserve higher level activi­
ties for themselves and relinquish many of their
activities or share them with their assumed fully
competent aides.

Teachers who lived outside the

poverty area reported that they would make very
little change in the level of activities for them­
selves, but they revealed willingness to share
these activities with their aides.

174
26.

Teachers with one year of experience showed a
preference to perform lower level activities but
were very willing to relinquish many of their
activities to qualified aides.

Teachers with two

years teaching experience showed a willingness to
move to higher level activities and to relinquish
or share their present activities in order to
accommodate and utlilze more competent aides.
Teachers with three years teaching experience
showed a willingness to adopt moderately higher
level activities for themselves and to share many
of their present activities with their better
qualified aides.

Teachers with four years of

experience showed a very slight shift in level of
activities but a willingness to share activities
with competent aides.

Teachers with five years of

experience showed a marked willingness to assume
higher level roles for themselves and to give
many major new responsibilities for the assumed
ideal aides
27.

(Table 38).

Twenty teachers with one year of ABE teaching
experience showed modest upward change in the
level of activities and a moderate willingness to
share activities with qualified aides.

Nine

teachers with two years of ABE teaching experience
showed a willingness to make major adjustments in

I
175
both level and scope of the teachers1 own roles,
moving to roles requiring higher levels of pro­
fessional competence and yielding or sharing many
activities to permit expanded roles for aides.
Five teachers with three years of ABE teaching
experience showed a willingness to adopt moder­
ately higher roles and to yield a major share of
present activities to qualified aides
28.

(Table 39).

Three teachers with less than a bachelor's degree
showed a tendency to adopt roles requiring lower
levels of competence for themselves and relin­
quishing only moderate numbers of activities for
their aides.

Thirteen teachers each with a

bachelor's degree showed themselves willing to
perform markedly higher level activities, and to
relinquish a large number of their present activi­
ties to the assumed qualified aides.

Six teachers

each with graduate work showed a willingness to
share their present activities with their aides.
Six teachers with a master's degree showed a con­
siderable willingness to adopt upward from already
higher level activities and to relinquish a major
share of current roles to ideal roles.

Six

teachers, each with post master's study showed
willingness to increase both level and scope of

176
activities to create new opportunities for
qualified aides

(Table 40).
Conclusions

The evidence from this study leads to the con­
clusion that teacher-aides in general do not aspire to
move toward full professional status.
It appears that a small portion of the teacheraide population are exceptions to this general conclusion,
and do aspire to assume both higher and fuller profes­
sional responsibilities.

These few are most likely to

be those with at least high school level of education, who
are thirty years of age and over and who live outside
the poverty area.
There also appear to be a few aides

(approximately

one to six in this population) who aspire to lower level
activities.

These aides are likely to have lower levels

of formal education (six years or less) , to be very young
(under 20), to be living within the poverty area, and to
be single.
Teacher-aides, at least as represented in this
study give little evidence of such aspiration as is
assumed by Pearl and Riessman, among others, who dis­
cuss career opportunities for the indigenous and the
uneducated to move to higher levels of professional per­
formance.

In fact, such aspirations as seem significant

in this study, suggest a desire to perform more

177
intensively at those lower and middle range levels, and
become effective as training and experience are increased.
Teachers

(at least in this population)

seemed

generally unwilling to move to higher levels of profes­
sional competence.

They seem insistent upon concentrating

their efforts in the middle range of the professional
competence scale.
Teachers appear to be willing to share activities
at several levels with qualified aides rather than to
assume higher level activities for themselves and re­
linquish lower level activities to aides alone.
This apparently means that opportunities afforded
by teachers to aides are likely to consist principally of
parallel sharing of activities rather than a discrimi­
nation of rules by levels of professional competence as
assumed on Pearl's and Riessman's hierarchy.
It appears that a minority of teachers are
willing to assume higher levels of activities, and to
completely delegate functions at lower but ascending
levels to teacher-aides.

These teachers are most likely

to be twenty to twenty-nine years of age, married, living
in the poverty area, having at least two years of ABE
teaching experience and having at least the master's
degree.
It appears that teachers generally are willing
to redefine their own roles so as to accommodate teacheraides if those aides are willing to accept responsibility

178
and training.

However, the pattern of redefinition and

sharing of roles seems to involve a parallel and general
sharing of functions rather than a clear separation of
functions by level.

This in broad terms substantiates

the thesis of Bowman and Kloph and Pearl and Riessman,
but with a variation in the patterns of role sharing.
Teacher-aides

(in this population) might have

expressed greater aspiration toward higher level activi­
ties if training had been specified as part of the ideal
situation they were instructed to assume.

This in­

struction should be considered on any replication of this
study.
Recommendations for Practice and
for Future Research
If Adult Basic Education teachers and others are
to provide their paraprofessional colleagues with the form
of role adaptation and role development which will permit
upward mobility of those who clearly aspire to earn higher
professional status they should:

(a) undertake the task

of more clearly redefining the teachers* role;

(b) identi­

fying specialized functions involving duties and responsi­
bilities in a framework similar to Riessman's five levels
of ascending professional competence;

(c) identify upward

mobile paraprofessionals and match them with teachers
willing to adjust their own roles to accommodate mobility;
and (d) provide added responsibilities and in-service

179
training for the upward mobility of the paraprofessional
in each level to attain the highest possible placement.
Further research is clearly indicated by the
experience and findings of this very limited study:
1.

The number of pairs of subjects used in this study
has been severely limited.

A replication of this

study is desirable using a larger sample, prefer­
ably extended over several states that have
Adult Basic Education teacher-aide programs.
2.

Additional practices of teachers and teacheraides working as team-mates in the classroom
should be built into the professional competence
scale.

This would likely provide a wider range

of scores and clearer discrimination of roles.
3.

Career-ladder development training and vertical
mobility of teacher-aides might be aided by
studies of personality characteristics of
teachers and teacher-aides.

4.

Policies governing roles and relationships of
teachers and teacher-aides should be analyzed in
relation to what might be done by and for teacheraides in the classroom.

5.

An in-depth survey of roles which will lead to
improved courses in instruction, supervision,
methods, and curriculum is desirable to improve
training and working arrangements for teacher

180
and teacher-aide pairs and to achieve more
productive participation in this cooperative
approach.
6. The approaches of this study might be applied
to other educational,

social work, or similar

fields where paraprofessionals are employed,
especially indigenous aides.
7.

Teacher-aides who aspire to increase their level
and scope of activities should be placed with
teachers who are willing to yield some of their
activities to that they may increase their experi­
ence and training and then develop the competence
necessary for full professional status.

8.

Teacher-aides who do not aspire to increase their
level and scope of activities could be placed with
teachers who are willing to work with them in the
lower levels and those who are willing to share
activities with the teacher-aides.

9.

Teacher-aides who aspire to more activities could
be placed with teachers who are willing to re­
linquish many activities at their own levels of
professional competence to aides who would
develop the requisite competence and aspiration
to progress upwards but to less than full pro­
fessional status.

I.

181
10.

Directions for gathering data on the professional
competence scale should be directed towards in­
cluding training in defining the assumed ideal
situation.

Aides assuming the reinforcement of

training might express aspiration to higher levels
of professional competence.

This might be a

motivating and challenging factor for aides who
truly want to be certified professionals.
Pearl and Riessman's theory and concept of "new
careers" suggest among others "job first and education
later," and "service from rather than service to the
poor."

They suggest defining first what needs to be

done and a population which needs something to do and
then organizing the functions of work to meet the charac­
teristics of the work-seeking population.
In accord with Pearl and Riessman's theory and
discussions, if teacher-aides are to move effectively
upward on a career development ladder, there must be
definition and redefinition of roles by both teachers and
teacher-aides in the role-set.

Entry positions must have

latitude for advancement and there must be opportunities
for vertical mobility which would require flexibility in
the training and educational establishment to allow the
individual to go as far as his talents and motivation can
carry him.

182
This study of role adaptation and career develop­
ment proposed a strategy which may be used to view and
reach decisions on the aspirations of aides and the
adaptability of teachers or others for the upward m o ­
bility of aides and the willingness of teachers to bring
into focus career development programs for aides.
The results of this study of teachers and teacheraides in a classroom situation, with its career-ladder
component developed an original and practical approach,
which resulted in some vision and scope on role adap­
tations and career development for teachers and aides
working as team-mates.

It has not given support to Pearl

and Riessman's theoretical model of developing full or
complete careers for the indigenous worker, but could be
a base for other approaches.

BIBLIOGRAPHY

BIBLIOGRAPHY
Books
Bowman, Garda, and Kloph, Gordon. Auxilliary School
Personnel;
Their Roles, Training, and Institu­
tionalization . New York;
Bank Street College of
Education, 1967.
, and
. New Careers and Roles in the
American Schools. New York: Bank Street College
of Education, 1967.
Clarke, Burton R. Educating the Expert Society. San
Francisco; Chandler Publishing Co., 1962.
Gibson, Oliver, and Hunt, Harold.
The School Personnel
Administration.
Boston: Houghton Mifflin Co.,
1965.
Glovinsky, Arnold, and Johns, Josephs.
Studying the Con­
tributions of the Paraprofessional and Planning
for their Recruitment, Selection, Training and
Use m the Wayne County Public Schools and Non­
public Schools. Detroit, Mich., 1968.
Parten, Mildred.
Surveys, Polls and Samples;
Practical
Procedures. New York: Harper & Brothers, 1950.
Pearl, Arthur, and Riessman, Frank.
New Careers for the
Po o r . New York:
The Free Press, 1965.
Read, Lawrence, and Lacny, Clarence.
Utilizing Teacher
Aides in the Jackson, Michigan Public Schools.
Jackson, Michigan, 1966.
Waller, Willard.
The Sociology of Teaching.
Russell & Russell, 1961.

183

New York:

184
Articles and Periodicals
Alexander, Kern S.
"What Teacher Aides Can-and-Cannot
Do." Nation's Schools, LXXXII, No. 2 (August,
1968) , 1 jL2.
Annas, Phillip A.
"Teacher Aides Are an Asset."
Teacher, September, 1967, pp. 49-52.

Maine

Brookover, Wilbur.
"Research on Teacher and Administrator
Roles."
Journal of Educational Sociology (1955),
3.
Cunningham, Myron, and Webb, Jeanne.
"Teacher Aides."
Educational Leadership, II, No. 1 (March, 1966),
14-16.
Decade of Experiment:
1951-1961. New Y o r k : The Fund for
the Advancement of Education, Ford Foundation,
1961, pp. 31-67.
Newlin, Wayne.
"It Can Be Done:
Difference in Illinois."
XXX, No. 5 (1968).

Teacher Aides Can Make a
Illinois Education,

Parks, Charles B.
"Teacher Aide Plan."
LVI (July, 1956), 55.

Nation's Schools.

Pearl, Arthur.
"New Careers and Model Cities." The
Center for Community Planning (Washington, D.C.:
Department of Health, Education and Welfare,
1968), 7.
"New Careers and Model Cities." Paper for the
Center for Community Planning, Washington, D.C.,
Department of Health, Education and Welfare,
January, 1968.
Stogdill, Ralph; Scott, Ellis; and Jaynes, William.
"Leadership and Role Expectations."
Research
Monograph, No. 85-86 (Columbus: Ohio State Uni­
versity, Bureau of Business Research, 1956), 1-4.
The National Commission of Teacher Education and Pro­
fessional Standards.
"Auxilliary School Personnel."
TEPS Newsletter, 1966.
_________.

American Child, Winter, 1967, p. 6.

"Teacher Aides and the Instructional Program."
Michigan Department of Education, 1969, pp. 1-2.

185

The National Commission of Teacher Education and Pro­
fessional Standards.
"Determining the Functions
of Aides." Administrative Leadership Service,
1969, pp. 1-3.
Documents
Michigan Commission for TEPS.
"The Paraprofessional:
Job Descriptions, Requirements and Recommendations."
TEPS Study Year Papers, I, No. 11 (1968).
Michigan State Department of Education Supplement to the
Adult Education Act of 1966— Public Law 89750
published by Adult Education Unit, Lansing,
Michigan, 1965.
Oakland Interagency Project, Oakland Public Schools, Cali­
fornia.
"Preschool Teachers." Eri Document
Resume (Washington, D.C.: United States Depart­
ment of HEW, Office of Education).
The Elementary and Secondary Education Act.
1965.
The Education Professions Development A c t .
the Higher Education Act, 1967.

Title I, III,
Title V of

Unpublished Material
Doyle, Louis A.
"A Study of the Expectancies Which Ele­
mentary Teachers, Administrators, School Board
Members and Parents Have of the Elementary
Teacher's Roles." Unpublished Ed.D. dissertation,
College of Education, Michigan State University,
1965.
Griffin, Jack Granger.
"An Examination of Head Start
Teacher and Teacher-aide Relationships with
Implications for Supervision and Career
Development." Unpublished Ph.D. dissertation,
Michigan State University, 1971.

APPENDICES

APPENDIX A
INSTRUMENT DEVELOPMENT

APPENDIX A
INSTRUMENT DEVELOPMENT
Directions
You are given a packet of (5) yellow cards.

On

each yellow card is printed a general role as fulfilled
by professional and/or paraprofessional workers in Adult
Basic Education.
You are also given a packet of (60) white cards.
On each white card is printed a task which might be per­
formed by a professional and/or a paraprofessional in
Adult Basic Education.

These same tasks are also included

on a printed list which is included for you.

Please study

the list and perform the following operations and answer
the following questions:
First, will you please arrange the cards as follows:
1.

Please distribute the packet of (5) yellow cards
in a row across the back of a table or desk (as if
they-were to become column headings) reading from
left to right:

supervising teacher, teacher,

teacher associate, teacher assistant, teacheraide.

(These will now represent possible roles

in ABE teaching, ranked from highest to lowest on
the basis of levels of professional competence
generally required.)

186

2.

Then, please take the packet of

(60) white cards

and distribute them in groups beneath the appro­
priate

(5) yellow cards, placing each card in the

lowest role category where the task might appro­
priately be performed.
3.

Please check to be certain that each task is in
the most appropriate role category according to
your best judgment.

4.

Then, will you please number the tasks in sequence,
(1 requiring the highest order of professional
competence)

in each category.

When you have finished you should have five groups
of cards numbered in order of level of professional com­
petence required.
Second, place a rubber band around each bundle
of yellow and white cards with the appropriate role card
on top.
May we add a word of sincere thanks for your help.

188

LIST OF ACTIVITIES

1.

Regular teach one or more classes

2.

Describe ABE programs to community groups

3.

Recommend students for promotion and graduation

4.

Decide on the grading system to be used

5.

Evaluate the ABE program

6.

Officially represent ABE on civic groups

7.

Make daily teachers' plans

8.

Keep up-to-date on the latest developments in content
and teaching materials for ABE

9.

Arrange and conduct advisory committee meetings

10.

Refer adult students to agencies which might help them

11.

Talk with employers about jobs for ABE students

12.

Recommend students for jobs

13.

Determine class level of new ABE students

14.

Contact industries, welfare agencies, clubs, churches,
and others to talk about ABE

15.

Recommend instructional equipment for purchase

16.

Design instructional materials

17.

Inform school officials of community problems and
special needs

18.

Administer and interpret tests

19.

Determine appropriate teaching methods

20.

Determine methods of instruction

189

21.

Select instructional materials

22.

Design the ABE course of study

23.

Find resource people to enrich

the

ABE program

24.

Collect data on problems of individual ABE students

25.

Attend faculty meetings

26.

Orient new adult students

27.

Arrange special observances of birthdays, promotions,
anniversaries, or other events important to ABE stu­
dents

28.

Help students select books at the library

29.

Discuss job possibilities with ABE students

30.

Help adults choose courses

31.

Make decisions about content of ABE curriculum

32.

Search out library materials

33.

Identify special talents of ABE students

34.

Help to make ABE students feel comfortable in class

35.

Telephone adult students at home when necessary

36.

Attend professional meetings

37.

Make personal contacts with ABE prospects

38.

Read professional journals

39.

Convince under-educated adults that ABE is valuable

40.

Inform adults of community services available to them

41.

Call on adult students who have been absent from class

42.

Attend ABE workshop at a University

43.

Help individual students with their lessons

44.

Arrange enrichment programs such as trips, speakers,
films, and others

190

45.

Grade test papers

46.

See that the classroom is appropriately arranged for
each class meeting

47.

Keep attendance records up to date

48.

Make up calendar of class activities and keep it up
to date

49.

Store teaching materials in orderly manner

50.

See that instructional materials are neatly arranged
for use

51.

Assist adult students outside of classes

52.

Operate audio-visual equipment

53.

Duplicate things like tests, forms, letters, and
teaching materials

54.

Maintain inventory of recordings, tapes, and other
teaching equipment

55.

Keep records of adult students' grades

56.

Decide what subjects adults need to study

57.

Occasionally assist in teaching a class

58.

Collect data on needs for ABE in the community

59.

Serve on faculty committees of the school

60.

Provide information about state guidelines for ABE
Ranking of Activities into Levels
of Teacher Competences
Supervising Teacher

.1.

Evaluate the ABE program

2.

Inform school officials of community problems and
special needs relating to ABE

3.

Arrange and conduct advisory committee meetings

4.

Collect data on need for ABE in the community

191

5.

Contact industries, welfare agencies, clubs,
churches, and others to talk about ABE

6.

Provide information about state guidelines for ABE

7.

Officially represent ABE on civic groups

8.

Describe ABE programs to community groups

9.

Design the ABE course of study
Teacher

10.

Make decisions about content of ABE curriculum

11.

Regularly teach one or more classes

12.

Determine appropriate teaching methods

13.

Make daily teacher's plans

14.

Select instructional materials

15.

Decide on the grading system to be used

16.

Recommend students for promotion and graduation

17.

Administer and interpret tests

18.

Recommend instructional equipment for purchase

19.

Serve on faculty committees of the

20.

Attend faculty meetings

school

Ranking of Functions into Levels
of Teacher Competences
42.
43.

Duplicate things like tests, forms, letters, and
teaching materials
Operate audio-visual equipment

44.

Maintain inventory of recordings, tapes, and other
teaching equipments

45.

See that instructional materials are neatly arranged

46.

Search out library materials

APPENDIX B
INSTRUMENTS

APPENDIX B
DIVISION OF DUTIES BETWEEN TEACHERS AND
TEACHER AIDES IN ADULT BASIC EDUCATION
FORM A:

TEACHERS

SCHOOL:_______________________

YOUR NAME_:______________

Your aide's NAME:________________
INSTRUCTIONS
TEACHER:

On the pages that follow you will find a list of
things which teachers or aides often do in Adult
Basic Education.
Most of them are probably done
by you or your aide. You may do some of them
together or take turns.
Maybe some are not done
at all.
I would like to know how these things
are divided between you and your aide this year.

In Column Actual of the answer sheet carefully darken one
space beside each of the statements g i v e n :
1 = for each thing your aide usually does alone
2 = for each thing you and your aide usually doalter­
nately or together
3 = for each thing you usually do alone
4 = for each thing not done by either you or your aide
No doubt you sometimes wish you and your aide might divide
your work differently.
I would like to know how you believe
your work should be divided if you had a really ideal aide.
Please imagine that you have an aide who is capable and
willing to do anything on the list, but you are still the
teacher and she is still the aide.
With such an ideal aide
would you divide the work in your classroom differently?
Would you do different things? Would you expect your aide
to do different things? Would you leave things pretty much
as they are now?
In the Column Ideal of the same answer sheet carefully
darken one space beside each statement:
1 = for each thing your ideal aide would usually do
alone

192

193

2 = for each thing you and your aide would usually
do together or by turns
3 = for each thing you would usually do alone
4 = for each thing which would not be done by either
you or your ideal aide

Please return this form to your director as soon as you
have finished marking it.
THANK YOU!

Ill B8I

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197

DIVISION OP DUTIES BETWEEN TEACHERS AND
TEACHER AIDES IN ADULT BASIC EDUCATION
FORM B :

TEACHER AIDES

SCHOOL:

YOUR N A M E :

YOUR TEACHER'S NAME:_______________________
INSTRUCTIONS
TEACHER AIDE:

The next few pages list things which
teachers or teacher-aides often do in
Adult Basic Education.
Most of them are
probably done by you or your teacher.
You
may do some of them together or take turns.
Maybe some are not done at all.
I would like to know how these things are
divided between you and your teacher this
year.

In Column Actual
darken one space
1 = for each
2 = for each
together
3 = for each
4 = for each
teacher

of the answer sheet please carefully
beside each statement:
thing you usually do alone
thing you and your teacher usually do
or take turns doing
thing your teacher usually does alone
thing not done either by you or your

We all sometimes wish our work could be divided differently.
I would like to know what you would really like to do.
Imagine that you already know or could learn to do any of
the duties on the list.
If you were free to choose/ would
you do different things? Would your teacher do different
things? Would each of you keep on doing about the same
things you do now?
In Column Ideal of the same answer sheet please darken one
space beside each of the same statements:
1 = for each thing you would do alone if you were
really free to choose

198

2 = for each thing you and your teacher would usually
do together if you were free to choose
3 = for each thing your teacher would usually do alone
if you were free to choose
4 = for each thing which would not be done by either
you or your teacher if you were free to choose

Please return this form to your director as soon as you
have finished marking it.
THANK YOU!

X*H 951

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202

DIVISION OF DUTIES BETWEEN TEACHERS AND
TEACHER AIDES IN ADULT BASIC EDUCATION
FORM C :

The Director of Adult Basic Education

NAME OF AIDE:

______________________________ __

WORKD WITH:
(Name of teacher)
INSTRUCTIONS
Please check on the answer sheet provided each
statement as it pertains to the teacher aide of Adult
Basic Education:
1.

Age Range:
1
2
3
4
5

=
=
=
=
=

below 20
20-29
30-39
40-49
50 or above

2.

Marital Status:
1 = single
2 = married
3 = separated
4 = widow (er)
5 = divorced

3.

Years of teaching Adult Basic Education:
1 = 1 year
2 = 2 years
3 = 3 years
4 = 4 years
5 = over 5 years

4.

Years working with this teacher in Adult
Basic Education:
1 = 1 year
2 = 2 years
3 = 3 years
4 = 4 years
5 = over 5 years

203

5.

Aide lives:
1 = within the poverty area
2 = outside this poverty area

6.

Highest School Grade Completed:
1 = 1st to 6th grade
2 = 7th to 8th grade
3 = 9th to 10th grade
4 = above 10th grade, but did not
graduate
5 = High school graduate

7.

Vocational School:
1 = attended vocational school but
did not graduate
2 = graduated vocational school

8.

College:
1 = attended college but did not
graduate
2 = graduated
3 = graduated 4-year college

Please check on the same answer sheet each state­
ment as it pertains to the teacher who is teamed with the
aide:
1.

Age Ran g e :
1
2
3
4
5

=
=
=
=
=

below 20
20-29
30-39
40-49
50 or above

2.

Marital Status:
1 = single
2 = married
3 = separated
4 = widow(er)
5 = divorced

3.

Years of teaching Adult Basic Education:
1 = 1 year
2 = 2 years
3 = 3 years
4 = 4 years
5 = over 5 years

204

Years working with this aide in Adult Basic
Education:
1 = 1 year
2 = 2 years
3 = 3 years
4 = 4 years
5 = over 5 years
Teacher Resides:
1 = within the poverty area
2 = outside the poverty area
Highest level
1 =
2 =
3 =
4 =
5 =

of education completed:
less than bachelor's degree
college degree (bachelor)
graduate work, no degree
graduate degree, Master
post m a s t e r 's study

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:=:::

A.

::::: ACTIVITIES =====

2 0 . :::Atfcend::faSUlty meetings :::::
2 1 . -Keep up to date-on-tha^latest::
-developments in-content and :-::::: :^.-teaching-materials-for-ABE
2 2 . -Help adults choose -cour-ses2 3 . -Read professional Journals2 4 . :::Atfeend::pr&fessional::jneetingS::::
2 5 . -Identify-spec iai: talents of -==:
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26. :::InfOrm::adults Of-CQimnUnity::
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-their- lessons
3 1 . : Orient new adult students
3 2 . :-Make personal contacts with
ABB: prospects
23. : : Grade test papers
2 4 . Help students select books at
the library
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comfortable in class
3 6 . Convince under-educated adults
that ABE is valuable
3 7 . Call on adult students who
have been absent from class
3 8 . Keep attendance records up to
date
3 9 . Telephone adult students at
home when necessary
4 0 . Arrange special observances
of birthdays, promotions,
anniversaries, or other events
important to ABE students
4 1 . Make up calendar of class
activities and keep it up-to
date
42. Duplicate things like tests,
forms, letters, and teaching
materials

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APPENDIX C
LIST OF SCHOOL DISTRICTS

APPENDIX C
Michigan Department of Education
Bureau of Educational Services
ADULT EDUCATION AND COMMUNITY SERVICES UNIT
Box 420/ Lansing, Michigan 48902
ADULT BASIC EDUCATION PROGRAMS 1969-1970
School District
and County

Address

Number
of
Returns

Battle Creek Public
Schools
Calhoun County

73 Capital A v e . , N.E.
Battle Creek, Mich.
49016

Benton Harbor School
District
Berrien County

400 Pipestone Ave.
Benton Harbor, Mich.
48706

5

Covert Public Schools

Covert, Mich. 49043

1

Detroit Public Schools
Wayne County

5057 Woodward
Detroit, Mich. 48202

Ferndale School District
Oakland County

881 Pinecrest
Ferndale, Mich. 48220

Godwin Heights Public
Schools
Kent County

1536 Street, S.W.
Wyoming, Mi c h .
49508

Grand Rapids Public
Schools
Kent County

143 Bostwick Ave., N.E,
Grand Rapids, Mich.
49502

Holland School District
Ottawa County

61 West 16 Street
Holland, Mich. 49423

Lakewood Community
Schools
Ionia County

Route 3, Velte Rd.
Lake Odessa, Mich.
48849

208

Lansing School District
Ingham County

3426 South Cedar St.
Lansing, Mich. 48910

Muskegon Public Schools
Muskegon County

349 West Webster Ave.
Muskegon, Mich. 49440

West Ottowa Public
Schools
Ottowa County

294 West Lakewood Blvd.
Holland, Mich.
49423

Total

APPENDIX D
COVER LETTERS

210

505 West Owen Hall
Michigan State University
East Lansing, Michigan 48 823
June 12, 1970

Dear Sir/Madam:
On May 7, 1970, I sent you questionnaires soliciting infor­
mation from you and from your Teachers and Teacher-Aides
working together in Adult Education.
You may recall that
this information is to be used in a Dissertation study
that I am conducting at Michigan State University.
We feel that the proposed study could make a worthy con­
tribution to Teacher, Teacher-Aide programs.
Therefore, we would like very much to have your partici­
pation in order to make this a success.
If the question­
naires were not received or have been misplaced, I would
be happy to forward to you other copies of the question­
naires.
Your cooperation in this effort will be greatly appreciated.
Yours truly,

(Lina R. Godfrey)
Tel:
355-3914
LRG: 1

211

505 West Owen Hall
Michigan State University
East Lansing, Michigan
May 7, 1970
The Director of Adult Basic Education

Dear Sir/Madam:
I am a doctoral student in the College of Higher Adminis­
tration and Continuing Education at Michigan State U ni­
versity.
For my research activity, I am making a study of "Role
Adaptation and Career Development: A Study of Role Defi­
nition and Role Interaction Among Teachers and TeacherAides in Adult Basic Education," in the Public Schools
in the state of Michigan.
I am hereby soliciting the cooperation of you and your
staff in gathering the data.
We feel that this study
may reveal significant contribution to those of us in
the field of Adult Basic Education.
Enclosed are three sets of questionnaires to be answered
by (1) the director, (2) the teacher, and (3) the aide
that works with the respective teacher.
Please distribute the respective questionnaires to one
teacher and one aide in each of four buildings.
Please be kind enough to be responsible for returning the
completed questionnaires and directions in the enclosed
envelopes within the next ten days.
Thank you in advance for your cooperation.
Yours truly,

(Lina R. Godfrey)
Tel:
355-3914

212

505 West Owen Hall
Michigan State University
East Lansing, Michigan 48823
July 31, 1970

Dear Fellow Worker in ABE:
I am a doctoral student in the Program of Higher and
Continuing Education at Michigan State University.
For my research activity, I am making a study of
"Role Adaptation and Career Development: A Study of Role
Definition and Role Interaction Among Teachers and TeacherAides in Adult Basic Education in the Public Schools in the
State of Michigan."
Professor Russell Kleis, my advisor and director for
this research activity, has suggested that I contact you
and solicit your help.
This, I would greatly appreciate.
We feel that this study may result in a significant con­
tribution to those of us in Adult Basic Education and to
others.
I have prepared an extensive list of Teacher,
Teacher-Aide tasks in Adult Basic Education and would be
grateful for your help in classifying them.
It might
require forty minutes of your time.
Please meet Mr. David Boggs and me in 105 E. Holden
at 3:00 P.M. on Monday, August 3, 1970.
Thank you in advance for your cooperation.
Yours truly,

(Lina R. Godfrey)

APPENDIX E
DISTRIBUTION OF RAW DATA FOR CURRENT
AND IDEAL ACTIVITIES AS REPORTED BY
TEACHER-AIDES, TEACHERS, AND
TEACHER-AIDES AND TEACHERS

TABLE E.l.— Current roles— aide alone ID? aide and teacher 12); teacher alone (3)? as defined by teacher-aide.
Activity
(3)

1 2 3 4 5 6 7 8 9 10 11 12 13141516 171819 20 21 22 23242526272829303132 333435 36373839404142 434445 46

332 1 3
33331
3332 2
2 31 2 3
2 32 3 3
33333
2 3 32 3
32 332
332 33
332 33
33
332
1 3 2
33
3331 1
330 10
3332 0
332 32
330 33
2 2 32 3
0 0 0 0 0
2 2 32 3
2 333 3
2 33 3 3
2 3 0 33
331 30
2 2 2 2 0
3330 0
3332 3
2 3 32 3
33333
2 332 3
2 33 32
2 3 333
1 332 3
2 3 32 3

2 332
32
33
3331
1 2 0 3
2 32 3
3330
3332
3332
3333
32 32
330
30
1
2 0
3333
0 0 2 0
3333
3332
30 0 0
332 2
0 0 0 0
0 30 2

3333
3333
0 3 0 3
1 3 33

1
0

3
3
3
3
3
2
3
1

1
0
3
2

3
3
3
3
3
3
3

1
2
0
3
0
0
0
0
0

3
3
0
3
0 0 2 0
0 0 2 3
3333
3332
3332
0 333
2 33 3
2 33 2
1 32 2
2 32 3

2 2
30
30
2 0
2 2
30
33
30
2 3
32
2 3
2 0
31
2 0
30
2 0
30
32
0 2
0 3
0 3

3C
3o
0 z
1 3
2 3
0 5
33
3C
32
33
33
33
33

2 2
32
32
30
2 z
2
32
33
2 3

3
3
3
3
3
3
3
3
3
3
3
1
3
3
3
3
3
3
3
0
c

3
33
C3
z
0
3 3
0 3
32
33
2 2
33
32
3
33
3
322
z 32
z z 2
z, 3
3
332
333
333
-3
3Z
3
2 2
3 3
333
32 3
333

2 0 2
332
332
330
2 3 0
332
332
333
30 3
32 3
2 30
2 1 0
32 3
2 0 0
30 3
330
30 0
330
0 0 0
0 30
2 0 3
2 0 0
2 3 3
302
0 0 2
332

3
3
3
2
3
3

3
3
3
0
3
3
2 3
2 3

I
3
0
3
3
3
3
2
33
33
32
31
1 3
0 0
33
0 0
2 3
2 3
2 3
2 2
2 3
2 3
0 0
0 3

0
3
1
2
0
0
2
2

2 2
0 0
32 3
333
2 3 2
2 2 3

3
3
3
3

3
3
3
3

3
3
3
2

2 2 Q
333
332
0 3 2
2 30
0 30
2 3 3
32 2
333
2 3 3
2 33
1 30
33 3
2 0 0
333
0 3 2
2 3 0
330
30 0
2 3 1
333
0 3 3
2 3 2
333
2 3 0
2 30
332
332
32 2
333
2 3 3
2 3 3
2 32
2 33

1 2
33
32
2 2
32
0 3
2 3
0 2

0
0
2
3
0
0
2
1

333
333
2 32
1 1 1
331
0 2 2
32 3
2 2 1
0 0 3
332

0 2 0
0 1 2
332
333
0 33
31 3
2 2 2
0 2 3
32 3
32 3
2 3 2
333
32 2
333
332
2 2 3

331 2 0 1 2 1 2 1 3
31 2 332 322 0
2 1 2 0 2 0 332 1
1 1 1 0 2 30 2 2 3
31 30 2 0 0 2 2 3
2 0 1 32 0 0 31 3
2 0 2 2 2 2 331 2
2 0 2 0 2 2 0 2 2 1
2 3 3 333 33 3 3
32 332 33333
32 331 0 32 2 3
32 1 1 1 2 0 1 1 1
1 0 332 3 33 0 1
2 0 2 0 2 2 0 2 2 2
2 0 3 32 30 3 33
2 1 30 0 2 0 2 0 1
2 0 30 2 0 30 0 0
0 0 2 30 3 0 32 2
2 0 0 2 1 0 0 0 0 0
0 3 1 32 1 0 0 0 3
1 2 3 32 0 0 33 1
33
30 2 32 30 0
30 33 1 0 3c0 2
0 3 32 1 30 1 33
31 2 0 2 1 0 0 1 2
2 0 332 0 3
0 0 2
0 2 3 3 2 o3 3 2 3
33332 0 3332
0 0 3 0 2 2 0 30 2
30 331 30 333
2 3 2 3 2 332 32
33332 2 332 3
2 3 3 3 3 2 2 2 2 2
332 32 3 3332

2
2
0
0
0
0
0
3
0
0
0
0
2
2
2
0
0
0
2
0
0
3
0
0
0
0
0
0
0
3
1
1
2

1
0
0
0
0
0
3
1

2 1
30
30
0 2
2 0
30
32
1 0

333
333
1 3 0
1 1 0
330
2 0 0
333
1
0
0
0
2

3
3
0
3

2
0
0
0
2

3
3
2
3

1 0
2 0

2
0
3
0
0
3
0
0
3
2
2

333
333

0 32
332
332
333
2 3 3

333

1 1 0 1 3
30 0
2 3
1 2 2
31
332 2 2
332 2 2
332 0 2
1 3 3 2 2
1 3 2 2 2
2 3 3 33
1 2 0 3 3
2 0 0 33
1 0 0 1 1
31 0 0 1
30 0 2 2
32 0 32
30 0 0 2
1 0 2 2 0
2 2 2 2 2
0 0 2 2 0
32 2 2 0
33 2 32
33 2 2 0
32 2 0 0
30 332
1 1 1 2 2
2 0 0 0 0
2 3 2 32
2 2 2 32
30 332
32 2 2 3
32 2 2 2
32 333
32 333
0 2 2 2 2

1
3
1
2
2
2
2
2
3
2
2
1
3
2
2
2
2
2
1
2

14
2
7
5

3
3

1
2
2
5
0
1
2
22
9
1
0
4
1
0
2
4
2
0

3
3
3
3

10
0
0
0
0
1
0
1
3
1

0
0
1
2
3
2
3
2

17
5

10
27
19
14
16
23
23
14
41
33
24
6

29
3
31
14
13
19
4
11

29

27

18
25
5
14
31
33
24
26
30
37
6
9

TABLE E.2.— Current roles— aide alone (1); aide and teacher (2); teacher alone (3); as defined by role sets.^

Activity___________________________________

No.

1

2
3
4
5
6

1

2

2
0

3
3
3
3
3
3
3
3

2

3
3
3

3

4

5

6

7

3

3
3
1

3
3
3

3
3
3

0
0
0

2
1
0
0

2

3
3

3
3
3
3

3
3
3
3
3

3
3
3
3
3

2
2
0
0
0
2

2

2

2

3

3
3
3
3

3

3
3
3
3
3

2

2
2

3
2

3
3
3

3

7
8
9
10

2
2
2

2

2

2

3

3

3

11

3
3

2
2

2
2

2
2

2

3
3
3
3
3

12
13
14
15
16
17
18
19
20
21

3

3
3
1
2
2

3

3

2

2

3

3

2

2

2

3

3
3
3
3
3
3

2
2
2

2
2

2
2

3
3

2

0

2

2

2

2

3
3

3

3
3
3
3
3

2

3

3

2
1

2
2

22

3

23
24
25
26
27
28
29
30
31
32
33
34

1

3
3
3
3
3
3
3

3
3
2
1
2
2
2

3
1
2

3

2

3
3

2

3
3
3

3
2
2

3

2

3
3
3
2

3
3
3
3
3

2
2

3
3
3
3
3
3
3
3
3
2
2

3
3
3
2

2

3
3

3
3
3
3

3
3
3

2

8

9

10

3

3

2

0
2

2
2

3
3
3
3
3

3
3

2

3
3
0

2
2

3
3
3
3
3

3
3
3
3
3
3
3

2

2

3
3
3
3
3
3
3
3
3

2
2
2

3
3

2
2

11

12

13

14

3

0
0

3

2
2

3

3

2

2

3

2

2

2

2
2

0
0
0

3
2
0

3
3
3

1
2

3
3
3
3

3
3
3
3
3

2

2

3

3
3

2

3

3

2

0
2

2
2

3

3
3
3
3
3

2

2

3

3

2
2

2
0

3
3

3
3

3

3

2
2

1

3
2

0

0

3

0
0

3
3
3
3

3
3
3

3
3
3
3
3
3

3
3
3
3

2

3
3
2

2

2

2
2

2
2

3
3
3
3
3
3

3
3
3
3
3
3
3

0
0
0
2

0
2

3

3

2
2

1
2

3
3

3
3

2

0

3
3
3
3
3
3
3
3
3
3

3
3

2

2

2

3

3
3
3
3
3
3
3

2

3
3
3
2
2

3

15

2
2

3

2

3

0

3
3
3

2
2
2

3

2

3

2
2

0
0

2

2
0

2

3
3
3
3
3
3
3
3
3

3
3
3
3

3

3

3

0

3
3
3
3

3
3
3
3
3
2
2

3
3
3

2

3
3
3
3

0

3

3

3
3
3

0
0

3
3
3
2

2

3
3
3

16

2

17

18

19

20

21

3

3

27

28

29

2
1

1

3

1
2

3
3

3

1

2

1
1
1
2
2
1
2

2
2

2
2

3

3

3
3
3
3

2
2

2
2
1
2
2
1
2
2

1

2

2

3

3
3
3

3
3

3
3

3

2

3

1

2

2

1

2

3

0

3

3

3

3

2

0

3

2
j

1

2

3

3

j
«

j

3
3

3
3
3
3

0
2
0

0

2
2

2
2

1
2

2

0
2
0
2

3

3
3

3

3

3

3

2
2

3

2

2

2
2

2

2
3

2
2

3

2

3
3

0
2

2

3

2

2

3

2
1

0
0

3
3
3

3

2

3

3

3

0

0

3

2
2

0
2
0
0
2

0
2

3

2

3

2
2
2

3
3

2

C

3

0

2

3
3

2
2
2
2
2

3

3

0
0

2
0

3
3
3
3

2
2

2
2

2
2

3
3
3

3
3
3
3
3
3

j

2

1

3
3

2

2
1
2
a

3

2

2

2
2

3

2
2

3
3
3

3
3

2

2

2
2
2
2

3

2

2

2
2
2
2

3
3
3
3
3

2
2

2

26

3

2
3

3
3
3

25

1

3

2

24

0

2
2

2

23

3
3

3
j
j
3

2

3

3

22

2

3
2
1
2
2

3

0

2

3
3

1

2

2
2

3
3
3

2
2

2
3

3

3
3

3
3
3
3

3

2

3

3

3

2

3

2

2

3
0
2

3

3
3

2

2

3

3

3
2

3
2

3
3
3
3
3

2
2

2
2

2

3

3

2

2

3
3

3
3

3
3

3
3

3
3
3
3
3

2

2
2

3
3
3
3
3
3
3
2

3
3

2

3

3
3
3
3
3
3
2

3
3
3
3
3
3
3
3
3

3

3
3
2

3
2
2
2

3
3
2
2
2

3

2
2

3

2

2

2

3

3

2

2
2
2

3
3
3
3
3

1

3
3
2
2

2
2
2

3

3

3
3
3
3
3

0

2

3

3

2
2
2

2

2

3
3

3
3
3
3

0

2

3
3
3

3
3
3
3
3

2
2

3
1

3
3
3

2
2

30

32

3

33

34

35

3

3
3
1
0

3

1
2
2

3
3
3
3
2

2

3
3
2
2
2

1
1
0

1
1

2
1
2

3

8

1

2

2

3
3

0

1
1
1
0
2

1

3
3
3

3

3

2
1
0
1
1
1
2
2
2
2
2
0
2

3
3

3

1
1
1
1
1
0
1
1
2
1
2

1
2

2

2

3
3

3

3

3

2

0

2

2

0
0

3

3

2

2

1

3

2
2

3

2
2
2
•1

2
2

3

2

2

3

2

3
1

0
0

3

2

2

2

3

3
3
3
3

3

2
2

1
1
2

1
2
0

3
3

2

0

2
2
2

3

3
3

3
3
3
3
3
3
3
3
3
3

3

1
2
2
1
2
2

3
3
3
3
3

3

2

2
2

0

3

3
3
3
3

2
2

3

1

3

3

2

3
3
3
3
3
3

2
2
2

2

2

3

3
3

3
3
3

3
3
3
3
3

2

2

3
2

2

3
2
2
2
2

3
2
2

3
3
2
2

3
3
3
3
3
2
2

3
3
3
3
3

0

0

0
0
1
0

3
3
3
2

27
27
26
20
22

3
0

2
2

2
1
2
2

5

1
2
1

2
1
2

3

7
4
7

1
1
1
1
1
1
2
1
2

2

0

8

1
2
1

2

3

7

45

3
3
3
3

2
1
2
2
2

4
8

44

3
3

3

10

3
2

43

3

0

28
12

22

42

3

3

9
15

10

41

3

2

13

40

3

3
3

(3)

39

3

3

1

(2)

38

2

2

3

in

37

36

2
1
2
2
2

3
3

2
2
2
1
2

31

3
1
1
1

3

2

3

1
2

0
2
1
2

3

3

2

2

3

2

2

2

2

3

2
2

2

3

3

3
3

2

2

2
2

2

2

3

2
2
2
2
1
2

1

0
0

3

0

1
1
2

3

2

3

3
3

0

0
2

3

3

1

2
2
2

3
3

3
3

0

0

3
3
3
3
3
3
3
3
3

3
3
3

2
2
2
2

2
0

2

2

2

3

3

3

3

2

3
3
3

2
2

3
3

3
3
3

3
3

2

3
3
3

3
3

2

3
3
3
3
3
3
3
3
3
3

0
2

3
3
0

3
3
3
3
3

3
3
3
3
1
2
2
1
1
2
0

3
2
0
0
2

3
2
0

0
2
1
2
2
2

0
2
2
2
2
2
2
2
2

3

2
2
1
2
2

3
3
0
2
2
2

2
2
2

3

3

2

2
2

3
2

15
18
24
14
28
18
16

2
1
6
6
2

3

2

2

2

1
2
2
2

3
3
3

2

0
2

3

0

23
14
9

2

4

10

2
2
2

3
3
3
3
3
3
3

0
2

13
23

0

12

3

11

1
0
0

11

2
1
2

2

0

3

1
2

1

3

2
2

2
2

2

3

3

3

2

22
8

9

3

1
2

2

2
0

2

3

3

2
2
2
2

31
28
9

10

3

2

2
2

2

14
45

3

1

3
3
3

3

21

1
2
0
2
1

2

3
3

1

2
2
2
2

3
3
3

3
3

3
3
3
3

46

3
3

1
1

6

9
9

0

34
13
11
34
18
32
14
21
18
21
12
25
22
39
20
20
35
30
31
17
30
32
36
35
37

TABLE E.3.— Ideal roles— aide alone (1); aide and teacher (2); teacher alone (Jk as defined by teacher-aide.
A c tiv ity

NO.

12

3

4

1

3
3
21
23 3 2
3
0 3 3 2
4
23 12
5
2 3 22
2
2
6
7
2 33 33 2
2222
8
9
2223
10
3
3
00
2223
11
12 3 2 1 2
13
3
201
3
3
14
02
15 2 3 3 2
2221
16
3
17
20 3

2

18
19

20
21
22

23

24
25
26
27
28
29
30
31
32
33
34

0
0

0
0

0
0

0
0

13 0 2
13 3 1
223 3
3
1
21
3 2 1 1
2 2 2 2
12 2 0
2 3 3 1
12 3 1
2
3

1
1
2
1

2
2
3
3
2
3

3
3
2
2
2
3

5

6

2
2
2
3
2
1
0

2
2
3
1
2
2
3
2

3
3
3

3
3
3

3

2
2
3
2
0
0
0
1
2
3
1
1
2
2
2
2
2

1

3
3
3

0
3

0

1
2
1
3
1
1
2
0
2
2

11
2 1
111
3 3 2
3 2 1
13 1

2
2

7

8

9

101112 1 3

212
1
3
3
1
3
3
3
23
222
203
3
3
2
002
3
23
022
23 3
123
3
02
023
3
2
3
22
1
3
23
0 0 0
0 0 0
20 3
3
1
3
3
3
3
221
3
2
0
2
2
2
3
2
3
2
3
2

2
3
2
2
2
3
3
2
2
2
3

2

1
2
2

1
2
2

1
2
3
2
2
2
3
2
2
2
2
2
1
0
3
2

1 21

2
3

15

16

17

2
2

2
3
3
3
3
3
3
2
3
3

2
2
2
2

1
1
1
3
1
3

02
3
1
3
3
3
2
22
22
3
3
23
3
3
3
1
23
00
00
3
1
0 3
20
21

18

200
3
3
2
3
3
3
222
222
3
22
3
3
3
002
3
3
3
222
223
121
3
3
0
023
3
3
3
2 33
3
3
0.
3
3
0
0 0 0 0 3 0 0 0
0
3
1
0
00
0
0
20 223 0 10
2 3 3 21223
2 3 3 3 3 3 20
202
2 223
12 3 2 0
112 3
3
2
2
2
2
2

22
3
2
2
3
20
20
3
0
3
2
02
3
2
22
2
3
20
3
0
20
3
0
21

14

3
3
3
3
3
3
2
2
2
0

3
3
2

3
3
2
2
2
2
2
2

3
2
2
2
2
2
2

1
1
1
3
1 1
112
3 2 1

3
3
3
2
2
2
3
3
3
2

19

202122 2 3

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

1• 1 2 0 1 2 0 2 2 1 2 2 1 2 1 2 1 3 1 2
120202201202220020003
13 13 23 3 22212 3 23 3 3 3 13 3
23 22222202220223 22220
23 0 3 3 3 20020 23 23 023 03 3
22
0222222202 3 2203 0203
23 13 3 23 112122223 3 013 3
222222221222022022222
13 123 23 23 213 3 123 3 3 3 3 3
2023 3 3 202022223 3 22 3 2
3
02003 3 3 200023 203 223 03
0100 11120101110211 113
13 0003 3 101010013 3 0101
03 0002202202022022223
3
03 3 02222023 2 3 03 03
3
2
2 2 1 2 2 2 3 2 3 1 0 0 0 2- 2 0 3 3 1 0
03
23 0 00 01121100 0 0 0 00 002
0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 2 2 0 0 0 1 0 1 0 2 0 0 0 0 0 2 0 0 2 0
0 0 2 2 2 2 3 0 3 2 2 2 2 2 1 2 2 0 2 2 2 2
1220 3 222113 2 3 3 23 0 3 0123
212003 22212020120023 12
1 1 22 20 2 1
2 2 1 1 1 1 1 2 1 2 3 2 3 1 1 2
11
113 12 112 12 11111112
2 0 2 1 3 3 2 2 2 3 2 1 2 2 1 1 3 3 3 2 2 3
2 0 2 0 3 1 2 1 2 0 2 0 3 2 2 0 3 3 3 1 2 2
2 1 2 2 3 1 2 1 2 0 1 2 3 3 2 0 0 3 1 1 2 2
2 1 2 2 3 1 2 1 1 0 1 2 3 3 1 0 3 3 3 1 2 2
2 1 2 0 2 2 2 3 2 2 2 0 2 3 2 2 0 3 0 2 0 3
2 1 1 1 1 2 2 3 1 1 2 1 2 3 2 1 0 2 0 1 0 2
1
2 2 2 2 3 1 2 1 3 3 1 1 2 1 2 2 2 1 1 1 3
2 1 2 2 3 1 2 1 2 3 2 3 2 3 1 2 3 3 3 2 3 2
3 0 1 3 1 2 3 1 3 3 1 1 1 1 2 3 3 1 1 2 2 2
2 3 2 2 3 1 3 2 2 3 3 1 2 2 1 2 3 3 3 2 1 3

1
0
3
2
2
2
1
2
2
3
2
2
0
2
3
2
2
0

3

41

1
1
2
2
3
2
2
3
1
2
3
2

42

11
12
11
20
20
20
12
20
11
0
3
23
12
02
3
1
3
3
20
3
21
3
10
000
00 1
2 1
22
21
3
02
1
11
2 3 1
2 1 1
10
2 1 2
2 1 1
2 1 0
11 3
111
2 1 1
2 3 1
111

3

.1

43

44

45

I 1 2 1
1202
1221
2222
1222
2122
2 2 2 2•
2222
1122
012 3
0202
0111
2102
0222
2 3 02
0002
2202
0000
0000
3
22
3
1121
1122
1111
2 1 1 1
12 11
002 1
2 1 2 1
1 1 02 1
12
2
12 02
12 2 1
112 1
3 1 2 2
1 2 1
3

(1 )

(2 )

(3)

18
7
9

18
19

4
9
25
6
11
9
20

46

2
1
1
8
1
8
3
0
21
10
2
0
7
6
0
6
4
13
7
23
25

9
8

10
15

a

11

33
26
28
17
35
14

20
20
11

7
18
14

20
10
1
5
26
15
17
16
15

21
18
24

21
22

20

19
17

13
15
13

17

15

20
14

1

24
16
16
4
11
11
22

8
11

1
1

7
15
14

4

6
14
10
9
9
9
8
9
13
13
18

TABLE E.4.— Ideal roles— aide alone (1); aide and teacher (2); teacher alone (3); as defined by teacher-aide.
Activity
No,

1

2

3
4

5

6
7
8
9
10
11

15
16
17
18
19
20

21
22

23
24
25
26
27
28
29
30
31
32
33
34

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17 IB 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46

2
2
3
2
0
3
2
2
2
2
2
3
2
2
2
1
0
2
3
2
1
3
1
3
2
2
1
1
2
1
1
1
2
2

1
0
1
1
1
2
3
2
2
3
2
2
2
0
3
0
3
2
0
3
3
0
3
3
3
3
3
3
2
3
3
3
3
3

3
3
3
3
2
3
3
2
2
2
2
2
3
3
2
2
3
3
3
3
3
3
3
3
2
3
3
0
2
3
2
2
2
3

2
2
2
2
3
3
2
2
2
0
0
3
2
2
2
0
0
2
0
2
1
0
2
1
2
2
1
1
2
1
1
1
1
1

2
0
1
2
2
2
3
0
2
2
2
0
2
2
0
1
3
0
0
2
2
3
3
3
0
2
2
2
2
2
2
0
2
3

2
1
0
2
0
0
3
2
2
3
0
1
3
2
2
0
3
3
3
3
2
2
2
2
3
2
1
2
1
2
3
2
1
1

3
2
1
2
3
3
3
3
2
3
2
1
3
3
2
3
3
3
2
3
3
3
3
0
2
2
2
2
2
2
3
2
2
3

3
2
2
0
3
3
3
3
2
3
2
1
3
2
2
3
3
2
0
2
3
3
3
3
3
3
2
3
3
3
3
2
2
3

1
1
2
2
2
2
2
2
2
0
2
0
2
3
1
3
2
2
0
1
1
2
2
1
2
2
1
1
2
3
1
1
2
2

2
1
3
0
2
0
3
2
2
3
3
1
2
2
2
2
2
3
3
3
2
3
3
3
2
2
2
2
2
1
2
2
2
2

3
1
1
2
3
3
3
3
2
3
2
2
3
2
3
2
3
3
3
3
3
3
3
3
2
3
3
3
3
2
2
3
3
3

2
0
0
2
0
3
3
2
2
2
2
2
2
0
2
1
2
0
0
2
2
1
1
0
0
3
1
2
3
1
2
3
3
3

3
2
3
2
2
0
3
2
2
3
2
0
3
2
3
0
2
3
2
3
3
1
1
3
3
3
3
3
2
2
0
3
3
3

1
0
2
2
2
2
2
2
2
1
1
2
2
0
1
1
3
2
3
3
1
0
0
3
0
2
1
1
2
1
2
1
2
1

3
2
2
2
3
3
3
3
2
3
2
1
3
2
3
3
2
3
3
2
2
3
2
3
3
3
2
2
3
3
2
2
2
2

3 2
1 0
1 2
2 2
3 3
3 3
3 3
1 2
2 2
2 3
2 2
2 2
3 2
2 3
2 3
2 3
2 0
3 3
3 2
3 3
2 3
3 0
2 0
3 3
3 2
1 3
2 3
1 2
3 2
1 2
1 3
1 3
2 2
1 2

3
2
1
2
2
0
2
2
2
2
2
2
2
2
2
2
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2

1
2
1
2
0
0
2
2
2
0
2
3
0
2
2
2
2
2
2
2
2
2
1
2
2
1
2
2
3
1
1
1
2
2

2
2
2
2
3
3
3
2
2
2
2
1
2
3
2
3
3
3
3
2
2
3
2
3
2
2
2
2
2
3
2
2
2
2

3
1
1
2
3
3
2
0
2
1
2
2
2
2
1
0
2
3
2
3
2
3
3
3
2
1
2
3
2
2
2
2
2
2

2
0
0
2
3
3
3
2
2
3
2
0
2
2
2
2
0
0
3
2
3
3
2
3
2
3
3
3
2
3
2
2
2
3

2
1
1
0
3
3
3
2
2
3
2
2
2
2
2
0
3
1
1
2
2
2
3
2
0
2
1
1
2
3
1
1
3
3

2
1
2
0
3
3
2
2
2
3
2
3
2
2
2
0
2
3
0
2
2
3
2
2
2
2
2
2
3
1
2
2
1
3

2
3
2
2
3
3
3
3
2
2
3
1
2
2
0
2
3
2
3
3
3
2
3
1
2
2
2
2
3
2
1
1
3
2

1
1
2
2
0
1
2
2
2
2
2
1
2
2
3
1
0
2
0
2
2
3
3
2
3
2
1
2
2
2
1
2
2
2

1
2
2
2
3
1
2
2
2
0
2
2
0
2
2
0
0
0
0
2
0
0
0
2
2
0
0
0
0
1
1
2
1
2

1 0
1 1
1 2
0 2
2 0
1 0
2 2
2 2
2 2
2 0
2 2
2 0
2 1
2 2
2 2
0 1
3 0
0 0
3 1
2 1
2 1
2 3
1 3
1 2
3 3
2 1
1 1
3 1
2 1
1 0
2 0
1 0
3 1
3 1

1
0
1
2
1
2
2
2
2
2
2
2
2
2
2
1
0
0
0
2
1
3
2
1
3
1
2
2
2
2
2
1
2
2

2 2
2 1
0 1
2 2
3 2
3 3
2 2
3 2
2 2
2 2
2 2
3 0
2 2
3 2
2 2
3 2
2 3
3 2
2 -0
3 2
2 2
2 2
3 1
2 2
2 3
3. 1
0 1
3 1
3 2
2 1
3 2
3 2
3 1
3 2

0
0
2
2
2
3
1
2
2
3
0
2
2
3
3
3
3
0
2
3
2
2
2
2
0
1
2
2
2
1
2
3
2
1

1
3
0
3
3
2
3
2
2
3
2
3
2
1
2
0
3
0
1
3
3
0
0
3
0
3
3
0
2
2
0
0
2
1

2
1
3
1
3
3
3
3
2
3
2
2
3
2
2
3
0
0
0
3
3
3
2
3
1
2
3
3
3
2
3
2
2
3

2
3
3
0
3
1
0
2
2
3
2
2
2
2
2
0
0
2
1
2
3
3
2
3
3
3
1
3
2
2
3
3
2
3

1
1
2
0
0
1
2
2
2
2
2
2
2
2
2
1
2
2
0
3
1
2
2
2
2
2
1
2
2
1
3
3
2
3

0
0
1
2
2
0
3
2
2
2
2
2
2
2
2
3
2
3
0
2
2
2
2
1
2
2
1
1
2
2
1
2
1
2

3
3
2
2
3
3
3
2
3
3
2
0
2
2
3
0
3
0
0
2
2
3
3
2
3
2
2
2
3
2
3
2
2
2

1
3
0
2
3
1
2
2
2
2
2
3
2
2
2
3
0
2
1
2
2
0
0
3
0
2
2
2
2
0
2
1
0
2

1
1
1
1
2
0
1
2
2
1
2
2
2
1
2
1
2
2
1
1
1
3
2
1
2
0
1
2
1
0
1
1
1
1

2
1
1
1
3
1
2
2
2
0
0
3
2
2
2
3
3
2
3
2
1
2
2
3
0
1
1
1
1
2
1
1
1
1

1
2
2
2
2
1
1
2
2
2
0
2
2
2
2
2
0
1
2
2
1
2
0
2
2
2
1
1
1
0
1
1
1
1

2
1
2
0
3
0
0
2
2
2
1
2
3
1
0
2
2
2
0
2
1
2
2
3
1
2
1
1
2
2
1
1
2
2

0
0
2
2
2
0
2
2
2
2
3
0
2
2
2
3
2
2
0
2
2
1
2
1
2
1
2
2
2
1
1
2
2
1

2
3
3
2
2
3
2
2
2
2
3
2
2
2
2
2
2
3
2
2
2
2
2
1
0
2
1
1
2
1
1
1
2
2

(1)

(2)

(3)

13
17
15
4
2
8
3
1
0
3
2
8
1
3
3
9
0
2
6
3
11
3
6
9
2
9
19
13
5
15
16
16
11
10

19
12
18
31
15
6
20
36
45
20
35
22
33
34
32
12
16
18
9
26
22
16
20
11
22
23
17
20
29
19
17
9
8
16

10
7
7
2
22
22
21
7
1
7
4
8
10
6
8
13
18
15
13
17
12
20
14.
23
13
12
8
10
11
8
10
9
8
16

216

12
13
14

1