I N F O R M A T I O N T O USERS

This dissertation was produced fro m a m icro film copy of the original docum ent.
While the most advanced technological means to photograph and reproduce this
docum ent have been used, the q u a lity is heavily dependent upon the q u a lity of
the original subm itted.
T h e fo llo w in g explanation o f techniques is provided to help
markings o r patterns which may appear on this reproduction.
1.

you

understand

T h e sign or “ target" fo r pages apparently lacking fro m the docum ent
photographed is "Missing Page(s)” . If it was possible to obtain toe
missing page(s) or section, they are spliced in to the film alonn w ith
adjacent pages. This may have necessitated c u ttin g thru an image and
duplicating adjacent pages to insure you c o m p le te co n tinuity.

2.

W hen an image on the film is obliterated w it h a large round black
m ark, it is an indication th at the photographer suspected that the
cop y may have m oved during exposure and thus cause a blurred
image. You will fin d a good image of the page in the adjacent frame.

3.

W hen a map, drawing or chart, etc., was part o f the material being
p h o t o g r a p h e d the photographer follow ed a defin ite m eth o d in
"sectioning" the material. It is customary to begin photoing at the
upper left hand corner of a large sheet and to co n tinue photoing fro m
left to right in equal sections w ith a small overlap. If necessary,
sectioning is continued again — beginning b e lo w the first row and
c o n tin u in g on until com plete.

4.

T h e m ajo rity of users indicate that the textu al co n ten t is o f greatest
value, however, a som ew hat higher quality reprodu ction could be
made from "photographs" if essential to the understanding o f the
dissertation. Silver prints of "photographs" m ay be ordered at
add ition al charge by w ritin g the O rder D e p a rtm e n t, giving the catalog
num ber, title, author and specific pages you wish reproduced.

U niversity M icro film s
3 0 0 N o r th Z e e b H o a d
A n n A rb o r. M ic h ig a n 4B106
A X e ro x E d u c a tio n C o m p an y

73-5443
McKINNEY, Carolyn Dommer, 1938PROFESSIOKAL ROLE PERCEPTIONS OF MICHIGAN HCME
ECONCMICS TEACHERS.
Michigan State University, Ph.D., 1972
Education, vocational

U n iv e rs ity M ic ro film s , A XEROX, C o m p a n y , A n n A rb o r, M ic h ig

P R O F E S S I O N A L ROLE PER CE PT IO NS OF M I C H I G A N
HOME E C O N O M I C S T E A C H E R S
By
Car ol y n Dommer M c K i n n e y

A THESIS

S u b m i t t e d to
M i c h i g a n S t ate U n i v e r s i t y
in part ia l f u l f i l l me nt of the re q u i r e m e n t s
for the degree of
D O C T O R OF PHILOSOPHY
C o l l eg e of Education
1972

PLEASE

Some

NOTE:

pages

may

indistinct
Filmed

University

as

Microfilms,

have

print.
received.

A

Xerox

Education

Company

ABSTRACT
P R O F ES SI ON AL ROLE P E R C E P T I O N S OF MICH IG A N
HOME ECO NO MI CS TEA CH ER S
By
C a r o ly n Dommer M c K i n n e y

O b j e c t i v e s .— The o b j e c t i v e s of this study w e r e
(1) to identify e x p e c ta ti o ns ass oc ia te d w i t h the p r o ­
fessional role o f the home eco no m ic s teacher as r e f l ec te d
in the professional literature and pe rc ei ve d by teachers,
(2) to examine d if f e r e n c e s in the percept io ns that home
e conomics teachers m a y have r e g a r d i n g ex pe ct at io ns

for

the professional role of the teacher of home e c o n o m i c s ,
(3) to det e rm in e relative p r i o r i t i e s of sets of e x p e c ­
tations which m a y be r e f l e c t e d by the teachers'
ceptions,

role p e r ­

{4) to identify r e l a t i o n s h i p s between p e r ­

cep ti on s of role e xpectations and selected b a c k gr ou nd
var ia bl es

(such as age, a c a de m ic preparation,

experience,
(5)

te aching

and type of home ec on om ic s p r o g r a m ) , and

to explore structural p r o p e r t i e s ch ar a c t e r i z i n g

selected aspects of the pr of es si o na l role of the home
economics teacher.

C a r o l y n Dommer M c K i n n e y
P r o c e d u r e .— Data for this study w e r e obtained
from r e s p on d en ts in a r an d o m sample of 25 0 p ub l i c high
school home economics teachers selected
register of certified tea c hi ng personnel

from the 1969— 70
in Michigan.

Q ue st i o n n a i r e s were returned from 7 7 per cent of the p r o ­
spective respondents.

The analyses included

and pe r c e n t a g e summaries of respondents'

frequency

pe rc ep ti on s

together w i t h simple c o r r e la ti on s between role sector
scores and 21 background variables.
F i n d i n g s .— Two-thi rd s of the r e s p o nd en ts were
from 26-56 years of age and

72.9 per cent w e r e married.

Vocati o na l teaching c e r t i f i c a t e s were held by 81.3 per
cent of the respondents and

8 8.5 per cent had earned

college c r ed it beyond the b a ch elor's d e g r e e w i t h 30.7 per
cent h a v in g earned the m a s t e r ' s degree.

S i x t e e n or more

years of teaching experience was reported by 20.3 per
cent of the respondents w h i l e
two years o r less.

21.4 per cent had taught

U n d e r g r a d u a t e degrees f rom out-of-

state i nstitutions were held by 27.1 per cent of the
respon d en ts and

26.0 per cent w ere gra du a te s of Michigan

State University.
Using a five-point scale ranging from "l"
to "5"

(low)

(high), m ost of the 150 expectations w e r e p e r ­

ceived as fairly important by the respondents.
score v alue of "4" or above
to gr eat importance")

The mean

(equivalent to "of somewhat

was o b t a i n e d

for 107 o f the 150 role

Carolyn Dommer McKinney
expectations while a mean score value of less than "3“
(equivalent to "should not do" and "undecided") waB
obtained for only 13 of the 150 role expectations.
Means above 4.0 were obtained for five of the
ten role sectors— promoting learning, professional m e m ­
bership, department management,
and program development.

substantive development,

Means ranging from 3.43 to

3.97 were obtained for the remaining five role sectors—
p rogiam interpretation, member of school staff, guidance,
types of instructional recipients,

and community m e m ­

bership .
Educational attainment, extent of professional
affiliations and leadership,

teaching experience,

extra-classroom responsibilities,

certification,

age,
and

curricular mode for teaching the material aspects of home
economics were the most important background variables
associated w ith differences in teachers' perceptions.
However,

for any given variable,

cant correlations

statistically signifi­

(.05 and/or .01 level) were found

with a maximum of 50 per cent of the role sectors w it h
the sector concerning professional membership occurring
most frequently in the significant correlations.
The classification system of selected structural
properties revealed slight differentiation among items of
highest and lowest consensus.

In its totality,

the system

did not reveal clearly defined differences among teachers 1
overall perceptions of professional role expectations.

ACKNOWLEDGMENTS

The writer w i s he s to thank all who m ade this
study p o s s i b l e — e s p e c i a l l y to the M i c h i g a n home e c onomics
teachers and the jury m e m b er s who c o n t r ib ut ed so g e n ­
erously of their time and effort.
Appreciation

is expressed to the m e m be r s of the

writer's guidance committee:
Dr. N o r m a Bobbitt,

Dr. B ea tr i c e Paolucci,

Dr. Peter Haines,

T h r o u g h o u t the d u r a t i o n of the study,
as s i s t a n c e of Dr.
appreciated.

Pao lu cc i and Dr.

and Dr. Jam es McKee.
the c on tinued

Bobbitt is dee pl y

A p p r e c i a t i o n is also e xp ressed to Miss Jo

Lynn C u n n i n g h a m for co ns u l t a t i o n s reg ar di ng r e s e a r c h
design,

statistical procedures,
The writer w o ul d

and analysis of the data.

like to thank the A m e r i c a n Home

E conomics A s s o c i a t i o n for the HEIB F e l l o w s h i p and the
College of Human E c o l o g y at Mic hi ga n State U n i v e r s i t y
for the General Foods Fellowship.
To the w r i t e r ' s husband,
special a pp re ci a ti on

Floyd L. McKinney,

is expressed for his p a t i e n c e and

u n d e r s t a n d i n g w i t h ou t w h i c h this study c o uld not have
been completed.

TABLE OF CON TE NT S
C hapter
I.

II.

Page

IN TRODUCTION

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

1

O b j e c t i v e s ...................................
S ome Perspectives on Role Theory.
. . .
D e f i n i t i o n of T e r m s .........................
A s s u m p t i o n s ....................................
L i m i t a t i o n s ....................................

5
8
12
14
14

R E V I E W OF L I T E R A T U R E ..........................

16

A p p l i c a t i o n of the Role F r a m e w o r k
. . .
C o n c e p t u a l i z a t i o n s of Teacher R o l e
. . .
S ome Correlates of Role P e r c e p t i o n
. . .
S t r u c t u r a l Pr o p e r t i e s of R o l e ..............
E x p e c t a t i o n s A s s o c i a t e d w i t h the
P r o f e s s i o n a l Role of the Home Economics
T e a c h e r ....................................
III.

PROCEDURE

16
22
28
31
35
70

S e l e c t i o n and D e s c r i p t i o n of R e s p o n de nt s .
D e v e l o p m e n t of the I n s t r u m e n t
P r o c e d u r e s for O b t a i n i n g the D a t a
. . .
P r o c e d u r e s for T r e a t m e n t of the Data
.
.

70
89
99
102

IV.

F I N D I N G S ........................................

106

V.

S U M M A R Y AND C O N C L U S I O N S ......................

134

S u m m a r y .......................................
C o n c l u s i o n s ...................................
D i s c u s s i o n ....................................
Implic a ti on s
................................

134
143
145
150

BIBLIOGRAPHY

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

.

.

.

.

.

156

Page
APPENDICES
Appendix
A.

Summary of Teacher Int er v ie w S c h ed ul e

B.

List of Jury Members.

C.

Gu i d e l i n e s

for Jury R e v i e w ...................

170

D.

Home E c o n o m i c s T e a c he r Role P e r c e pt i on
C h e c k L i s t ................................

177

E.

List of Items in E a c h Role Sector

. . .

190

F.

List of Items in E a c h Role Sub-Set

. . .

191

G.

Brief O u tl in e of Proposed Study:
" Pe rceptions of P ro fe ss io na l Role Held
b y H i g h School Home Eco no mi cs T e a c h e r s
in M i c h i g a n " ................................

192

H.

Request for Pilot Study P a r t i c i p a t i o n

193

J.

Reply F o r m for Pilot Study P a r t i c i p a t i o n

K.

.

.

.

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

.

167
169

.
.

194

C over L e t t e r for Pilot Study

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

195

L.

Pilot Study Ev a l u a t i o n F o r m

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

196

M.

A n n o u n c e m e n t M e m o r a n d u m to A d m i n i s t r a t o r s
F orm A
...................................

198

A n n o u n c e m e n t M e m o r a n d u m to A d m i n i s t r a t o r s
Form B
...................................

199

Reply F o r m for T e a c h e r A s s i gn me nt
C o n f i r m a t i o n ................................

200

P.

A n n o u n c e m e n t Letter to T e a c h e r s

201

Q.

Post Card N o t i f i c a t i o n of Receipt of
R e s e a r c h P a c k e t ............................

N.
O.

R.
S.

.

.

.

First F o l l o w - U p
Second F o l l o w - U p .........................

iv

.

2 02
.

203

.

204

Page
Appendix
T.

A c k n o w l e d g m e n t L e tt er to Study P a r t i c ip an t s

.

205

U.

Summary of Item S c o r e s ............................. 206

LIST OF TABLES
Table

Page

1.

Age of H ome Eco n om ic s T e a c h e r s ...............

72

2.

M a ri ta l Status of Home E c o n o m i c s Teachers

.

73

3.

Reason for Beco m in g a Home E c o n o m i c s T e a ch er

74

4.

Educat io na l A t t a i n m e n t .........................

74

5.

Type of T e a c h i n g C e r t if ic at e Held

75

6.

In st it ut io n from W h i c h U n d e r g r a d u a t e D e g re e
w a s G r a n t e d ....................................

76

7.

F i e l d of C e r t i f i e d T e a c h i n g M i n o r

77

8.

T otal Years T e a c h i n g Ex p e r i e n c e in Home
E c o n o m i c s ....................................

77

N u m b e r of Ye ars in P r e se nt T e a c h i n g
P o s i t i o n ...............................

78

10.

P r o f e s si on al A f f i l i a t i o n s ......................

79

11.

P r o f e s si on al L e a d er sh ip Experience.

79

12.

Teachers'

13.

Type of Home Ec onomics A d m i n i s t r a t i v e
Str uc t ur e in Schools w i t h W h i c h R e s p o n ­
d ents w e r e A s s o c i a t e d .....................

81

14.

T ype of Home Ec on om ic s P r o g r a m ...............

82

15.

St ru ctural Mode for Te ac h in g A s p ec ts of the
Home E c o n o m i c s C u r r i c u l u m in Programs w i t h
W h i c h the T e a c he rs w ere A s s o c i a t e d . . .

83

Type of Home E c o n o m i c s P r o g r a m ...............

85

9.

16.

.

.

.

.

.

.

.

.

. . .

Fi ve -Y ea r Career P r o j ec t io ns

.

.

80

Table

Page

17.

Range of Students T a u g h t

85

18.

Range of Home Economics Program Features in
Schools with Which Respondents were
A s s o c i a t e d ..................................

86

Home Economics Teachers* Responsibilities
Beyond Classroom Instruction...............

87

20.

Type of Teaching A s s i g n m e n t ..................

88

21.

Summary of Data A n a l y s i s .....................

104

22.

Range of Scoring Options U s e d ..............

107

23.

Distribution of Item Composite Mean Scores

108

24.

Rank Order (Lowest to Highest) of Role
Expectations in Lower Quartile of Item
Standard Deviations ........................

109

Rank Order (Highest to Lowest) of Role
Expectations in Upper Quartile of Item
Standard Deviations ........................

110

Distribution of High Consensus
Items
Among Role S e c t o r s ........................

112

Distribution of Low Consensus Items
Among Role S e c t o r s ........................

113

Rank Order (Highest to Lowest) of Role
Sector Mean S c o r e s ........................

117

Rank Order (Lowest to Highest) of Role
Sector Standard D e v i a t i o n s .................

118

Correlation Coefficients of M ea n Role
Sector Scores and Selected Background
V a r i a b l e s ..................................

121

Distribution of High-Consensus
Among Role S u b - S e t s

12 5

19.

25.

26.
27.
28.
29.
30.

31.
32.

.

Items

Distribution of Low-Consensus Items
Among Role S u b - S e t s ........................

v ii

126

Table
33.
34.
35.

36.

Page
Rank Order (Lowest to Highest)
of Role
Sub-Set Standard Deviations ..............

130

Rank Order (Highest to Lowest)
of Role
Sub-Set Mean Sc or e s ........................

131

Correlation Coefficients of M ea n Role SubSet Scores and Selected Background
V a r i a b l e s ..................................

133

Summary of Item S c o r e s .....................

206

L I S T OF FIGURES
Page

Figure
1.
2.

P r o f i l e s of D i s t r i b u t i o n s of H igh and Low
C o n s e n s u s Items A m o n g Role Sectors .

115

Profiles of Di s t r i b u t i o n s of High and Low
C o n s e n s u s Items A m o n g Role Sub-Sets.

128

ix

CHAPTER I
I NT R O D U C T I O N

P r of e ss io na l e f f e c ti ve ne s s and role c l a ri ty are of
i ntensifying c o n c e r n to home e c o n o m i c s educators.

If

home economics p r o g r a m s are to r e s po nd a d e q u a t e l y to
e m e r gi ng c h a l l e ng es , ^ the role of the teacher m u s t be
c l e a rl y identified and examined.

As M c G ra th asserts:

. . . m e r e l y tinkering w i t h the c u r r i c u l u m or with
the admin is tr a ti ve o r g a n i z a t i o n . . . will not
assure a flouris hi n g future for home economics.
. . . Only a se ar ch in g r e v i e w of the p u r p o s e s of
home economics , its teaching functions . . .
in the
light of social conditions w i l l fill the pre se nt
r e q u i r e m e n t .2
The dual

c on s id er at io ns o f p r o g ra m p u r p o s e (s) and

teaching function(s)

are critical areas of c o n c e r n not

only to the home eco n om ic s p r o f e s s i o n as a w h o l e , but
e sp e c i a l l y to home economics e d u c a t o r s who,

as Ray points

Earl J. M c G r a t h and J a c k T. Johnson, The C h a n g ­
ing M i s s i o n of H ome Economics (New Y o r k : T e a c h e r s C o l ­
lege P r e s s , C o l u m b i a University, 1968).
2

Earl J. McGrath, "The Imperatives of C h a n g e for
Home Economics," Journal of H ome Economics, L X (September,
1968), 507.

1

2
out, c o n s t i t u t e a p p r o x i m a t e l y half of the entire profes3
sional membership.
R a y ’s o b s e r v a t i o n s further port ra y
the m a g n i t u d e of the concern:
There a p p e ar s to be l i t t l e d i s a g r e e m e n t among those
in the field that home economics is a p r o f e s s i o n
w h ich serves families; however, there is certainly
a great deal of d i s a g r e e m e n t c o n c e rn in g the h o w and
what of home e c o n o m i c s ' p r o f e s s i o n a l service to
families.
Not all in the p r o f es si on agree on a
d e f i n i t i o n of family.
There are q u e s t i o n s as to
w h e t he r we serve fa mi li es dir e ct ly or only indirectly.
We w o n d e r if the u l t i m a t e c om mitment is to the indi­
vidual or even to s o c i e t y rather than to families.
Some are confused a b o u t how far o u r services extend
into the community . . . 4
S ome evidence of c h a ng in g c o n c e p t u a l i z a t i o n s
regarding h ome economics e d u c a t i o n and the t e a c h e r 1s p r o ­
fessional role may be n o t e d by e x a m i n i n g views on the
topic selected
195 3 statement,

from d i f f e r e n t periods.

A c c o r d i n g to a

the role o f the home ec onomics teacher

was to t e a ch s t u d e n t s :
. . . to achieve a sa ti sfying and functioning
p h i l o s o p h y of life as it relates to personal and
family living . . . d e v e l o p i n g a w h o l e s o m e p e r ­
sonality and a c q u i ri ng sat is fy i ng h uman r e l a t i o n ­
ships . . . broadening and e n r i c h i n g life . . .
acq ui r in g the techniq ue s and skills needed to
meet s uccessfully the problems of immediate
personal and family living . . . 5
3

E li za be th M. Ray, "Professional Involv em en t in
Education," Journal of H ome Economics, LXII (December,
1970), 715.
4Ibid.

pals,
D.C.:
pals,

^National A s s o c i a t i o n of Secondary School P r i n c i ­
Home Economics in the Secondary School (Washington,
N a t i o n a 1 A s s o c i a t i o n oT S ec ondary School P r i n c i ­
1953), pp. 20-21.

3
In contrast, d i s c u ss i on s by M a l l o r y 6 and S i m ps on 7 in the
late 1960's outline a somewhat d i f f e r e n t t hr ee-dimensional
focus for home eco no mi cs ed uc at io n at the secondary level:
(1)

e d u c a t i o n for hom em ak in g and family life,

(2) p r e p a r ­

ation for employment in oc c u p a t i o n s involving home
economics knowledge and skills,

and

(3) p r ep ro fe s si on al

edu ca ti on for home e c o n o m i c s - r e l a t e d careers.
A l t h ou gh implic at io ns for home eco no mi cs teacher
role c h a n ge s are f r eq uently suggested in the p ro fe ss i on al
literature,

c o m p r e h e n s i v e and clearly d el ineated f o r m u ­

lations of profess io na l role ex pe c ta ti on s
absent.

To compound the problem,

are notably

there is a d e a r t h of

research examining role e xpectations

for home economics

teachers, recent efforts being limited to Hasting's 1964
8
9
10
study
and related r e s e a r c h by Page
in 1966.
M or e

^Berenice Mallory, "Home Eco no mi c s Today,"
American Vocational J o u r n a l , XL.II (February, 1967) , 30.
7

Elizabeth J . Simpson, "Challenges in C u r r i c u l u m
Develop me nt in Home Economics," Journal of Home E c o n o m i c s ,
LX (December, 1968), 767.
Q

Geraldine R. Hastings, "The Relati on sh ip of Role
Percept io ns to Te ac hi ng Ef f ec ti ve ne ss and Job S at is fa ct io n
of Home Economics Teachers" (unpublished Ph.D. d i s s e r ­
tation, The P e n n s y lv an ia State University, 1964).
9

Edna Earle Page, "Role P e r c e p ti on s of South
Carolina Home Economics Teachers" (unpublished Ma ster's
thesis, Win th ro p College, 1966).
^ W h i l e there are several studies d e a li ng w i t h
role p e r c e p t i o n s of supervising teachers and/or student
teachers in home economics, these studies gen er al ly focus

4

critical,

however,

is the general abse nc e of any e x a m i ­

nation of home e c o n o m i c s teacher role expect at io ns f o r m u ­
lated in the c o n t ex t of the central c o n c er n of home
eco no mi cs t o d a y — the family in an e c o l o g ic al p e r s p e c t i v e :
. . . the fami ly and that part of the near e n v i r o n ­
m ent that im pi ng es d i r e ct l y upon the family and is
subject to m a n i p u l a t i o n by the family . . . a t t e n d ­
ing to the i n t e r ac ti on of m a n as a total being and
his near environment, es p e c i a l l y as this interaction
is managed by the f a m i l y . H
A l t h o u g h the ex pectations h eld individually and
c o l l e ct iv el y by m e m b e r s of a p r o f e s s i o n represent o n l y one
c om po ne nt in the total role d e f i n i t i o n and c la r i f i c a t i o n
process,

these e x p e c t a t i o n s are n o n e t h e l e s s essential.

Sarbin s t a t e s :

"A p e r s o n cannot enac t a role for w h i c h

he lacks the n e c e s s a r y role e x p ec ta ti on s. "

12

a long w i t h c o m p e t e n c e and ade qu at e autonomy,

Furthermore,
clarity of

p rofes si on a l role is among the q u a l i t i e s considered

u pon a re la ti v el y limited segment of the total p r o f e s ­
sional role or e x a m in e the p e r c e pt io ns of a pa rt i cu la r
type of home e c o n o m i c s teacher (prospective and/ or s u p e r ­
v i si ng teacher) and thus are not re p re s e n t a t i v e of the
total home e c o n o m i c s teaching population.
^ N a n c y C. Hook and Beatrice Paolucci, "The
F am i l y as an E co s ystem," Journal of Home Economics, LXII
(May, 1970), 316.
12

T h e o do re Sarbin, "Role Theory," in Ha nd bo ok of
Social P s y c h o l o g y , ed. by Gardner Lindzey, Han db oo k I
( R e a d i n g , M a s s .:
A d d i s o n - W e s l e y P u b l i s h i n g Co., Inc.,
1954), p. 226.

5

c r i t ic al to p r o f e s s i o n a l effectiveness.

13

A l t h o u g h any

role u l t i m a t e l y e m e r ge s as a p r o d u c t of e xp e c t a t i o n s
shared by indivi du al s or groups,
p os it io ns

in highly s p e c i a l i z e d

(such as those in the professions)

p o s i t i o n oc cupants who have a signif ic an t
role d e f i n i t i o n process.

it is the

"share"

As B e n t l y points out,

in the

any p r o ­

f ession bears a m a j o r re s po n s i b i l i t y for d e f i n i n g the
spe ci f ic s of its role. 14
If home economics edu ca to rs bear a m a j o r r e s p o n ­
sibility for p r o f e s s i o n a l role definition,

then an e x a m i ­

nation of the e x p e c t at io n s held by these teachers is an
ess en ti al c o m p o n e n t in emerging c o n s i d e r a t i o n s of p r o ­
fessional effectiveness.

It is toward such an exa mi n at io n

that this study is directed.
Objectives
The basic purpose of the study is to identify,
analyze,

and des cr ib e home ec on om ic s teachers'

per­

ceptions of p r o f es si on a l role e x p e c ta ti on s in the c o n ­
text of today's cha n gi ng c o n c e p ti on s of the family and

13

Donald E. Hansen, "Functions and E f f e c ts of 'Sub­
professional' Pe rs on ne l in C ou nseling," in C o u n s e l o r
D e v e l o p m e n t in A m e r i c a n S o c i e t y , e d . by John M c G o w a n
( Wa s h i n g t o n , D .C .:
oF£ice of M a n p o w e r and T r a i n i n g and
O f f i c e of Education, 1965), pp. 211-33.
14

Joseph C. Bentley, e d ., The C o u n s e l o r ' s R o l e ;
C o m m e nt a ry and Readings (Boston:
Ho ug ht on M i f f l i n C o . ,
1 9 6 S y , " p p . _ S ^ " ----------

6
its relationships w ith the changing social order.
cally,

Specifi­

the objectives of the study are to:

(1) Identify expectations associated with the p r o ­
fessional role of the home economics teacher as
related in the professional literature and p e r ­
ceived by teachers;
(2) Examine differences in the perceptions that home
economics teachers may have regarding expec­
tations for the professional role of the teacher
of home economics;
(3) Determine relative priorities of sets of expec­
tations

(role sectors)

which may be reflected by

the teacher's role perception responses;
(4) Identify relationships between perceptions of
role expectations and selected background
variables

(such as age, academic preparation,

teaching experience, and type of home economics
program);
(5) Explore structural properties characterizing
selected aspects of the professional role of
the home economics teacher.
The general premise of this study is that p r o ­
fessional role expectations among the home economics
teachers will differ.

The underlying rationale derived

from the role theory frameowrk consists of three basic

7
points.

The first is t hat role e x p e c t a t i o n s are basic

to e f f e c t i v e human interactions.

Secondly,

role e x p e c ­

tations m a y emanate from the social system,
groups,

and self-perceptions.

Then,

re ference

g i v e n di ff er en ce s

in the internal and e x t e r n a l structure of the p o s i t i o n
of "home economics teacher"

(differing communities,

school systems, personalities,
ation,

to list a few),

and p r o f e s s i o n a l p r e p a r ­

v ar iations of p r o f e s s i o n a l role

e x p e c ta ti on s among a r a n d o m sample of h ome e c onomics
teachers should be expected.
C on si dering the objecti ve s of the study,
areas of statistical anal ys is are suggested:
m i n i n g the variability of the respondents'

(1) d e t e r ­

role p e r ­

c e p t i o n scores for given items in the checklist;
d e t e r m i n i n g the v a r i a b i l i t y of respondents'
c e p t i o n scores

for sel e ct ed role sectors;

three

(2)

role p e r ­

and

(3)

identi­

fying r el ationships w h i c h ma y exist b e t w e e n teachers'
role sector scores and selected b a c k gr o un d variables.
Specifically,

information c o n c e r n i n g the f o l l o w ­

ing qu e s t i o n s is sought:
1.

Item Score D i f f e r e n c e s .

What i tem score d i f ­

ferences will be found that indicate dif fe r en ce s
among teachers'
2.

perceptions

Role Sector D i f f e r e n c e s .

for given expecta ti on s?

W hat role sector score

differences w i l l be found that reflect d i f f er en c es
among teachers'
expectations?

percept io ns of g i v e n sets of

8
3.

R e la ti on sh ip s B e t w ee n Role Sect or Scores and
Selected Ba c k g r o u n d V a r i a b l e s .

W hat re la t i o n s h i p s

e x ist betw ee n the ho m e ec on om ic s t e a c h e r s 1 role
sector scores and selected b a c k gr ou n d v a r i ab le s?
4.

Str uc t ur al P r o p e r t i e s of Home E c o no mi cs T e a c h e r
Role.

W h a t is the nature of any st ru c tu ra l p r o p e r ­

ties w h i c h may be a s s o c i a t e d w i t h the p r o f e s s i o n a l
role of the home eco n om ic s teacher?
Some P e r s p e c t i v e s on Role Theor y
Role theory prov i de s co nc e pt ua l tools w h i c h are
useful

for s t udying social systems.

A l t h o u g h role theory
15
is not p r e s e n t l y a u n i v e r s a l l y a c c e p t e d specialization,

Biddle and Thomas suggest that it is p r o b a b l y on the
threshold of r e c o g n it io n as a s pecialized f i e l d . ^
Because the role concept is emp lo ye d by re s ea rc he rs
in several disciplines,
w h i c h it is defined.

d i f f e r e n c e s e x i s t in the w a y in

W h i l e an awa re n es s of d e f i n i t i o n a l

d i f f e r e n c e s is esse nt ia l to an u n d e r s t a n d i n g of the
theore t ic al and emp i ri ca l use of the role concept,
e q u a ll y important to identify the e l e m e n t s held
in m a n y of the d e f i n i t i o n s of the concept.

it is

in common

Gross, Mason,

Bruce J. Biddle and Edwin J. Thomas, e d s . ,
Role Theory:
Concepts and Rese ar ch (New Y o r k : J o h n
W i l e y and S o n s , Inc. , 1966} , p~. 3^
16Ibid.

9

and M c E a c h e r n suggest that the three basic ideas a p p e a r ­
ing in m ost f ormulations of the role c o n c ep t are that
individuals in
reference to
point out,

(1) social

locations (2) b e ha ve w i t h
17
{3> expectations.
As C o r r i g a n and Gar la n d

this c o n c e p t u a l i z a t i o n rests on the two

assumptions that

(1) an individual is in fl uenced to some

extent by his e x p e c t a t i o n s and the e x p e c t a t i o n s of
others in the group or society of w h i c h he is a part
and

(2) that e x p e c t a ti on s are as si g n e d to individuals

on the basis of their po si ti on s or lo ca ti on s in systems
of social relationships. 18 A similar, b u t expa nd ed
v e rs io n of this c o n c e p t u a l i z a t i o n a p pe ar s in La co gn at a' s
summary:
. . . e ach individual occupies a n u m b e r of roles.
Role ex pe ct at io ns that individuals hold for t h e m ­
selves or that o ther members d e f i n e for them are
related to an actor's pos it io n in a g iven social
system.
The location of an o c c u p a n t ' s p o s i t i o n in
the social s y s t em affects the n a t ur e of his social
r e la t i o n s h i p s as w e l l as the role e x p e c t at io n s he
and others apply to his behavior.
Role e xp e c t a t i o n s
may emanate from the broader society, r e f e r e n c e —
group members, or from an actor's s e l f - p e r c e p t i o n
of the situation.
In brief, h u m an social beh av i or

17 N eal Gross, Ward S. Mason, and Al ex a nd er W.
McEachern, Ex pl or at io ns in Role A n a l y s i s (New York:
John Wile y ana S o n s , I n c . , 1958), p. 3.
18 Dean C. C o r r i g a n and C o l d e n B. Garland, "Role
A n a l ys is A p p l i e d to In te rnship P r o c e ss es ," In te rn sh ip in
Teacher E d u c a t i o n , F o r t y - s e v e n t h Y e a r b o o k of the A s s o c i ­
ation iror S t u de nt T e a c h i n g (Washington, D.C.:
The
A s s o c ia t io n for Student Teaching, 19 68), p. 91.

10
Is p e r c e i v e d as a function of the p o s i t i o n s an
individual occupies and the role e x p e c t a t i o n s held
for inc um be nt s of these p o s i t i o n s as he perceived
t h e m .19
D e s p i t e its p r o m i s i n g p o t e nt ia l as an analytical
framework,

the role field is c h ar ac te ri z ed by some "termi20
nological and co nc ep tu a l co n fu si on "
— to u s e Biddle's
phrasing.

To illustrate,

a r e v i e w of social science

literat ur e reveals v a r i ou s d e f i n i t i o n s and u s a ge s of
the role c o n c ep t including "normative c u l t u r e patterns,"
"a pat te rn ed sequence o f learned actions,"

22

and the

"mode of o r g a n i z a t i o n of an actor's o r i e n t a t i o n to a
given situation." 2 3
Thus,

as Biddle and T h o ma s observe,

central

though the role c o nc ep t may be to the th in ki n g of role

19 A n t h o n y A. Lacognata, "Faculty A c a d e m i c - R o l e
Exp ec tations," The Journal of Social Psychology, LXVI
(1965), 337.
20

B ruce Biddle, "Teacher Roles," in E n c y c l o p e d i a
of E du ca tional R e s e a r c h , ed. by Robert L . Ebel (4th e d .,*
N e w York:
The M a c m i l l a n Company, 1969), pp. 1,437-46.
21

R a l p h Linton, The Study of Man
A p p l e t o n - C e n t u r y C o . , 1975T1 p p . 113-14.
22 Sarbin, o p . c i t ., p.

111.:

(New York:

225.

2 3T a l c ot t Parsons, The Social S y s t e m
The F ree Press, 195lT^ pp. 58-39.

(Glencoe,

21

11
theorists,

p r o b a b l y m o r e d i s a g r e e m e n t exists c o n c er ni ng

the m e a n i n g of this c o n c ep t than any o t h e r in the role
f r a m e w o r k , 24

For instance:

. . The idea of role has been u sed to d e n o t e p r e ­
scription, description, evaluation, and action; it
has ref er re d to covert and ov ert processes, to the
b e h a v i o r of the self and others, to the b e h a v i o r an
individual initiates versus that w h i c h is d i r e c t e d
to him . . . 25
A m a j o r thrust of Biddle's w o r k has b een the
e x p l i c a t i o n of role theory terminology.

In an ea rly

a na ly s i s of basic theoretical terms and c on ventions,
B i d d l e and his as so ci at e s o u t l in e the n a tu r e of s ome of
the terminological and conceptual c o m m o n a l i t i e s and d i s ­
tinctions :
Role theory may be said to deal w i t h p a t t e r n s of
certain chara ct er i st ic s w h i c h are c o m m o n to pers on s
or groups of p e rs on s (called positions) and w i t h a
variety of c og n itions held a bout those pa tt er ns by
social observers.
The termi no lo gi ca l and conceptual
d i s t i n c t i o n s of role theory g e n e r a l l y c en t e r around
a d e s c r i p t i o n of the pat te rn s or of the cognitions.
The proposi ti on s of role theory are c o n c e r n e d w i t h
the effects of the patterns u pon the c o g n it io ns or
of the latter upon the former. . . . This is simple
enough.
It becomes comp le x w hen w e a t t e m p t to
d e s c r i b e situations of social interaction in volving
m o r e than one actor, and w h e n we try to use the c o n ­
v e n i e n t short-cuts offered to us in the a bs tr ac ti on s
of the E n g l is h language . . .
26
24

Biddle and Thomas,

o p . c i t . , p.

29

2 5 Ibid.
26

Bruce J. Biddle, et al., "B ibliographies on
Role Terms, Role C o n fl ic t and the Role of the Teacher,"
Studies in the Role of the P u bl i c School T e a c h e r , V o l . B
( C o l u m b i a , M i s s o u r i : Social P s y c h o l o g y L a b o r a t o r y , U n i v e rs it y of Missouri, 1961), pp. 3-4.

12
In res ol v in g the termin ol og ic a l dilemmas,
and Thomas p r o p o s e that the t erm role
to denote the generic

(by itself)

Biddle
be used

idea— the entire p er so n - b e h a v i o r

m a t r i x — w i t h m ore specific terms being used for specified
segments of the matrix. 27
Thus, "role p e rformance" refers
28
to overt a c t i v i t y or role behavior
and "role norm"
29
refers to a standard held for person or a group.
"Role
expectations,"

however, may refer

the likelih oo d of behavior

(1) to a c o n ce pt about

(probability) 38 or

(2) to a

concept about a standard a ss ociated w i t h ant ic ip at e d
behavior of a perso n or set of persons sharing comm on
attributes or treated similarly by others

(normative

d,i.m e n s i o n .
) . 31
D e f i n i t i o n of Terms
Several conceptual definitions are basic to the
c on si de ra ti on s of this study.
c larity and communication,

For pur po s es of conceptual

p e r t i n e n t d ef i n i t i o n s include:

R o l e .— consists of the set of e x p e c ta ti o ns applied
to occupants in a par ti cu la r social position.

2 7 l b i d . , p. 11.

28ibid.

28I b i d .

30I b i d . , pp.

3 1I b i d .

10-11.

13

E x p e c t a t i o n .— refers to an

"evaluative standard"

applied to oc c u p a n t s of a p a r t i c u l a r social position.
(That is, ho w the home e c o n o m i c s teacher should behave
w i t h reference to her p r o f e s s i o n a l position.)
P o s i t i o n .— refers to a social location in a
social system.
P e r c e p t i o n .— as used in this study,

is no t c o n ­

fined to the n a r r o w mea ni ng r e l a t e d to sensory a p p r e ­
hension.

Rather,

the term "perception" here includes
32
inferences and a c q u i s i t i o n of m e n t a l images
o f a role.
Role c o n s e n s u s .— refers to the degree o f s i m i ­
larity

(or agreement)

of role e x pectations a m o n g o c c u ­

pan ts of a gi ven social position.
Role s e t .— is a d e s i g n a t i o n for the total c o m ­
p l e m e n t of role r e l a t i o n s h i p s in w h i c h a p e r s o n becomes
involved by v i r t u e of o c c u p y i n g a par ti c ul ar social
p o s i t r o n .33

3 2T a l c o t t Parsons and E d w a r d Shils, T o w ar d A
General T h eo ry of A c t i o n (Cambridge, Mass.:
Har va rd
P r e s s , 1952), p . 296.
33
J. D i e dr ic k Snoek, "Role Strain in D i v e r s i f i e d
Role S e t s ," T h e A m e r i c a n J o u r na l of S o c i o l o g y , LXX1
(January, 1 9 6 6 ) , 3 6 4 .

14

Assumptions
This study is based upon three underlying
assumptions.

The first is that professional effective­

ness is, in part,

a function of role clarity.

Thus,

definition of professional role expectation is a vital
concern for any profession.

Secondly,

it is assumed that

perceptions of role expectations held by the professionals
themselves are critical to the ultimate definition of the
professional role.
sumed that teachers'

In the third assumption,

it is p r e ­

responses to a list of possible p r o ­

fessional role expectations represents a suitable measure
of perception of professional role expectations.
Limitations
Several limitations are associated with this
study.

The study is confined to a consideration of the

professional role of the home economics teacher and does
not include other roles that occupants of this position
may play.

Secondly,

the study is limited to a con si d­

eration of role expectations and thus does not identify
how respondents actually perform

(role e n a c t m e n t ) .

The

study is further limited to a consideration of role
expectations in a normative context

(evaluative standard)

rather than from a "probability" or "likelihood" approach.
The sources of the expectations included in the
instrument are limited to the recent professional l i ter­
ature in home economics education supplemented by ideas

15
supplied by the h o m e eco no mi c s teachers interviewed by
the writer.
two ways.

This a p p r o a c h further limits the study in
First,

a systematic c o n s i d e r a t i o n of e x p e c ­

tations held by "signi fi c an t others"
parents,

students, etc.)

m e n t d e v e l o p m e n t p r o c es s

(administrators,

is not included in the i n s t r u ­
(except as these may be r e f l e c t e d

indire c tl y in the literature r e v i e w e d ) .

Secondly,

the

set of e xp e c t a t i o n s is based solel y upon "conceptual"
c on si d e r a t i o n s rather than s ys t em at ic ob se rv at io n s of
w h a t teachers in g i v e n s it uations act ua ll y do.
Since the instru me nt u s e d in the study is r e l a ­
tively untested,

some limita ti on s must necess ar i ly be

p l ac ed upon the d e g r e e of c o n f i d e n c e a s s o c i a t e d w i t h its
usage.

C H A P T E R XI
R E V I E W OF L I T E R A T U R E

This literat ur e r e v i e w focuses u p o n five areas
per ti n en t to the concerns of this study.

The first p ar t

of the rev ie w is addressed to general ap pl ic at io n s o f the
role f ra mework to co ns i d e r a t i o n s of teacher role e x p e c ­
tations.

T he rem ai n in g sections are d e v o t e d to:

(1)

a

survey of sel ec te d c o n c e p t u a l i z a t i o n s d e v e l o p e d and/or
used in c l a s s i f y i n g teacher role e x p e c t a t i o n s , (2) a
review of some co r relates of role perceptions,

(3) a c o n ­

sideration o f pe r s p e c t i v e s on the structural p ro p e r t i e s
of role, and

(4) e x p e c t a t i o n s as so ciated w i t h the p r o ­

fessional r ole of the home eco no mi cs t e a ch er as e x p r e s se d
in the p r o f e s s i o n a l

literature.

A p p l i c a t i o n of the Role Fr a m e w o r k
The p h e n o m e n a of t e a ch er role e x p e c ta ti on s has
34
interested r e s e a r c h e r s for over forty years.
At least

^Biddle,

"Teacher Roles," o p . c i t . , p. 1 ,443.

16

17
p a r t of the sus ta in ed interest ma y be at tr ibuted to the
c o n t i n u i n g need for sp ec if ic at io n of teacher r e q u i r e ­
men ts .

As Broudy s t a t e s :

Our lack of kno w le dg e about the p e r s o n a l i t y formula
(for the good teacher) m e r el y m e a n s that w e look in
another d i r e c t i o n for p r o f e s s i o n a l criteria, viz.,
to the r e q u i r e m e n t s of the roles play ed by the teacher
as (1) a m e m b e r of the e d u c a ti on al p r o f es si on and (2)
as a s p e c i a l i s t in that p r o f e s s i o n . 35
In the o p i n io n of Sorenson et a l ., "it is i m po ssible to
talk about t e a ch er ef fe c t i v e n e s s except wit hi n a p a r t i c ­
ular system of values and a set of e x p e c t at io ns based
on those v a l u e s . " ^ 6
In p r o v i d i n g some historical perspectives,

Wall en

and Travers p o i n t out that prior to 19 50 m o s t at tempts
to d iscuss and d e s c r i b e patterns of teacher a c t i vi ty were
confined to fairly limited sectors of teac he r beha vi or
such as p e r m i s s i v e versus au t h o r i t a r i a n roles. 37
However,
m o r e recent attempts have focused upon more c o m p r e h e n s i v e

35

Harry S. Broudy, "Criteria for the Pr of e s s i o n a l
P r e p a r a t i o n of Teachers," Journal of Teacher Education,
XVI (December, 1965), 409.
“
3 6A. G a r t h Sorenson, T. R. Husek, and C on stance
Yu, "Divergent Concepts of Teacher Role:
An A p p r o a c h to
the Measure of Teacher E ff e c t i v e n e s s , " Journal o f E d u ­
c at io n a l P s y c h o l o g y , L IV (December, 1963) , 28 7.
37

Nor m a n E. W al l e n and Robert M. W. Travers,
"Analysis and I n v e s t i ga ti on of Teac hi n g Methods," in
H a n d b o o k of R e s e a r c h on T e a c h i n g , ed. by N. L>. Gage
( C h i c a g o : Rand M c N a l l y and C o m p a n y , 1963), pp. 448-49.

18
and global considerations, many of w h ic h have been made
in the context of the role framework.

38

As analyzed by Charters, role theorizing in e d u ­
cation takes one of two directions:

(1) either e m p h a s i z ­

ing conditions and consequences of role definitions
existing at a given point in time or

(2)

focusing upon

the process by which role definitions are formed and
modified in interaction through time. 39
In noting that
only the former has been empirically productive,

Charters

states:
Role theorizing which stresses the interplay between
the conceptions that interacting parties have of
one another, of themselves, and of their interaction,
although more consonant with underlying social p s y ­
chological theory, nevertheless requires a mode of
empirical research relatively unfamiliar in education.
It requires that detailed observations be made of a
restricted range of events through time, even a
short period of time such as the course of in ter­
action episodes in the teacher-parent conference
40v
•
•
«
Thus, empirical applications of role theory in education
are "inclined to the view that perceived expectations
constitute the behaviorally influential environment for
the person." 41

3^ I b i d ., p. 449.
39

W. W. Charters, Jr., "The Social Background of
T e a c h i n g ," in Handbook of Research on T e a c h i n g , e d . by
M. L . Gage (Chicago: Rand McNally and Company, 19 63),
p. 789.
4 1 I b id ., pp. 788-89.

19
As a research f o c u s , Biddle n o t es two broad
fields of s t ud y

involving teacher role:

(1) studies of

teacher p e r f o r m a n c e in w h i c h the a c t u a l behavior of
teachers is o b s e r v e d and

(2) studies o f teacher role

expectations

investigating e x p e c t a t i o n s for teachers
42
held by t e a c h e r s and others.
The scope of r e s e a r c h
dea li n g w i t h
in an e x c e r p t

teacher role e x p e c t a t i o n s is illustrated
from Biddle's recent r e v i e w of p u b l i s h e d

research on the topic:
E x p e c t a t i o n s for the ro^e of the teacher may be
held, of course, for teachers in general or m a y
refer to any sub g r o u p of teachers such as p r i m a r y
teachers, male teachers, track coaches, and e x p e r ­
ienced teachers.
A m o n g the 7 4 studies reviewed,
50 a sked for e xpectations p e r t a i n i n g to teachers
in general, thus e x h i b i t i n g a w i d e s p r e a d r e i f i c a t i o n
of the g e n e ra l d e s i g n a t i n g t e r m "teacher."
However,
a wide v a r i e t y of su bp os it i on al investigations w e r e
also conducted:
of m ale and f e m a l e teachers . . .
of in ex perienced and e x p e r i e n c e d teachers . . . of
special edu ca ti on t e a c he rs . . . o f guidance c o u n ­
selors . . . of admin i st ra to rs . . . and of the
school as a reified entity. . . . In addition,
either by advertence or by inadvertence, many i n v e s ­
t i gations limited their study t o the teacher's role
w it h i n a specific i ns titutional context:
in 16
cases to the primary level, 21 c a s es to the s ec ondary,
21 cases to the tertiary, etc.
A n o t h e r type o f l i m i ­
tation a l s o appeared in that some studies asked
r e s p o n d e n t s to consider the r ole of a specific p e r ­
son— themselves in 13 studies con ce rn e d w ith t e a c h e r s ’
o w n s e l f — ex pectations and a n o t h e r individual t e a c h e r
in 10 o t h e r studies w h e r e su bjects were asked to give
e x p e c t a t i o n s on a specific t e a c h e r . 43

42Biddle,

"Teacher Roles,"

4 3 Ibid . , p. 1,438.

0

£. c i t ., p. 1,4 37.

20
While d a t a c o m p ar is on s in the teacher role
s tudies take m a n y forms. Ch arters disc u ss es the three
p r i n c i p a l types;
occupant,
ceived)

(1) two sets of e xp ec ta t io ns on a status

(2) e x p e c t a t i o n s o n and the actual

behavior of a status occu pa n t, and

(or p e r ­

(3) e x p e c ­

t ations attributed to another and the e x p e c t a t i o n s
44
a c t u a l l y held by t h e other.
A s Cha r te rs further points
out,

comparisons

s u c h as the p r e c e d i n g r equire d a t a w h i c h

are parallel in the following respects:
1.
2.

3.

4.
5.
6.

Frame of reference (normative versus predictive.)
Di re c ti on and intensity o f b e l i e f s — A n y g i ve n
e xp e c t a t i o n is mea su ra b le in both its d i r e c t i o n
(prescribed versus p rohibited) and its intensity
(mandatory to completely p e r m i s s i v e ) .
Level of s it ua tional s p e c i f i c i t y — A role
definer 1s expecta t io ns may^'apply to teachers*
b ehavior in a particular situation o r to
teachers' behavior r e g a r d l e s s of the situation.
O r i e n t a t i o n of e x p e c t a t i o n s — refers to aspects
of status occupants a bout w h i c h e x p e c t a t i o n s are
held.
Level of gen er al it y at w h i c h e x p e c t a t i o n s are
a s s e s s e d - — o n detailed b e h a v i o r v e r s u s general
functions.
C om p l e x i t y o f attrib ut io n o f role e x p e c t a t i o n s —
involves p r e c i s e s p e c i f i c a t i o n of p o p u l a t i o n
for w h i c h respondent is to ma k e a n e s t i m a t e or
a ss essment of e x p e c t a t i o n s .45
The study of consensus in role e x p e c t a t i o n s has

b e e n a pro mi ne n t r e s e a r c h topic in the social sciences,
and certainly,

in education.

As L a c o g n a t a observes,

"the

a s s u m p t i o n of c o n s e n s u s on role e x p e c t a t i o n s p e r m e a t e s

44
45

Charters,
E x c e rp ts

oj>. c i t . , pp.
from Charters,

793-94.
oja. c i t . , pp.

792-94.

21

much of social science literature." 46

Consensus on role

expectations is considered essential for the functioning
47
of social systems as well as for individual behavior.
However,

as Charters points out,

"only in rare

(or

trivial) cases in empirical research is the variance
48
zero, indicating full agreement."
Thus, the concept
of

"consensus" refers operationally,

to the deg re e of

agreement existing with respect to the role expectations.
In noting the differential socialization of m e m ­
bers of different social positions surveyed in many role
analysis studies, Twyman and Biddle would find it "quite
surprising" to find all members of every position holding
49
the same values and expectations for the teacher role.
However important the differential expectations may be,
assessing the meaning of the level and/or nature of d is ­
agreement
ways.

(or agreement)

can be complicated in several

Charters emphasizes the necessity of distinguishing

"conflict"

from "disag re em en t" :

4 6t
Lacognata, o p . ci t .
47

E. G. Guba and C. E. Bidwell, Administrative
Relationships (Chicago:
Midwest Administrative Center,
University of Chicago, 1957), p. 7; Gross, et a l ., o p ♦ c i t .,
p. 21.
4 8Charters, o£. c i t ., p. 795.
49

J. Paschal Twyman and Bruce J. Biddle, "Role
Conflict of Public School Teachers," The journal of Psy­
chology , LV (January, 1963), 183.

22
Conceptually, c o n fl ic t refers to e x p e c ta ti on s w h i c h
are not simply d i f f e r e n t but w h i c h are, in some w a y
i nc om pa ti bl e and m u t u a l l y contradictory.
A low
level of ag re em en t in e x p e c ta ti on s in no w a y c e r ­
tifies the ex i s t a n c e of c o n f l i c t b e t w e en them . . .
to e s t a b l i s h the fact of c o n f l i c t the in ve st ig at or
m u s t be able to show that a r ol e incumbent, in c o n ­
f o r m in g to one set of ex pectations, behaves in c o n ­
t r a d i c t i o n to the other set of e x p e c t a t i o n s .50
In summary,

then,

role ana ly si s has b e co m e

a

rather imp or t an t fra me wo rk in the study of teacher
behavior.

Problems of consensus and conflict in e x p e c ­

tations re garding the teacher role(s)
the r e s e a r c h focus,

have d o m i n a t e d

the m ajor e m p i r i c a l task b e in g the

i d en t if ic at io n of p o s s i b l e causes and co nsequences of
role co ns en su s or conflict.

51

C o n c e p t u a l i z a t i o n s of T e a c he r Role
C l a s s i f ic at i on s of teacher behaviors and/ or
e x p e c ta t io ns based upon the role framework have b e e n
d e v e l o p e d by a number of w r i t e r s and researchers.
Selected examples of these are p r e s e n t e d here as a
means of illustrating p o s s i b l e t e a ch er role c l a s s i f i ­
c a t i on s and co nceptualizations.
In the c l a s s i f i c a t i o n used as the ba sis for
52
Fi s h b u r n ' s
study, the teacher is assumed to e n g a g e in
50

Charters, o p . cit.

^ I b i d . , p.
52

774.

C. E. Fishburn, "Learning the Role o f the
Tea ch e r, " Journal of Teac h er Education, XVII {Fall,
1966) .

23
act iv i ty o r g a n i z e d w i t h respect to six areas,
b e in g co n s i d e r e d a d i m e n s i o n of role.
include:

(1) d i r e c t o r of learning,

c ou nseling person,

e ach area

These areas

(2) g u i d a n c e and

(3) m e d i a t o r of the culture,

member of the school community,
school and community,

and

(5)

(4)

liaison b e t w e e n

<6) m e mb e r of the p r o f e s s i o n .^ 3

This c l a s s i f i c a t i o n a lso serves as the basis for the
Cal if or ni a Teachers A s s o c i a t i o n in their st atement of
54
factors in teaching competence.
H a v i g h u r s t and Neugart en ' s a p p r o a c h e m p l o ys a
55
dual s ys t e m of classification.
In this approach,
teacher b e h a v i o r s r e l a te d
system are separated

to o ther adults in the school

from behaviors related to s t u d e n t s .

Those r e l a t ed to other adults include:
(2) s u b o r di na te to principal,
(4) colleague,
related r oles

(5)

follower,

include:

(1) employee,

(3) a d v i se r to superior,
and

(6)

leader.^

Pupi l-

Cl) me di at or of learning.

53Ibid.
5 4C o m m i s s i o n o n Teacher Education, T e a ch er C o m p e ­
tence : Its Nature and Scope (San Francisco"!
California
Teachers A ss oc ia ti o n, 1957), pp. 32-41; Note also the
reference to this f r a m e w o r k in O l i v e A. Hall and Be atrice
Paolucci, T e a c hi ng Home Economics (2nd e d . ; New York:
John W iley and S o n s , I n c ., 1970), pp. 4 31-32.
5 5 R. J. H a v i g h u r s t and Bernice L. Neugarten,
Society and E d u c a t i o n (Boston:
A l l y n and Bacon, 1957).
56I b i d .

24
(2) d i sc ip li na ri an ,
and

(3) p a re nt substitute,

(5) s u r r o ga te o f m i d d l e - c l a s s morality.

(4) confidante,
57

Dra bi ck 's 5 8 role study focused u p o n teachers as
a general class.

This rather e x t e nd ed c l a s s i f i c a t i o n

system included:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

C l a s s r o o m teaching
Preparation
Su pe rv is i on
Q u a s i - e d u c a t i o n a l a c t i v i ti es
T e st in g and grading
Extra c u r r i c u l a r a c t iv it y
Record k e e pi ng
Contacts w i t h other school p er sonnel
P r o f e s s i o n a l i mprovement
A t t e nd a nc e at school events
Counseling
Home and p a r en t visi ts
E d u c a t i on al activities o u t si de o f c l a ss
T e a c h i n g adu lt s^ 9
As an e x a m p l e of a c l a s s i f i c a t i o n for a p a r t i c u ­

lar sub gr ou p of teachers,

Drake used an e i g h t - d i m e n s i o n a l

t yp ol og y in his study of the r ole of the teacher of
agriculture:
1.
2.
3.
4.
5.

D i r e c t i n g learning of h i g h school students
Gui di ng and counseling
Improving the e n v i r o n m e n t of farm peop le
Wor ki ng as an e d u c a t i o n a l leader in the
c om mu ni ty
P a r t i c i p a t i n g in the p r o f e s s i o n a l w o r k of the
school

57Ibid.
58
L a w r e n c e W. Drabick, "Perceivers of the T e a c h e r
Role:
The Tea ch er Educator," Journal of T e a c h e r E d u ­
cation , XVIII (Spring, 1967).
59Ibid.

25
6.
7.
8.

W o r ki ng as a m em b e r of the tea ch in g p r o f e ss io n
Directing the p r o g r a m of a d u l t - f a r m e r e d ucation
Di r e c t i n g the p r o g r a m of y o u n g - f a r m e r e ducation®^
In H a s t i n g ' s ^ s t u d y of home ec o n o m i c s teacher

role,

e x p e c t a t i o n s were c l a s s i f i e d into five categories:

(1) the home economics t e a c h er as a m e m b e r of the t e a c h­
ing profession,

(2) the home economics tea ch e r as an

effective teacher,

(3) the home economics teacher as a

specialist,

(4) the home ec on om ic s tea ch e r' s c o - c u r r i c u l a r

activities,

and

(5) the h ome economics teac h er 's personal

relationship w i t h pupils. 6 2

Page63

u sed these five

c at egories as a b asis for her study but added a c ategory
"the home e co nomics teacher as a teacher of occupat io na l
64
education"
to the set u sed by Hastings.
The p r e c e d i n g are illustrative of some c o n c e p ­
tualizations held about te ac hi n g in the past.

However

useful these m a y have b e e n , we are n o w o n the threshold

W i l l i a m E. Drake, "Perceptions of the V o c a ti o na l
A g ri c ul tu re T e a c h e r ' s P rofessional Role in Michigan"
(unpublished Ph.D. dissertation, M i c h i g a n State U n i ­
versity, 1962).
^Hastings,

o p . cit.

^ I b i d ., p.

56.

63,Page , o p . c i t .
6 4 I b i d . , p.

35.

26
of the cybernetic a g e ^ 5 and must consider the possible
impact of technological forces upon the role of the
teacher.

LeBaron suggests that one impact will be the

technological assumption of routine and repetitive
teaching functions so that the teacher is left free to
perform the unique human activities. 66 An important
corollary to this is that the role and function of the
teacher may relate to the institution employing the
teacher rather than to a type of professional autonomy.

67

In anticipating technologically induced role
changes, McKeachie sees the emerging role of the teacher
as being that of an "educational planner— one who has
available a variety of resource to meet the varying needs
of his teaching and the varying needs of the learner." 6 8
In predicting the elimination of the informationpresentation function, Loughary feels that the teacher

Helen G. Hurd, "A Look to the F u t u r e , ” Journal
of Home E c o n o m i c s , LX (January, 1968); May A l i c e H i l t o n ,
'^Cybernation and Its Impact on American Society," in T ec h ­
nology and the C u r r i c u l u m , e d . by Paul W. F. Witt (New
York:
Teachers College Press, 1968), pp. 1 — 33.
^ W a l t LeBaron, "Technological Forces and the
Teacher's Ch anging Role," The Journal of Teacher Edu­
cation , XX (Winter, 1969), 457.
67, .,
Ibxd.
^®Wilbert J. McKeachie, "Higher Education," in The
N ew Media and E d u c a t i o n , e d . by Peter H. Rossi and Bruce
J\ Biddle (Garden City:
Anchor Books, 1966), p. 32 3.

27
will need to continue to "interpret, synthesize, and
69
clarify information displayed in another mode."
Gagne defines the teacher as "the manager of the
conditions of l e a r n i n g , " ^ and points out that the
"managing function of the teacher does not change when
the system is m ad e more complex by incorporating cues in
technological improvements." 71
Joyce refers to the
teacher variously as the s t u d e n t s ’ "academic counselor,"
his "personal guide and facilitator," a "diagnostician"
and "presc ri be r," and as a "leader of an inquiring group."
Supported by a direct-instruction team and a specialized
resource center,

this teacher and staff function to

"orchestrate the environment"

to individualize various

learning m o d e s . 73
The foregoing represent but a few views concerning
the role of the teacher in relation to emerging

^ J o h n W. L o u g h a r y , ed., Man Machine Systems in
Education {New York:
Harper, 1966) , p*^ 3TTT
70
tuna
Robert M. Gagne, The Conditions of Learnin
(New York:
Holt, Rinehart, and Winston, 19 65), p

_rrfi.

71

Ibid.

72

Bruce R. Joyce, The Teacher and His Staff {Wash­
ington, D.C.:
Commission on Teacher Education, and Professional Standards and Center for the Study of
Instruction, National Education Association, 1967).
73I b i d . , p. 21.

72

28
tec hnological systems.

W h i l e the r e v i e w is, at best,

fragmentary a nd superficial,

the p r o m i n e n c e of the p l a n ­

n ing and m a n a g i n g dimensions of the t e a c h e r role is
n e vertheless projected.

As L e B ar on notes,

"the teacher

role that e m e r ge s most c l e a rl y is one of managing and
pla nn in g for e f f e c t i v e l e a rn in g t hrough the use of h u m a n
and t ec hnological resources." 7 4
Some Cor re la te s of Role P e r c e p t i o n
A l t h o u g h the co n s e n s u s as s u m p t i o n permeates m u c h
of social science

literature.

Gross et a l . are among

r e s e ar ch er s q u e s t i o n i n g the assumption,

p o i nt in g o u t that

"the extent of variabi li t y in the role d e f i n i t i o n s of
incumbents of the same p o s i t i o n is a p h e n o m e n o n that has
r e c e iv ed slight theoretical o r emp ir ic a l treatment in
75
the social sciences."
A l t h o u g h the b o d y of re se ar ch
p e r t i n e n t to this concern cont in u es to be rather limited,
some studies h a v e at least approached the question.
Sole's study on teacher role e xp ec t at io ns

and

the internal o r g a n i z a t i o n of secondary schools was b ased
o n the idea that some sources of role e x p e c t a t i o n s m a y be
rooted in the p a r t i c u l a r type of st ru c tu ra l ar r an ge me nt
(single-period type of schedule and m u l t i p l e - p e r i o d

74 LeBaron,
75 Gross,

o p . c i t ., p.

et a l ., p.

144.

460.

29
scheduling)

of the school.

76

Soles found some support

for the co n t e n t i o n that there are d i f f e r e n t role expe c77
tations for di f f e r e n t t e a c h i n g a ss i g n m e n t tasks.
How­
ever, w i t h respect to or ga nization,

it w a s

e x p e c t a t i o n s of the y o u n g e r m a l e teachers

found that
fr o m the two

types of scheduling w ere m o r e d i fferent b u t female
teachers*

ex pectations did n ot differ significantly.

78

The r e l a t i o n s h i p of academic t r a i n i n g and y e a r s
of a d m i n i s t r a t i v e ex p e r i e n c e to role p er c e p t i o n s of h ig h
79
school p r i n ci pa ls was studied by Bullock.
The f i n d ­
ings revealed no s t a t i s t i c a l l y s i g n i f ic an t r e l a t i o n s h i p
of role p e r c e p t i o n to e it h e r variable.
earlier,

however,

variables

A decade

L i p h a m had identified cer ta in p e r s o na l

(ambition, d es i r e

for example)

80

for improving performance,

rela te d to e f f e c t i v e ad mi n i s t r a t i v e b e h a v i o r

Stanley Soles, "Teacher Role E x p e c ta ti on s and
the Internal O r g a n i z a t i o n of Secondary Schools," T h e
J o ur na l of Educat io na l Research, LVII (January, 1964),

ITT.

7 7 I b i d ., p.

231.

7 8 I b i d ., p.

233.

78W i l l i a m Bullock, Jr., "The R e l a t io ns hi p of
E d u c a ti o na l T r a i ni ng and Years of A d m i n i s t r a t i v e E x p e r ­
ience to Role P e r c e pt io n s o f High School Princip al s, " The
J ournal of Educational R e s e a r c h , LXIII (September, 19 69).
8 0 Ibid.

30
w h i l e age,

education,

i neffe ct iv e

and ex p e r i e n c e d i d not d i f f e r e n t i a t e
81
from effective administrators.

In in ve st ig a ti ng i n t r a - po si ti on al role e x p e c ­
tation variability.

Gross et a l . found d i f f e r e n t degrees

of c o n s e ns us w i t h i n b ot h samples of role defi ne rs
i nt endents and school b oard members)

(super­

and further found

that b e i n g as s o c i a t e d w i t h formal o r g a n i z a t i o n s o f d i f ­
ferent sizes accounted, in part, for the d i f f e r i n g
82
d e g r e e s of consensus.
A r e l a t i o n s h i p b e t w e e n role
c o n c e p t i o n and o rg an i z a t i o n a l size w as also noted in
83
the s tudy by Thoma s .
In stu d yi ng the t e a ch in g role,

Getzels and G u b a 's

r e s e a r c h ind ic at ed that y o u n ge r and older t e a ch e rs viewed
the t e a c hi ng role differ en t ly . 84
Age w a s a lso s i g n i f i ­
cantly rela te d to role p e r c e p t i o n in D rake*s study of
v o c a t i o n a l a gr icultural teachers as were the v a r i a b l e s

81 J ames W. Lipham, "Personal V a r i a b l e s of E f f e c ­
tive A d m i n i s t r a t o r s , " A d m i n i s t r a t o r 1s N o t e b o o k , IX, No. 1
(Chicago:
M i d w es t A d m i n i s t r a t i o n Center, U n i v e r s i t y of
Chicago, 1960).
82

Gross,

et a l ., o p . c i t ., p.

163.

8 3E d wi n J. Thomas, "Role C onceptions, O r g a n i ­
zational Size and Com m un it y Context," Role T h e o r y : C o n ­
cepts and R e s e a r c h , e d . by Bruce J . B i d dl e and E d w i n J .
T h om as (New York:
J ohn W i l ey and Sons, Inc., 1966),
p. 167.
84

J. W. Getzels and E. G. Guba, "The S t r u c t u r e of
Role and Role Co nf li ct in the T e a c hi n g Pr of e s s i o n , " Journal
of E d u c a t i o n a l P s y c h o l o g y , X XIX (October, 1955).

31
of number of years in the teaching p o s i t i o n and the
85
nature of the v o c a t i o n a l agriculture program.
The Hastings s t u d y of role percep ti on s of h o m e
economics teachers r e v e a l e d no r e l a t i o n s h i p b e t w e e n role
p e r c ep ti on s and the m e a s u r e s of t e a c h i n g ef f e c t i v e n e s s
and job satisfaction.

86

In the P a g e study,

the c o m p ar is on

of the role p e r c ep t io ns of vo c a t i o n a l teachers w a s c o n ­
sidered similar to the role p e r c e p t i o n s of the no nv o c a t i o n a l
teachers. 8 7 This variable, therefore, did not d i f f e r e n t i a t e
among role percep ti on s

in the Page study.

Structu ra l Properties of Role
T h e c og nitions and actions pa tt er ne d into roles
are l e a rn ed behaviors,

any set of w h i c h probably r e p r e ­

sents

"an admixture of expecta ti on s acquired t h r o u g h
88
intent i on al i n s t r uc ti on and in c idental learning."
This
89
is also k n o w n as the s o c i a l iz at io n process.
T h us, as

8 5 Drake, o p . c i t ., pp. 1 6 6 — 67.
qg

Hastings,

o p . c i t ., pp.

9 0 — 91.

8 7 Page, o p . c i t ., p. 41.
8 8 Sarbin,
89

ojj .

c i t . , p. 226.

Orv il l e G. Brim, Jr. and Stanton Whe e le r,
S oc i a l i z a t i o n After Childhood:
Two Essays (New York:
John W x l e y and Sons, 1966V.

32

Rowe 90 and Rodgers 91 suggest;, acquiring a set of role
e x p e ct at io ns also is c l o s e l y related to sociali za ti o n
and d e v e l o p m e n t a l task achievement.

In this context,

Rodgers states:
A d ev el op me n ta l task is a set of norms (role e x p e c ­
tations) arising at a pa rt ic ul ar po int in the career
of a position in a social system, which, if in cor­
p o r a t e d by the o c c u p a n t of the pos i ti on as a role
or p a r t of a role cluster, brings about integration
and temporary e q u i l i b r i u m in the system w i t h rega rd
to a role complex or set of role c o m p l e x e s ; failure
to incorporate the norms leads to lack of in t e ­
gration.
A p p l i c a t i o n of additional normative
p r e s s u r e s in the form of sanctions, and d i f f i cu l ty
in incorporating later norms into the role clus te r
of the p o s i t i o n . ^2
V i e w in g role a c q u i s i t i o n and/or m o d i f i c a t i o n from
a s oc i a l i z a t i o n p er sp ective ul ti ma te ly involves some c o n ­
s i d e ra ti on of factors w h i c h influence socialization.

In

her d i s c u s s i o n of s o c i a l i z a t i o n into familial roles,
Cogswell's

focus is u p o n structural properties of roles
93
w h i c h m a y influence s oc i a l i z a t i o n processes.
In v iew of
90 George P. Rowe, "The De ve l o p m e n t a l C o n c e pt ua l
F r a m e w o r k and the Study of the Family," in E m e r g i n g C o n ­
ceptual Frameworks in Family A n a l y s i s , e d . by F . Ivan Nye
and F e l i x M, Berardo (New York:
TheMacmillan Company,
1966), pp. 198-222.
91

Roy H. Rogers, "Improvements in the C o n s t r u c t i o n
and A n a l y s i s of Family Life Cycle Categories" (Kalamazoo,
Mich.:
W e s te r n M i c h i g a n University, 1962).
^ I b i d . , p. 55.
93

Betty E. Cogswell, "Socialization Into A Role:
A St udy o f the R eh a b i l i t a t i o n of Paraplegies" (unpublished
Ph.D. dissertation. U n i v e r s i t y of North Carolina, 1965);

33
concerns ra i s e d by researc he rs such as Babes r e g a r d i n g the
inadequacy of existing d e f i n i t i o n s to d e s cr i be and
analyze the internal structure of a position. 9 4 C o g s ­
well's pro po sa l suggests some p o ss ib il i ti es for c o n c e p ­
tualizing the internal st ru ct ur e of social roles and
positions.
In Cogswell's

framework,

the structural c h a r a c ­

teristic (s) of a role is one of the factors c o n s i d e r e d
influential in the s o c i a l i z a t i o n p rocess 95 (and thus,
also in the processes of role c l ar if ic at io n a n d / o r m o d ­
ification to the extent that these may be v i e w e d in a
s oc ia li za ti on f r a m e w o r k ) .

In this context,

Cogswell con­

siders r ol e pr o pe rt ie s not as so ci alization determi n an ts ,
but r a t h e r as placing limits upon the courses of action
and s o c i a l i z i n g me c h a n i s m s w h i c h m a y be u t i l i z e d . 96
By wa y of illustration,

Cogswell's p r o p o s a l

includes a c on s i d e r a t i o n of the following six

(6)

Betty E. Cogswell, "Socia li z at io n Into the F a m i l y : An
Essay o n Some Structural P r o p e rt ie s of Roles," in Sour ce ­
book in M a r r i a g e and the F a m i l y , ed. by M a r v i n B. Sussman
(3rd e d .; B o s t o n : Hou gh to n M i f f l i n Company, 1968),
pp. 3 66-7 7.
94

Frederick L. Bates,
A R ef o r m u l a t i o n of C on cepts,"
1956) .
95 Cogswell,
. . . ,"

0

"Position, Role and Status:
Social Forces, X X X I V (May,

" S oc i al iz at io n Into the Family:
£>. c i t . , p. 367.

34
structural properties o f familial ro les toge th er w i t h
p ossible influences of
of role

socialization:

(1) r e l a t i o n s h i p

sequence to c o n s t a n c y of audience,

irregular c o m p o s i t i o n of role performers,
ship of

so ci al iz at io n to role occupancy,

of s o c i a l i z a t i o n and role occupancy,
aff ec ti ve c o m p o s i t i o n of roles,
character of roles. 97

and

(5)

(2) regular/
(3) r e l a t i o n ­

(4) c o m m e n c e m e n t
i ns t ru me nt al /

(6) e vo l u t i o n a r y

Although Cogswell's discussion

focuses pr im ar il y on the structural pr o p e r t i e s of roles
in the f a m i l y context,

her proposal

is based u po n the

as s u m p t i o n that d i f f e r e n t roles m a y have c o m m o n properties,
98
and thus simil ar it ie s in so ci al iz a ti on processes.
Con­
sequently,

C og swell's a p p r o a c h m a y pos si b ly be extended

to other c o n s i d e r a t i o n s of adult s o c i a l i z a t i o n and in
p a r t i c u l a r to so ci al iz a ti on into p ro fe ss io n al
One

roles.

structural pro p er ty w h i c h has been the sub­

ject of s ome i nv estigation in r e l a ti on to oc c u p a t i o n a l
role is that of r o l e - s e t diversity.
by Merton,

O r i g i n a l l y introduced

the term " r o l e - s e t ” has come to d e s i g n a t e the

total c o m p l e m e n t of role r e l a t io ns hi ps in w h i c h a person
becomes

involved by virtue of occ up yi ng a p a r t i cu la r

social position.
more c o m m o n

99

Snoek notes that role-set d i v e r s i t y is

in superv is or y than n o n - s u p e r v i s o r y

9 7 I b i d . , pp.

372-76.

99 Snoek, o p . c i t ., p.
1 0 0 I b i d . , p.

363.

" i b i d . , p.
364.

.

.

jobs.
377 .

1 00

35
This characteristic is of particular interest
because it is considered one important source of role
strain.

Whyte's investigation of the causes of crying

among waitresses indicated that the key to the problem
lay in the fact that her role required her to relate to
people in an unusually large variety of roles.
the discussion of S n o e k 's study,

102

In

four problems were c o n ­

sidered to be associated with higher role-set diversity:
{1) conflict of incompatible role expectations,
in excess of a worker's capacity,

(3) ambiguity,

(2) demands
and

(4) frequent instances of no provision for exercise of
legitimate authority. 103
Role— set diversification, then,
appears to be a potentially useful structural variable
to consider in role analysis.
Expectations Associated with the
Professional Role of the Home
Economics Teacher
Having previously noted the dearth of explicit
and comprehensive delineations of home economics teacher
role,

this review represents an attempt to dev el op a

framework from fragmentary role specifications and/or

102

William F. Whyte, "Where Workers and Customers
Meet," in Industry and S o c i e t y , e d . by William F. Whyte
(New York:
McGraw-Hill Book C o ., 1946), p. 124.
103Snoek, ojj . c i t ., p.

371.

36

implications a p p e a r i n g in the r e c e n t pr o f e s s i o n a l
ature in home e c o n o m i c s education.

liter­

This r e v i e w is n e c e s ­

sarily an abridged v e r s i o n of the total c o m p i l a t i o n from
w h i c h w as de ve lo pe d the d a t a - g a t h e r i n g instrument for
this study.
In this study,

the fr a m e w o r k wh ich e v o l v e d was

based pr im ar il y u pon the major fu nc ti on s for w h i c h the
home economics t eacher appeared to be responsible.
were c on ce p t u a l i z e d as

(1) s ub s t a n t i v e d e v e l o p m e n t

T hese
(sub­

ject m a t t e r or i ns tructional e m p h a s e s ) , (2) o v e ra ll p r o ­
gram development,

(3) promoting and d i r e c t i n g

learning,

(4) m a n a g i n g the facilities and b u s i n e s s of the d e p a r t ­
ment,

(5) gui da nc e and counseling,

tation and public relations,
(8) c o m m u n i t y m e m b e r

(6) p r o g r a m i n t e r p r e ­

(7) m e m b e r of school staff,

(as a p r o f e s s i o n a l ) , and

fessional re pr e s e n t a t i v e

(9) p r o ­

{of the h o m e e co nomics and e d u ­

cat i o n professions).
In addition,

expec t at io ns r e garding

i ntended

r ec ip ie nt s of home economics i n s t r u c t i o n u l t i m a t e l y w e r e
treated as a special di me ns io n of p r o f e ss io n al role.

It

is ge n e r a l l y note d that one of t he m o s t c r i t i c a l c h a l ­
lenges facing home ec on om ic s e d u c a t i o n is to r e a c h mo r e
and d i f f e r e n t g r o u p s of people.

A testimony of the m a g ­

nitude of the c h a l l e n g e is p r o v i d e d by spe ci fy i ng the
instructional

recipi en ts for w h o m the home e c o no mi cs

37
t e a c he r is exp e ct ed
erature)

(as ref l ec te d in the p r o f e s s i o n a l l i t ­

to assume p r o f e s s i o n a l responsibility.
S ubstantive d e v e l o p m e n t .— P r o m i n e n t among

teaching r e s p o n s i bi l it ie s is that of s ub s t a n t i v e d e v e l o p ­
ment.

There is a general e x p e c t a t i o n that tea c he rs are

r es po nsible

for p r o v i d i n g i n s t r uc ti on related to some

set of learnings

(cognitive and o t h e r s ) .

economics teachers,

For home

this involves r e s p o n s i b i l i t y for

two types of s u b s ta n ti ve develo pm e nt :

(1)

learnings

upon w h i c h all h i g h school tea ch er s are expe ct ed to
f o cu s— p e r p e tu a ti ng de mo cratic v a l u e s
of the individual,

(such as d i g n i t y
general w e l l - b e i n g of others), 104

critical t h i n k i n g , 105 and c r e a t i v i t y 1 06 and

(2) learnings

co n s i d e r e d to be the particular d o m a i n of home ec o nomics
as a subject area.
As d i s c u s s e d by M a l l o r y 107 and
Simpson, 108 home ec on o mi cs e d u c a t i o n at the s e condary
level today serves three m a j o r purposes:

10 4 Hall and Paolucci,
105

o p . c i t ., p.

(1) to prep ar e

121.

I b i d ., Chapter 8; H e n r i e t t a Fleck,
Better Teaching of Home E c onomics (New York:
m i ll an C o ., 19685, chapter 15.
106_.
. ,.
Ibid
107Mallory,

ojo. c i t .

108„.
Simpson, o p . c i t .

Toward
The M a c ­

38
p e rs on s for the voc at io n of ho me ma ki n g and the r e s p o n s i ­
bil it ie s of home and family life,

(2) to prepare i n d i ­

v i d u a l s for e mp loyment in o c c u p a t i o n s that require h om e
eco no m ic s k n o w l e d g e and skills,

and

(3) p r e p r o f e s s i o n a l

e d u c a t i o n for careers in home economics.
E m e r g i n g conceptual iz at io ns of the family as a
109
r ec ip ro ca ti ng and i nt er d ependent life-su pp o rt syst em
imply that in st ructional emp ha se s for family life education
m u s t include a focus u pon the primary tasks of the f a m i l y —
socializing children,

e n h a n c i n g the c o m p et en ce of t h ei r

m e m b e r s to c ope with the d e m a n d s of o t he r o r g a n i z a t i o n s in
w h i c h they m u s t

function,

u t ilizing these organizations,

and providing a m entally h e a l t h y en v i r o n m e n t in trinsic to
the w e l l - b e i n g of its members.

gu c h a view w o u ld

likely involve the three-dim e ns io na l
and development,
resources,

(human g r o w t h

m a n a g e m e n t of personal and family

and personal and family relationships)

fied by L a w s o n ^ ^

109

focus

identi­

as w ell as added e m p h a s i s upon m a n a g e m e n t

Note Hook and Paolucci,

o p . cit.;

Ray, o p . c i t .

110F o r u m 14, "Changing Families in a C h a ng in g
Society," W h i t e House C o n f e r e n c e on C h i l d r e n 1970 (Wash­
ington, D. c T : Government Pri nt in g Office, 1971), p. 22 8.
^ ^ D o r o t h y Lawson, "Education for Improved
F a m i l y L i v i n g , ” The B u l l e t i n of the N ational A s s o c i a t i o n
of Secondary School P r i n c i p a l s , XLVIII (December, 1954) ,

39

of the family's internal and external

i n t e r a c t i o n s — v a lu e

conflict,

c la r i f i c a t i o n and m o d i f i c a t i o n ,
pollution,
114
115
dual roles for women,
popula ti o n control,
and
family planning.
The increasing emphasis on con su me r edu ca ti o n is
117
reflected in the wr it in gs of Hurt and Alexander,
Fu lts
LI8
LL 9
and Zunick,
and Thai and Guthrie
to list a few.
In

112

W a l t e r L. Thomas, "Values and A m e r i c a n Youth,"
Journal of Home E c o n o m i c s , LXI (December, 1969).
113

Hook and Paolucci, o p . c i t ., p. 317; M ary A d a
Parks, "Need for Teaching Home E c o n o m ic s Students an
Awareness o f the Water P o l l u t i o n Problem" (unpublished
Master's thesis, Southern Illinois University, 1966).
114 R uth P. Hughes, "Development and Ev a lu at io n of
a C u r r i c u l u m Package of Preparation for a Dual Role,"
Journal of Home E c o n o m i c s , LXI (May, 19 69).
115 Hook and Paolucci,

o£>. c i t .

LL6

Kat he ri ne B. Oettinger, "Family Planning:
A
Critical Issue," Journal of Home Economics, LXI (October,
1969), 614.
117

M a r y Lee Hurt and Ma rg ar et Alexander, "New
Challenges for Home Ec onomics Educators," Journal of
Home E c o n o m i c s , LXI (December, 1969), 772.
LL8

A n n a Carol Fults and M i c h ae l Zunick, "Money
Management Practices of Teenagers," Jour n al of Home
E c o n o m i c s , L I X (January, 1967).
119

Hel en M. Thai and Lois J. Guthrie, "Consumer
Education:
Dynamics o f Teaching," J o u r n a l of Home
E c o n o m i c s , LXI (December, 1969).

40
the opinion of H urt and Alexan de r ,

the c h ie f c o n ce r n of

c onsumer e d u c a t i o n is:
. . . the w i s e use of the income and o t h e r resources
in feeding, clothing, and housing the individual
and family; r e a r in g children; and m a i n t a i n i n g
satisfying h u m a n r e l a t i o n s . C o n s u m e r d e c i s i o n s
should be m a d e in the c o n t e x t of goals for improving
home e n v i r o n m e n t and the q u a l i t y of family life

...

120

In c o n t r a s t to the f or egoing are e x c e r p t s

from a

c o n c e p t u a l i z a t i o n of home ec o n o m i c s in the 1 9 4 0 's:
. . . M ajor e m p ha s is on p e r s o n a l d e v e l o p m e n t of
students . . . d e v e l o p m e n t of knowledge of specific
factual i n f o r m a t i o n assumed to be of v a l u e thro ug h­
out students' lives . . . E m p h as is on the dev el op me nt
of "standard products" . . . M a n i p u l a t i v e skills
given e m p h a s i s . . . m u c h att en t io n to the problems
of home p r o d u c t i o n of foods and c l o t hi n g . . . P ro b ­
lems of the home treated a l m o s t as if the home were
an isolated social i n s t it ut io n . . . E m p h a s i s on
the girl's role as a future full-time h o m e m ak er
121
-m

m

m

In the e m p l o y m e n t - p r e p a r a t i o n d i m e n s i o n of home
economics,

ar eas of i ns tr uc ti on al emphasis m a y include:

(1) occupational

e x p l o ra ti on and orien ta ti on ,

m e n t of job p e r f o r m a n c e competences,

and

(2) d e v e l o p ­

(3) d evelopment

of personal q u a l i t i e s related to e m p l o y m e n t success and
advancement (grooming, poise, e t c . ) .122
120

Hurt a nd Alexander,

o p . c i t ., p.

773.

121

"Is t h e Home E c o n o m i c s P r o g r a m in Your School
in the Style of the '40's or th e '60's?"
Illinois Teacher
of Home E c o n o m i c s , IX (1965— 1966).
122

As n o t e d in w r i t i n g s such as E l s i e F e t t e r m a n ,
The Develo pm en t o f a Work O r i e n t a t i o n P r o g r a m for Home
Economics R e l a t e d Occupations, 19 64-1966 (Hartford:
Home
Economics E d u c a t i o n Service, C o n n e c t i c u t State Department

41
Prog ra m d e v e l o p m e n t .— That home economics
teachers are expected to address themselves to overall
program planning and development is evidenced in stat e­
ments such as the following:
A good home economics program does not just happen;
it is the result of considered decision on the part
of m any persons. . . . You, as the home economics
teacher in a particular school setting, are the
crucial factor in implementing the basic beliefs of
home economics. . . . It is both your obligation
and privilege to plan your home economics program.
. . . The classroom teacher is responsible for
planning and implementing a home economics program
for a particular school situation . . . 123
A l t h ou gh there seems to be general agreement
about the continued expectation for program development
responsibility,

the possibility of "curriculum packages"

replacing part of the teacher pla nn in g function is at
least briefly noted

(though certainly not advocated) by
124
125
writers such as Hughes,
Hall and Paolucci,
and
12 6
Shear and Ray.
of Education, 1966); Beatrice O'Donnell, Ten Michigan C o m ­
munities Report on Educational Program for Wage-Earning
Programs Related to Home E c o n o m i c s ^ Professional Education Series, H.E. 5^ Home Economics Education (East
Lansing, Mich.:
College of Education, Michigan State U ni ­
versity, 1967).
12 3
124

Hall and Paolucci,

o p . c i t . , pp. 107 — 08.

Hughes, o£. c i t ., p.

358.

125 Hall and Paolucci, oj>. c i t . , p. 263.
12 6

Twyla Shear and Elizabeth Ray, "Home Economics
Learning Packages," Journal of Home Economics, LXI (Decem­
ber, 1969), 770.

42
A listing of bases u n d e r ly in g p r o g r a m and c u r ­
r iculum decisions

in home ec on om ic s a p p e a r i n g in the

Illinois Teacher of Home Ec on om ic s included the following:
-Beliefs about home economics, education, and life
in general
- So ci o - e c o n o m i c conditions, the impact of these
on families, roles of men and women, and the
e m p l o y m e n t s i t u a t i o n in home e c o n o m i c s - r e l a t e d
o ccupations
- L eg i sl at io n a f f e c t i n g education, families, and
emp lo ym en t w h i c h might be c o n s id er e d an aspect
of the foregoing c o n s i d e r a t i o n but has been of
special si gnificance in respect to recent
d e v e lo pm en ts in the field
-Needs of s t u d e n t s — general c h a r a c t e r i s t i c s of
students at d i f f e r e n t levels, individual d i f ­
ferences, and d e v e l o p m e n t a l tasks
-Local s i t u a t i o n — co n d i t i o n s and needs, personnel,
facilities
-The content and o r g a n i z a t i o n of the subject field
- De ve lo pm en ts in e d u c a t i o n — know l ed ge about teaching
and learning, issues in e d u ca ti on in general and in
the subject f i e l d s . 1 2 7
A l t h o u g h bala nc ed c o n s i d e r a t i o n of all the p rogram128
d e v e l o p m e n t bases is g e n e r a l l y recommended,
there is
growing indication that home economics teachers are
expected to give increased att en ti o n to social changes
and the resulting
development.

implications

for e d u c a ti on al p r o g r a m

Greater co ns i d e r a t i o n of social and c u l ­

tural co nd it io ns and needs,

e sp ecially in ec o n o m i c a l l y

12 7

"Curri c ul um Decisions:
F u r th er E x p l o r a t i o n of
Bases,'* Illinois T e a ch er of Home Economics, IX (1965-1966),
292.
12 8

Hall and Paolucci,

ojd .

c i t ., p.

108.

43

dep re ss ed areas,

thus becomes a legisla ti ve m a n d a t e d i s12 9
cussed at some length by Hurt and Alexander*
The importance of being k n o w l e d g e a b l e ab out social

conditions at the local level

is emphas iz e d by Hall and

Paolucci:
The c o m m u n i t y at large, but m o r e p a r t i c u l a r l y the
sub c o m m u n i t y or neighborhood, exerts a c o n s i d e r a b l e
force in shaping the basic p e r s o n a l i t y s t r u c t u r e of
individuals.
It is h ere that those norms that be c o m e
patterns of living for families take shape and are
felt.
As a home eco no mi cs t e a ch er w h o s e m a j o r goal
is to help individuals and families live m ore e f f e c ­
tively, you are o b l i g a t e d to be aware of these
various c o m m u n i t y forces and their influences.
You
must be familiar w i t h i n f o r ma t io n about c o m m u n i t y
backgrounds, attitudes, industries, practices, and
resources, if the home eco no mi c s p r o g r a m in y ou r
school is to f u n c t i o n . 1 30
Fle ck lists o bs ervations,
authorities,

surveys,

i n f o r m at io n from local

and d i s c u s s i o n s w i t h students as w a y s w h i c h

the home eco n om ic s teacher should us e to inform h e r s e l f
131
about the c o m m u n i t y in w h i c h her students live.
As
Hostetler and Lehman further p o i n t out,

the e m p h a s i s

needs to be upon using m e t h o d s to increase u n d e r s t a n d i n g
and empathy as well as knowledge. 13 2

12 9

Hurt and Alexander,

130Hall and Paolucci,
131 Fleck,

o p . c i t ., p.

o p . cit..
ojd .

c i t . , p.

41.

107.

13 2Mar ga r et Hos te t le r and Ruth T. Lehman, "How
Well Do I K n o w Families?"
American Vocational J o u r n a l ,
XLI (May, 1966).

44
W i t h the a d ve nt of r e s p o n s i b i l i t y for e m p l o y m e n t
education,

there are g r e at er ex p ec ta ti on s for home

eco no mi cs t eachers to conduct

(or at least use)

bility s u r v e y s ^ ^ and job analyses.

feasi­

The former are

essential to as ce rt ai n needs and o p p o r t u n i t i e s for
em p l o y m e n t p re p a r a t i o n w h i l e the latter p r o vi de a basis
for identi fy in g c o mp et en ci es needed in v arious o c c u ­
pational areas.
A l t h o u g h the h ome eco no mi cs teacher is a key
figure in p r o g r a m development,
conside re d
efforts:

e f f e c t i v e pro gr a ms are

to be the p r o d u c t of shared and c o o p e r a t i v e
"If your p r o g r a m of h ome economics

is to be of

val ue to the people w h o m it pu r po rt s to serve,
need to be focused on individuals

it wi l l

in a pa r ti cu la r

family

and c o m m u n i t y setting and will need to be c o o p e r a t i v e l y
135
planned, executed, and evaluat ed ."
C oo pe ra ti ve
13 3

Such as those noted in Agnes F. Ridley, Gainful
E m p l oy me nt in Home E c o n o m i c s : P h a s e I , C o n t r a c t No. RCU
67-1 (Tallahassee, F l o r i d a : State' D e p a r tm en t of Education,
1967); K a t h e r i n e R. Conafay, "A High School P r o g r a m in
C hild Care," A m e r ic an Vo c a t i o n a l J o u r n a l , XLI (April,
1966); Kay P a x t o n , "They C a r e , A m e r i c a n V o c a t i o n a l J o u r ­
nal, XLII (April, 1967).
13 4

N ote for example:
R uth E. W h i t m a r s h Midjaas,
"From R e s e a r c h to C u r r i c u l u m in C h i l d Care," A m e r ic an
V o c a ti on al J o u r n a l , XLI (October, 1966); Irene Beavers
and Frances S h i p l e y , "Task Anal ys is in Three Home Rel at e d
O cc up at io ns ," A m e r i c a n V o c a t i o n a l J o u r n a l , XLII (December,
1967); Irene B e a v e r s , "Competency C l u s t e r s in Home E c o ­
nomics," A m e r i c a n V o c a t i o n a l Journal, XLV (January, 1970).
13 5 Hall and Paolucci,

oj3. c i t . , p.

145.

45
p l a n n i n g could b e g i n with an advi so ry c o mmittee to give
g e n e ra l d ir ection to the p r o g r a m 136 and extend to a
v a r i e t y of i n f o rm al and formal s c h o o l -c om mu ni t y co n tacts. 137
While an advisory co mm i tt ee is essential for
an em pl oyment e d u c a t i o n program, 13 8 it is a lso expe ct ed
that home e c o n o m i c s

teachers and supervisers will use

local advisory co m m i t t e e s to identify op po r t u n i t i e s w h e r e
and w h e n the sc ho o l may offer educational programs in
c o n s u m e r and h o m e m a k i n g e d u c a t i o n to groups who may
p r o f i t from these programs. 13 9
Program d e v e l o p m e n t u l t i m a t e l y involves a c o n s i d ­
e r a t i o n of evaluation.

C h a d d e r d o n points out the f u n d a ­

m e nt a l relation o f e v a l u at io n and c u r r i c u l u m pl anning
indicating that p l a n s for s t re ng th en i ng and/or c h a n g i n g
the p r o g ra m r e q u i r e s evidence upon wh ich to base the

137 M a rg i e V. Lowrance, "Home Economics:
A F o rc e
in Home-School Re l at i o n s h i p s , " The B u l le t in of the
N a t i o n a l A s s o c i a t i o n of S e c o n d ar y- Sc ho ol P r i n c i p a l s ,
XLVIII (December, 1964)? D e b o r a h C . R o w d e n , "A Be ginning
Home Economics Te a c h e r ' s P r o b l e m of Setting up a C u r ­
r i c u l u m with E m p h a s i s on P u p i l — Pa re n t - T e a c h e r Co op e ra ti on "
(unpublished M a s t e r ' s thesis. Southern Illinois University,
1967) .
138
Clio Reinwald, "Education for Employment," The
B u l l e t i n of the Nat io na l A s s o c i a t i o n of S e c o n d a r y —Sc ho o l
P r i n c i p a l s , X L V I I I (D ecember, 1^64).
139

Hurt a n d Alexander,

o p . cit.

46
judgments.

14 0

Hall and P a o l uc ci emphasize that the home

e co no mi cs teacher shares re sp on si bi l it y for each of the
three basic ev al ua ti on f u n c t i o n s — guidance,

curricular,

and admini st r at iv e w i t h the challenge of evaluation
resting in "planning suitable ways for collec t in g e v i ­
dence of student learning and in using y o u r

findings to

promote o p t i m u m g ro w t h of the students t o w a r d all of the
o b j e ct iv es of your educat io na l program." 141 Nelson's
study exempl if ie s

the i nt en sified interest in evaluat in g
142
occ up at io n al education p r o g r a m s .
Pro mo ti ng and d i r e c t i n g l e a r n i n g .— Coon contends
that "the manner in w h i c h a teacher works w i t h pupils
in the c l a s s r o o m is as important,

if not m o r e important,
than the subject c o n t e n t of the program. 14 3 Thomas
rates arousing,

stimulating,

and inspiring the learner

Hester Chadderdon, "Evaluation and Research,"
The B u l l e t i n of the National As s o c i a t i o n o f SecondarySchool P r i n c i p a l s ) X L V I I 1 ( D e c e mb e r, 196 4) .
141 Hall and Paolucci,

o p . c i t . , p.

347.

1 ilj

Helen Y. Nelson, "An E v a l u at io n of Secondary
School O c c u p at io n al Home Eco no m ic s P ro g rams," Journal of
Home E c o n o m i c s , LX (June, 1968).
14 3
Beula I. Coon, Home Economics Instruction in
the S e c o n d a r y Schools (New York:
The C e n t e r for A p p l i e d
R es ea rc h in Education, Inc., 1965), p. 67.

47
to c o n s t r u c t i v e a c t i o n among the m o s t important t e a c h i n g
functions. 144

To teach,

Thomas states,

is to;

. evoke p r o d u c t i v e responses to appropriate
t e ac he r- in it i at ed learning experiences.
It is
a lso to give e n c o u r a g e m e n t and support to se l f ­
initiated tasks in w h i c h the s t u de nt manifests
some degree of enthusiasm, d e si r e for further
u n d e r s t a n d i n g and skill development, or desire
to repeat tasks purely for the en jo ym e nt der iv e d
f rom them.i^5
P ro mo ti ng and d i r e c t i n g learning in home e c o n o m i c s
requires engaging in at least four are na s of a c t i o n :
146
{1) the school c l a s s r o o m (s ),
(2) the home and/or
community, 147 (3) s t u de nt c o- cu rr i cu la r organizations, 148
and for o c c u p a ti on al ed uc at io n classes,
sites

<4) selected
149
in the bus in es s and industrial community.

14 4
V i r g i n i a F. Thomas, "Functions of the H o m e
Eco no mi cs Teacher," A m e r i c a n V o c a t i o n a l Journal, X L I II
(May, 1968), 23.
145

Ibid .

"^^Fleck,
^^Coon,

o£.

c i t . , pp.

o p . c i t . , p.

124-40.

68.

14 8

I b i d ., pp. 68-69; Also L a ur a A. H. Jung, " P ra c­
tices of the Chapter A dviser of the Future H om emakers of
A m e r i c a O rg anization" (unpublished M a s t e r ' s thesis, The
F l o r i d a State University, 1966); C a r ol y n J. Girtman, "The
Program, the Teacher, and FHA," A m e r i c a n Vocational
J o u r n a l , XLIII (March, 1968); M i l d re d Real, "FHA1 ers A r e
C o n s u m e r Conscious," A m e r i c a n V o c a t i o n a l Journal, X L I V
(April, 1969).
14 9

Hall a nd Paolucci, 0 £. cit. , p. 147; C a r o l y n
D o m m e r , H o s p i t al it y E d u c a t i o n C u r r i c u l u m D e v e l o pm en t P r o ­
ject , Final Report, P r o j e c t No. 6 o i , G r a n t No. O E G — 3— 79 T5T11 1- 26 7 9 (East Lansing, Mich.:
Res ea rc h and

48
C o m m o n to di r e c t i n g l e a r ni ng in all of t hese arenas is
150
the p r a ct ic e of m o d e r n p r i n c ip le s of learning.
A m ong the p r a c t i c e s associated w i t h home ec onomics
i nstru ct io n are p u p i l - t e a c h e r or c o o p e r a t i v e planning,
a da pt in g p r o c e d ur es to individual d i f f e r e n c e s a m on g
152
students,
and m a i n t a i n i n g an eff ec ti ve b a l an ce of
153
f r e e d o m and sec u ri ty in the cl assroom
to list a few.
E f f e c t i v e home ec onomics teaching is also e x p e c t e d to
include gui da nc e of h ome experiences, 154 c o o r d i n a t i o n of
e mploy me nt e x p e ri en ce s w i t h o c c u p at io n al e d u c a t i o n

D e v e l o p m e n t P r o g r a m in V o c a t i o n a l - T e c h n i c a l Education,
C o l l e g e of Education, M i c h i g a n State University, 1970),
pp. 54-55; Billie Swartz McFadden, "Stumbling Blocks in
Home Economics C o o p e r a t i v e Occupa ti on al Programs,"
Illinois Teacher for C o n t e m p o r a r y R o l e s , XII (Fall, 1968);
N e I s o n , op. c i t . , pT 4 40.
1 50

p.

Fleck, o p . c i t . , pp.

89-99; Coon,

o p . c i t .,

69.

Fleck,

151 Hall and Paolucci, 0 £. c i t ., pp. 145-52;
oj[>. c i t . , pp. 104-05; Coon, o j d . c i t . , pp. 70-74.

152 Hall and Paolucci,
Coon, o p . c i t ., pp. 8 0-87.
15 3Hall and Paolucci,

ojd .

cit.., pp.

oja. c i t . , p.

317-43;

431.

154 Mary Hele n Sledge, "Home E x p e ri en ce s as D e t e r ­
m i na nt s in Family Living" (unpublished M a s t e r ’s thesis,
O k l a h o m a State University, 1966); Coon, oj>. c i t . , p. 68;
Hall and Paolucci, o£>. c i t . , pp. 277, 2 41-59.

49
classes, 155 an d
techniques,

use of a w i d e range of t e a c h i n g methods,

and learning e x p e r i e n c e s . 156

D e p a r t m e n t m a n a g e m e n t .— Effective m a n a g e m e n t o f
the facilities and business m a t t e r s of the home ec o n o m i c s
d e p a r t m e n t is considered e s s e n t i a l if s t u d e n t s are to
realize the importance of m a n a g e m e n t in the home and
have e x p e r i e n c e in carrying o u t the v a r i o u s m a n a g em en t
processes. 157
In home economics, the p h y s i c a l aspect
of the lea rn in g e nvironment u s ua ll y in v ol ve s a rather
e laborate a r r a y of facilities,
Consequently,

equipment,

and supplies.

man a gi ng this a s pe ct of the p r o g r a m c o n s t i ­

tutes an im po rt an t set of d u t i e s

for w h i c h the home

economics t e a c h e r is c h i ef ly responsible.

155 Nelson, o p . c i t ., p.

440.

156 J u l i a M. Boleratz, "Learning b y Discovery:
An
E x perimental St udy to M e a s u r e Its E f f e c t i v e n e s s for T e a c h ­
ing V a l u e Co n c e p t s , " Jour na l o f E x p e r im en ta l E d u c a t i o n ,
XXXVI (Winter, 1967) ; R ut h — E l l e n O s t l e r , hA Survey of
Beliefs and P r a c t i c e s R e l a t i v e to Teac hi ng H ome E c o n o m i c s
in N ew York. State" (unpublished Ph.D. d i s s e r t a t i o n , S y r a ­
cuse University, 1967); M a r y E. Mather, "The Video T a p e
Recorder:
A V e r s a t i l e Tool in Home E c o n o m i c s Education,"
Illinois T e a c h e r for C o n t e m p o r a r y R o l e s , XII (Spring,
1969); Fern M . H o r n , "Using Independent S t u d y in Home
Economics," Illinois Teacher for C o n t e m p o r a r y R o l e s , X I I
(Spring, 1969) ; and Vi rg in i a L a t t e s - C a s s e r e s , "Teaching
Home M a n a g e m e n t Through S i m u l a t i o n and O t h e r Methods:
A n E x p e r i m e n t a l S t u d y ” (unpublished Ph.D. disse rt at io n ,
M i c h i g a n S t a te University, 1968).
157

H all and Paolucci,

o p . c i t . , p.

408.

50
In e m p h a s i z i n g the strong impact t hat the use of
space has in students*

learning, F l e c k sees the home

economics tea ch er re sp o nsible for cr ea t i n g surrou nd i ng s
w i t h space p l a n ne d

"first and foremost for the function
15 8
of p r o g r a m inte rp r et at io n. "
In addition. F l e c k lists
flexibility,

free traf fi c flow, c o o r d i n a t i n g

and eq u i p m e n t in m u l t i - t e a c h e r departm en t s,
principles,

safety,

sanitation,

facilities
a e s t he ti c

and c omfort as factors

for whic h the home economics t e a c he r is responsible. 159
A n um b e r of t asks are r e l at ed to c o n d u c t i n g the
b u s i ne ss of the home eco no mi c s d ep ar tment.
includes:
program,

F l e ck 's list

c o r r e s p o n d e n c e r e l a t i n g to the activities,
and e q u i p m e n t of the department;

m e n t repair requests;
accounting;

orders;

equip­

budget p l a n n i n g and e x p e n d i t u r e

reports to school a d m i n i s t r a t o r s a n d state

and local supervisors;

filing of i n s t r u c t i o n a l materials;

and o p e ni ng the d e p a r t m e n t at the b e g i n n i n g of the
school y ear and closing it at the end.^-^

H a l l and

P a o l uc ci p r o v i d e a similar list of r e s p o n s i b i l i t i e s
and supply this added

161

thought o n repo rt in g f u n c t i o n s :

Remember that long after y o u have left a school
your p e r s o n a l i t y and e f f e c t i v e n e s s as a h o m e e c o ­
nomics teacher w ill live on t h r o u g h the rec o rd s

1 5 8 Fleck, o£. c i t ., p.
1 5 9 I b i d ., p.
161

129.

H all and Paolucci,

125.
1 6 0 I b i d ., p.
o p . c i t ., pp.

134.

4 1 3 — 17.

51
and reports of the home economics department.
Reports have a fa r-reaching influence b e y o n d the
school and immediate community.
P e op l e w h o may
n ever see y o u r d e p a r t me nt will m a k e judgments
a b out it on the basis of the reports t hat y o u and
o t her teachers submit to your local school board,
to the State Dep ar tm en t of Education, a n d to the
United States Office of Education. . . . 1 6 2
The d a i l y use of d e p a r t m e n t f ac ilities results in
a h o u s e k e e p i n g p r o b l e m of sizable proportions.
c u s s i n g this matter.

In d i s ­

Hall and Paolucci i n d i ca t e that the

home eco no mi cs teacher is respon si bl e

for r o u ti ne care

of the de p a r t m e n t facilities including c o o r d i n a t i n g
d e p a r t m e n t h ou s ek ee pi ng w i t h school janitorial
d i s p o s i n g of garbage,
nishings,

services,

p ro t e c t i o n of e q u i p m e n t and fur­

storage of all types of supplies,

ing h i g h standards of c l e a n li ne ss

and m a i n ta in 16 3
in the department.

T h e s e writers also suggest that the h ome e c o n o m i c s
t e a c he r is r e s p o ns ib le for involving students in w o r k i n g
out w a y s

for k e e p in g the d e p a r t m e n t a t t r a c t i v e and

o r d e r l y — activit ie s to be co ns i de re d n e c e s s a r y parts
16 4
of ev er yd ay living at school as well as at home.
Guidance and c o u n s e l i n g .— A l t h o u g h the c o u n s el in g
and guidance p r o g r a m in a school is u s u al l y d i r e c t e d by
school c ou n selors or the gu i da n c e coordinator,
notes,

as Ehman

co un seling students requires the c o o p e r a t i v e

162I b i d . , p.
164I b i d ., pp.

417.
410-11.

1 ® 3I b i d ., p.

411.

52
effort o f teachers as well as counselors.

165

In sharing

this guidance function, Hall and Paolucci indicate that
the three basic areas for home economics teacher as sis­
tance is in the classroom,
groups,

home economics department club

. ..
166
and- .
home visits.
The primary source of information concerning the

home economics program in a particular school is the home
economics teacher.

As Lauscher points out, the home

economics teacher is in a critical position to channel
information about all aspects of the program to coun­
selors and others

(but particularly to counselors) who
need the information. 167
Because home economics deals
with matters close to daily living,

the home economics

teacher is in a key position to provide valid and
reliable information on an informal basis as well as
in the classroom.
To be effective in the counseling role,

a home

economics teacher, should, according to Fleck, carefully
exercise caution in giving advice, encourage students to
solve their own p r o b l e m s , avoid undertaking problems that
require an experienced professional counselor,

and project

16 5Laura M. Ehman, "Home Economics Shares in the
Guidance Function," American Vocational Journal, XLII
(October, 1967).
^ ^ H a l l and Paolucci,
16 7

o^. c i t . , p. 102.

Florence E. Lauscher, "Where Are the Students?"
Journal of Home Economics, LIX (February, 1967), 111.

53

the image of an accepting,
adult.

1_ 6 ft

u nderstanding,

and w e l l - a d j u s t e d

To Hall and Paolucci, c o u n s e l i n g c o m p e te n ce for

the home eco no mi c s teacher also involves u t i l i z i n g e f f e c ­
tive p r o c e d u r e s for c ol l e c t i n g in f o r m a t i o n about students,
using d i a g n o s t i c and remedial pr oc ed u re s effectively,
helping the student un de rstand himself,

and work in g

e ff e c t i v e l y w i t h the specialized co u n s e l i n g s e r v i c e . 169
A home ec on om ic s teacher m a y be called u pon to
assist st ud e nt s with vocatio na l problems as well as w it h
those of an educational,

social, or p e r s o na l nature.

Nelson n o t e s that t eachers needed to give strong
emotional

support and guidance to some students in the
e m p l oy me nt edu ca ti on programs. 170
A l s o in these programs,
students w h o s e home eco no mi c s

teachers ac ti ve ly assisted

in sec u ri ng employment, fared better than students left
to their own devices. 171
M e m b e r of the school s t a f f .— The home economics
d ep a r t m e n t is not an autonomous unit o f the school.
the home ec onomics t e a c he r functions as a p art of the

1 gp

Fleck, o p . c i t ., pp.

169Hall and Paolucci,

o p . cit.,

170., .
..
Nelson, ojD. c i t . , p.
171-....
Ibid .

75-76.

AAr.

440.

p. 431.

Thus,

54
who le
In the

faculty a n d the total o r g a n i z a t i o n o f the school.
framework provided by Hall and P ao lucci,

172

the home

e co no mi cs teacher as a m e mb er o f the school staff is
obl ig a te d to co n t r i b u t e to the de f i n i t i o n of the o v e r —all
aims of the school, contrib ut e

to the d e v e l o p m e n t of a

school program to achieve its objectives,
the e f f e c ti ve ne s s of over-all

c o n t r i b u t e to

school activities,

and

coo pe r at e e f f e c ti v el y in the evaluation o f the school
program. 173
One of the m ost c o m m o n w ays in w h i c h home e c o ­
nomics

teachers coo p er at e as m e m be rs of the school staff,

is supervi si ng s t u d e n t s ’ co -c u r r i c u l a r and e x t r a ­
cur ricular activities.

For some time,

the Future H o m e ­

makers of A m e r i c a O r g a n i z a t i o n has been c o n s i d e r e d as an
integral part of the home e c o n o m i c s program. 174
A home
eco no mi cs teacher may also be expected to serve as
sponsor of a class,
stage settings

help w i t h the design o f costumes or

for a student play,

or a s s i s t in pla nn in g

an assembly program,

serving o n faculty committees,
175
c ooperating w i t h the PTA.

17 2 Fleck,
17 3Hall
174
175

o p . c i t ., p.

and Paolucci,

Coon,
Fleck,

o p . c i t . , p.

76.
o p . c i t . , p.
68.

o p . c i t . , pp.

76-77.

432.

and

55
The increasing need for c oo p eration am ong subjects
where there may be o v e r l a p p i n g objectives m a y involve
the home economics teacher in team— teaching activities. 1 V 6
This might take the form of studying the influences of
d if ferent cultures on ch il d -r ea ri ng pr ac t ic es (in con177
junction with social studies)
or a m ore specialized
17 8
teaching as s ig nm en t on a m u l t i - t e a c h e r team.
Cooper­
ative efforts might also

involve the use of h ome economics
179
experi e nc es to utilize basic educational skills
or a
team a p p r o a c h to offer o c c u p at io na l e d u c a t i o n programs. 180
P r o g r a m interpretation and public r e l a t i o n s .— That
the "mission" of home eco no m ic s is being r e f o c u s e d has
already b e e n documented. 181

A l t h o u g h m ore subtle in

form, c o n c o m i t a n t concerns are also e m e rg in g re g arding
the image of home economics.

17 6Lawson,

There are sugges ti on s that,

o p . c i t ., p.

25.

^^^Fleck, o p . c i t .
178 Hall and Paolucci,

ojd .

179 Coon,

80.

oj3. c i t . , p.

c i t . , p.

447.

18 0A l b e r t a D o b r y , "Occupational Programs in Home
Economics," A m e r i c a n Vocatio n al Journal, XLIV (October,
1969).
181

Note,

for example,

the M c G r at h report-

56

traditionally,

home economics has b e e n p r e o c c u p i e d w it h

the n o n - h u m a n aspects of the family e n v i r o nm en t
clothing,

(food,

and shelter) , thus c o n t r i b u t i n g to a stereotyped

"cooking and sewing"

image of the f i e l d — p a r t i c u l a r l y at
18 2
the s e c o n d a r y level.
C on sequently, the p r o g r a m i n t e r ­
p r e t a t i o n and public relations f u n c t i o n takes o n an
added importance in m e e t i n g the need for image changes
to c o r r e s p o n d to p r o g r a m c h a n g e s .

As Fleck p o i n t s o u t :

"In this age of mass c o m m u n i c a t i o n s and fast selling,
the best p r o g r a m in the world c a n n o t wait to be discovered.
The public m u s t be led to it." 18 3
In this context,
"public relations"

and

Fleck d is t i n g u i s h e s b e t w e e n

"publicity":

P u b l i c relations . . . is r e l a t i o n s with t h e public.
In o t h e r words, p u b l i c re la ti on s consists of e v e r y ­
day d e a l i n g s w i t h students, teachers, administrators,
individuals, and groups in the community or e l s e ­
w h e r e . These c o n t a c t s are d e s i g n e d to foster an
a p p r o v i n g a t t i tu de in the p ub l i c so that it will
s u p p o r t the home econ om ic s d e p a rt me nt , its staff,
and their program. . . . P u b l i c i t y is in tended
m e r e l y to get the at te nt i on o f the public.
A news
r e l e a s e about an upco m in g F H A m e e ti ng is publicity,
b u t if the story of the F H A m e e t i n g is a p a r t of a
p l a n to show how home eco no mi cs reaches b e y o n d the
c l a s s r o o m for p e r s o n a l and s o c ia l d e v e l o p m e n t of
students, the p u b l i c i t y news i t e m becomes public
r e l a t i o n s .184
18 2

Note, for example:
"Is the Home Ec o n o m i c s P r o ­
gram in Your School in the Style of the * 40 's or the
r60's?"
Illinois T e a c h e r of H ome E c o n o m i c s , o p . c i t . ;
M ar jo r i e E a s t , F a m il y Life by the Year ZflOO, Journal
of H ome Economics, LXII (January, 1970).
18 3
Fleck, 0 £. cit., p. 368.
1 8 4 I b i d . , pp.

368-69.

57
Public relations thus takes a dual focus— regular da ily
activities and specialized efforts directed toward b u i l d ­
ing public understanding.
The importance to public relations of daily c l a s s ­
room accomplishments is stressed by Hall and Paolucci:
"A teacher who sends her students home e a c h day with a
sense of accomplishment and a knowledge of what they have
achieved is building good public relations with her com18 5
munity."
With respect to specialized public relations
efforts,

these writers caution that frequent use of

"staged performances"

(such as fashion shows, teas, and

luncheons)

gives the public a narrow conception of w h a t
18 6
home economics is about.
If the home economics teacher considers the
publics with w h i ch she is identified. Fleck suggests
the list might include representatives from the school
(students, counselors,
community

administrators,

(service groups,

etc.), the near

labor organizations, business

and industry, etc.), and the wider community (county,
regional, and state groups, etc.). 18 7 To effectively
reach the various publics, Fleck advocates conscious

18 5
Hall and Paolucci,

18 7

Fleck, o£. cit., p.

oj>. c i t . , p.

370.

427.

58
effort and sustained p l a n n i n g
random-chance approach.
be employed

18 8

r at h e r than r e l yi ng on a

A vari et y of approaches should

(personal contact,

media,

displays,

etc.)

and co n t i n u o u s effort should be d i r e c t e d to r ec ording
18 9
and ev a l u a t i n g evidence.
C o m m u n i t y m e m b e r .— The fluctua ti ng nature of
boundaries to w h i c h the term "community" m ay refer,
merits at least a b r i e f r e v i e w of h o w the term is p r e ­
sently used.

In this context,

"community" refers g e n ­

erally to that part of society w h i c h is served by the
school s y s t e m in w h i c h the teacher is e m p l o y e d .

This

d i s t i nc t io n is a d m i t t e d l y a r b i t r a r y but is selected as
one way of d i f f e r e n t i a t i n g role functions re la ti ng to
p ar t i c i p a t i o n in the immediate c o m m u n i t y from those
functions r e l at in g to a broader sphere of social r e s p o n ­
sibility

(such as to society at l a r g e ) .
T h a t home e c o n o m i c s teachers are expected to

maintain g o o d co m m u n i t y relations has already b een d o c u ­
mented.

In most of t hese instances,

established

the a ss oc i at io ns are

in an e f f o r t to help the public u n d e r st a nd

the home economics p r o g r a m and/or to obtain various types
of n e c e s s a r y support and as s is ta nc e
T h e r e may,

however,

for the program.

be some specific ways

in

which the home e c o n o m i c s teacher can assist in the

188_, . ,
I b i d ., p.

371.

1 QQ

Ibid., pp.

374-84.

59
com mu n it y
text,

(beyond c l a s s r o o m i n s t r u c t i o n ) .

In this c o n ­

Fleck, supplies some examples:

On occasion, she ma y p a r t i c i p a t e in a civic i m p r o v e ­
m ent project. . . . She mi ght help c om m i t t e e s engaged
in instituting low -c os t housing projects, c h i l d — care
centers, co mmunity r e c r e a t io na l facilities, or
hospital and h e a lt h centers.
It may also be p o s ­
sible to im pl em en t R e i s s m a n ’s su gg es ti on that an
old store be used as a center to w h i c h the po o r
people of the c o m m u n i t y may come to discuss their
family and home problems.
Home economics teachers
have many talents to offer in these projects. . . .
Many home ec on o mi cs teachers also lend their s e r ­
vices to the Red Cross.
These and m any o t h e r a c t i v i ­
ties provide o p p o r t u n i t i e s for the home ec onomics
teacher to aid the co m munity and to utilize its
f a c i l i t i e s .190
In r e l a t i n g some of the new legislative r e q u i r e ­
ments aff ec ti ng home ec on o mi cs programs,

Hurt and A l e x ­

ander indicate intensified r es po n s i b i l i t y r e l a t i n g to
com mu ni ty p a r t i c i p a t i o n and cha ll en g e home e c o n o m i c s
teachers to "give greater c o n s i d e r a t i o n to social and
cultural co nd i ti on s and needs, es p e c i a l l y in d e p r e s s e d
191
areas,"
and to es t a b l i s h n e w approaches b e t we en the
home economics d e p a r t m e n t s in the schools and a g e n ci e s
19 2
in the community.
Hall and Pao lu cc i

interpret the home e c o n om ic s

teacher's linkage w i t h the c o mmunity to include a s s i st in g
lay groups in u n d e r st an di ng mo de r n edu ca t io n and
190
x
I b i d ., p.

79.

191 Hurt and Alexander,
1 9 2 I b i d . , p.

774.

o p . c i t ., p.

7 72.

60

p a rt i ci pa ti ng in the d e f i n i t i o n and solution of c om munity
problems r e l a t i n g to education. 193
In addition, as a w e l leducated citizen,

the home e c o n o m i c s teacher has a r e s p o n ­

sibility to set an example by h er concern for the p r e s e r ­
vation of d e m o c r a c y through r e g i s t e r i n g and vo ti n g in
194
electrons and the like.
Member o f the home eco no mi cs and e d u c a t i o n p r o ­
fessions .— V i e we d broadly,
is seen to involve

respon si bi l it y in this area

(1) d e m o n s t r a t i n g an a p p r e c i at io n of

the social i m p o r t a n c e of the profession,

(2) co nt r i b u t i n g

to the d e v e l o p m e n t of p r o f e s s i o n a l standards,

(3) c o n ­

tributing thro ug h professional organizations,

(4) taking

a personal r e s p o n s i b i l i t y for o n e ' s own pr o f e s s i o n a l
growth,

and

<5) acting upon a systematic philosophy,
cri ti ca ll y a d o pt ed and c o n s i s t e n t l y applied. 19 5
In

m e e t in g the c h a l l e n g e s c o n f r o n t i n g both home ec onomics
and education,

individual m e m b e r s are expected to accept

r e sp on si b il it y for pr ofessional conduct as ex pr es se d in
the code of ethics of the r e s p ec ti ve professions. 196

193

Hall and Paolucci,

194
x
I b i d . , p.
195

Ibid., p.

0

£.

c i t . , p.

431.

428.
432.

1 QC
I b i d ■, pp.

441-42;

Fleck,

0 £.

c i t ., pp.

79-80.

61
That home ec on om ic s
issues

is c o n f r o n t e d by a n u m b e r of

stemming from the impact of techno lo gy u pon our

lives is c l e ar l y evident.

But, as R ay points out,

manner of p r o f e s s i o n a l responses
In this context,

the

is n o t so clearly seen. 197

h o m e economists a re challenged by J e f f e r s

to w ork for social as well as indivi du al change:
In one, the focus is on c h a n g i n g people; in the
other, it is o n changing institutions. . . . It
w o u l d appear to m e that if c o n s u m e r education is
to be truly innovative, it has to move beyond the
conf in es of individual change w i t h w hich it has
been so c l o se ly i d e n t i f i e d .198
As members o f the home e c o n o m i c s profession,

home

eco no m ic s teachers are challenged to increased p r o f e s s i o n a l
199
200
commitment,
gre at er professional initiative,
and to
intensified p r o f e s s i o n a l interactions:
If we are d e d i c a t e d to improving conditions of
living for i ndividuals and families, we must be
"where the a c t i o n is."
We c a n n o t fulfill our
stated mission if we abide w i t h i n an ediface of
our own making, h owever a t t r a c t i v e and orderly
life within it m a y appear to be.
Nor can we be

197

Ray,

op. cit.

X 98

Cam il l e Jeffers, "Hunger, Hustlin* and H o me making," Journal of Home Economics, LXI (December, 1969),
761.
199

M a r i ly n J. Horn, "The R e w a r d s of Co mm it m en t, "
Journal of Home E c o n o m i c s , LXI (February, 1969).
^ ^ M a r y C. Egan, "To Serve Is to Know," Jour na l
of Home Economics, LXI (January, 1969), 16.

62
o b s e r v e r s only, c o n t e n t wi t h w a t c h i n g and d o c u ­
m e n t i n g the pagent of c o n t e mp or ar y life.
We m u s t
get into the action, b e c o m e involved, i n t e r a c t . 201
In addition,

home eco no mi cs educators a r e urged to u p d a t e

profes si on a l practices to correspond to cha ng i ng educational needs,

20 2

r e g u l a r l y advise l e g i s l a t i v e r e p r e ­

sentatives on matters r e l a t i n g to t h e i r p r o f e s s i o n a l
arena, 203 and to co op er at e w i t h ot her p r o f e s s i o n a l s and
agencies in finding sol ut io ns to p r e s s i n g social p r o b l e m s
«
■„ 204
affecting
the family.
Instructional r e c i p i e n t s .— O ne in dex to the
identity o f instructional re ci pients in home e c o n o m i c s
to e x a mi ne r e s ea rc h on "learner needs."

is

Such an a c c o u n t

appears in Nelson's r e c e n t research r e v i e w w ith the list
including nee ds of homemakers,

a d o l e s c e n t girls,

cent boys, d i s a d v a n t a g e d teenagers,

adoles­

and edu ca bl e m e n t a l l y

2 01

Helen R. L e B a r o n , "Professional Interaction:
Key to the Future," Journal of Home E c o n o m i c s , LI (Sep­
tember, 1967), 499.
202

Flossie M. Byrd, "A D e f i n i t i o n of Home E c o ­
nomics for the 7 0's," J o u r n a l of Home Economics, LXII
(June, 1970), 414.
2 ^ 3R alph K. Huitt, "Finding L e g i s l a t i v e S ol ut i on s, "
Journal of Home E c o n o m i c s , LX (October, 1968), 637.
204 W i l l i a m L. Slayton, "Serving U r b a n F a m i l i e s , ”
Journal of Home E c o n o m i c s , LX (October, 1968), 633; A l s o
the M c G r a t h references.

63
retarded adolescents. 2 05

Further indication that the

home economics teacher has professional responsibilities
for reaching disadvantaged students may be concluded from
Meis' research. 2 06 Fleck states that "home economics
teachers are committed to helping students who have p a r ­
ticular needs,

such as the slow learner,

the gifted,

handicapped,

the potential dropout, the
2 07
and the disadvantaged."
In this con-

the exceptional,

underachiever,

text, Best 208 and Boots 2 09 discuss the retarded teenager
in the home economics program.

That home economics

teachers increasingly teach boys as well as girls is
2io
evidenced by the Kreutz study,
and in discussions such
2 05

Helen Y. Nelson, Review and Synthesis of
Research on Home Economics Education (2nd e d .; C o l u m b u s ,
O h i o : The Cen te r for Vocational and Technical Education,
The Ohio State University, 1970), pp. 11-13.
206

Ruby L. Meis, "Teachers' Attitudes Toward
People of Diverse Backgrounds, Knowledge of Disadvantaged
and Professional Commitment" (unpublished Ph.D. di ss e r ­
tation, The Pennsylvania State University, 1967).
207

Fleck, ojd . c i t . , p.

54.

2 08

Gary A. Best, "Home Economics for the Mentally
Retarded," Journal of Home E c o n o m i c s , LXI (June, 1969).
209
Helen B. Boots, "The Retarded Teenager in the
Home Economics Program," Journal of Home E c o n o m i c s , LX
(November, 1968).
210

Shirley Kreutz, "Relationship of Selected F a c­
tors to Teacher Recognized Problems in Teaching Home
Economics to B o y s ” (unpublished Ph.D. dissertation. The
Pennsylvania State University, 1966).

64
211

as those of Hall and P a o l u c c i ,
Nelson,
Ridley, 2 1.3 and Levande and Marshall. 214

212

Flanegan and

Diverse though the preceding list of possible
instructional recipients may be, nearly all are persons
for whom instruction is provided primarily within the
confines of the o rdinary school classroom.

Such is not

the case with a second group of possible instructional
recipients for w h om the home economics teacher may be
responsible.
The home economics t e a c h e r ’s instructional c o n­
tacts may extend into the elementary school and pre-school
settings,

involving the home economics teacher as a con215
sultant and/or resource person
or in occasional teach—
2X6
ing (such as in nutrition units or in d em o n s t r a t i o n s ) .

211 Hall and Paolucci, o p . c i t ., p. 34.
212 Nelson,

"An Evaluation of Secondary School
Occupational Home Economics P r o g r a m , ” o j d . c i t .
213
Catherine P. Flanegan and Agnes F. Ridley, "A
Profile of Students Enrolled in Home Economics Courses
for Gainful Employment and for Homemaking," Journal of
Home E c o n o m i c s , LXI (May, 1969).
^^^Diane Sax Levande and William H. Marshall,
"Students' Needs and Teachers' Perceptions," Journal of
Home E c o n o m i c s , LIX (May, 1967).
215

216

Fleck, o p . cit.., p. 29.
Hall and Paolucci, o p . c i t ., p. 33.

65
The pr ac ti ce of a r r a n g i n g for home ec on om i cs students to
have direct c o n t a c t s w i t h y o u n g c h i ld re n via o r g a n i z i n g
s ho r t - t e r m p l a y groups or nursery schools has a long
tradition in home eco no mi cs as evidenced by c u r r i c u l u m
217
218
219
materials,
h igh school texts,
and methods texts.
A l t h ou gh the p r i m a r y p u r p os e of the l ab oratory is to p r o ­
vide e x p e r i e n c e s for the high school students to study
and direct c h i l dr en 's activities,
is u l t i ma te ly r e s p on s ib le

it is the teacher w h o

for the guidance and s upervision

of the c h i l dr en as well as the in st ruction and sup er vi si o n
of the high school students.
pational p r o g r a m s

for training child care aides,

home e co nomics teacher,
responsible

In home economics o c c u —
220

the

a l t h o u g h not usually d i r e c t l y

for g u i d in g the y o un g children, m u s t have

a b ac kg ro un d in this to e f f e c t i ve ly c o o r di na t e e xperiences
and related i n s t r uc ti on

for the trainees.

217
Fed er a l Se cu r i t y A g e n c y — Office of Education,
Boys and Gi rls Study H om e making and Family L i v i n g ,
Voc at io na l D i v i s i o n Bu ll e t i n No. 245, Home E c o n o mi cs
Education Series No. 27 (Washington, D.C.:
Government
P r i n ti ng Office, 1952), p. 25.
218

Hazel M. H a tc he r and M i l dr ed E. Andrews,
A d v e n t u r i n g in Home L i v i n g , Book 2 (Boston:
D. C. Heath
and C o m p a n y , 19 59), p p . ? 3 3 - 9 4 .
219

Haz el M. Hatcher and M i ld re d E. Andrews, The
T e a c hi ng of H ome Ec o n o m i c s (Boston:
Houg ht on M i f f l i n
C o m p a n y , 1963) , p p . 32^, 341.
22 0 Reinwald,

o p . c i t . , pp.

36-37.

66
In this context,

home eco no mi cs t e a ch er s r e s p o n ­

sible for emp lo ym en t ed u c a t i o n experiences, m ust engage
in c o n s i d e r a b l e liaison w o r k w i t h the social and business
communities.

221

Since m any employers are i n ex pe ri en ce d in

serving in the type of e d u c a t io na l role r e q u i r e d in a
w o r k - e x p e r i e n c e p r o g r a m c o o r di na te d with the school
instruction,

v a r y in g d e g re e s of o r i e n t a t i o n will pro ba bl y

be involved,

some o f w h i c h may w ell be of a n instructional

nature.
A l t h o u g h not all home ec on o mi cs teachers are
expected to serve as supervisors o f student t e a c h e r s ,
such a r e s p o n s i b i l i t y is c o m m o n l y a s s o c i a t e d w i t h the
position.

The import a nc e of this instructional and

s up er visory re sp o n s i b i l i t y is,

in part, a rationale for
222
223
studies such as those by Brabble,
and Adams.
An emer gi ng d e v e l o p m e n t is the use of p a r a p r o —
fessionals or teacher aides to a s s i s t the home economics
teacher.

A l t h o u g h still in the early stages,

221

McFadden,

op.

the trend

c i t .; D o m m e r , o p . c i t ., p. 41.

22 2

E l i z a b e t h Williams Brabble, "Attitudes of
S u p e r vi s in g Teachers Toward S el ec t e d Co nc ep ts and P r a c ­
tices A s c r i b e d to Their Role in the Student Te ac h in g P r o ­
gram" (unpublished M a s t er 's thesis, The Pe n n s y l v a n i a
State University, 1966).
22 3

Eva W a l ke r Adams, "Supervising Teachers' P e r ­
ceptions of Their Role and Degree of P r o f e s si on al C o m m i t ­
ment" (unpublished Ph.D. dissertation. The P en n s y l v a n i a
State University, 1968).

67
is sustained at a level w h ich me ri t s c o n t i n u i n g c o m m e n t
in the p r o f e s s i o n a l literature. 22 4 That the home e c o ­
nomics teacher may be charged w i t h in s tructional as well
as supervisional respon si bi li t y is ev idenced in the
following statement:
For example, teacher educ at o rs and/or s up er v is or s
might p r o v i d e training for e x p e ri en c ed teachers
or p a r a p r o f e s s i o n a l s . On the o ther hand, teacher
educators and/or supervisors m i gh t prepare teachers
to train t e a c he r aides and p a r a p r o f e s s i o n a l s . 225
A l t h o u g h not universal

in occurrence,

home e c o ­

nomics teacher e xp ectations for i n s t r uc ti ng adults are
evidenced in c o n s i d e r a t i o n s such as those o f Hall and
226
227
228
Paolucci,
Nunn,
and Spitze.
The d i v e r s i t y of
the home e c o n o m i c s teacher's i ns tructional con ta c ts m a y
224

Note:
Berenice Mallory, "Auxiliary Workers:
Key to E n l a r g i n g our P o t e n t i a l , ” Journal of Home E c o ­
nomics , LX (October, 1968); Sidney A. F i n e , MGuidel in es
for Designing N e w C a r e e r s , ” J o u rn al of Home Economics,
LXII (February, 1970).
2 25

A G u i d e for the D e v e l o p m e n t of Cons um er and
Homemaking E d u c a t i o n (Lincoln, N e b r a s k a : D e p a r t m e n t of
Home Economics E d u c a t i o n , C o l l eg e of A g r i cu l tu re and Home
Economics, U n i v e r s i t y of Nebraska, 1969), p. 30.
2 26

Hall and Paolucci,

oja. c i t . , pp.

33-35,

48-49.

227 H e l e n C. R. Nunn, "An E x p l o r a t o r y Study of
A d ul t H o m e ma ki ng Edu ca ti on in R e l a t i o n to T e a ch e r P r e p a r ­
a t io n and P r o g r a m Planning" (unpublished Ph.D. d i s s e r ­
tation, New Y o r k State College of Home Economics, Cor ne l l
University, 1966),
22 8

Hazel Taylor Spitze, "Adult E d u c a t i o n to
Strengthen F a m i l y Life," Illinois T e a c he r for C o n t e m p o r a r y
R o l e s , XIII ( M a r c h - A p r i l , 1 9 70 ) “.

68
be further expanded by r e s p o n s i b i l i t i e s such as the
following:
teaching a series of lessons for young
m a m e d s , 229 m o t h e r —d a u g h t e r or pare nt e d u c a t i o n c lasses
in home economics, 230 p r e p a r i n g persons to be c o m p an io ns
2 31
to the elderly,
and e d u c a t i n g the family as a totality.
Home economics e d u c a t i o n has long p r o f es se d
con ce r n for

"the family" and instructional efforts have

been d i r e c t e d toward "improving family life" through
improving the competence of individual

family m e m b e r s —

usually the homemaker or p r o s pe ct iv e homemaker.
ever,

toda y there is in cr e as in g evidence of the need

for e d u c a t io na l
unit.

How­

"missions"

involving the family as a

Ray states:

Home eco no mi cs is a p r of es si on al field w h i c h at te mp ts
to s erve society thr o ug h its efforts to solve and
m e d i a t e family pr ob l e m s and problems of the larger
s ociety wh ich impinge o n the family.
In the p o p u l a r
v ernacular, we can say that p r o f e s si on a l home e c o ­
n o m i st s serve society through the family and t h r o u g h
its eco-system. . . . 232
In the r e c o m m en da ti o ns of F o r u m 14 of the 1970 White
House C o n f e r e n c e on Children,

22 9

"Home Economics
o p . c i t ., p . 93.
2 30 Lowrance,

the family is considered

is the Sec on d ar y School,"

o p . c i t . , p. 48.

2 31
This is one of the oc cupational areas c o n ­
sidered r e l a t e d to home economics; See Reinwald, op. cit.,
p. 31.
232

Ra y,

0

£.

c i t ., p.

715.

69
to be the d o m i n a n t socializing agent and p r i ma ry inter233
face b e t w e e n the individual and society.
In this c o n ­
text,

the family is v i e w e d in a reciprocal rather than

s u b o rd in at e r e l a t io n sh ip w i t h ot her social i ns ti tu t io ns
and since p r e s en t hu man service systems t end to f r ag m e n t
and u n d e r m i n e the family,
tems"

" . . .

(including educational)

all such del iv er y s y s ­

"should be re di rected to

provide ser vi c es and s u p po rt through and to the family
as a unit.

. . . M^^4

^ ^ F o r u m 14, o p . c i t . , pp.
2 34

I b i d ., p.

232.

226-38.

CHAPTER III
PROCEDURE

T h e procedures used in this study are d i s c u s s e d in
four sections,

the fi rst of w h i c h relates the selection

and d e s c r i p t i o n of the respondents.

Subsequent parts

focus u p o n the i n s t r um en t d e v e lo pm e nt process, d a t a c o l ­
lection procedures,

a n d procedures for tr ea tm en t of the

data.
S e l e c t i o n and D es c r i p t i o n
o f Respondents
T h e sample was randomly selected from teachers
2 35
d e s i g n a t e d as full-time public h i g h school
home e c o ­
nomics teachers in the 1969-70 reg is t er of c e r t i f i e d
t ea ch in g personnel in Michigan. 2 3 6 The initial sample
c o n s i s t e d of 250 names w ith an add it io na l res er v e
of 15 d r a w n

for r e p l a c e m e n t purposes.

sample

The s a m p l i n g p r o ­

cedure was based on t h e assumption that the r e g i s t e r was
r e p r e s e n t a t i v e of e s t a b li sh e d home economics teac hi ng
2 35

As coded in the 1969-70 register o f ce rtified
tea ch in g personnel in Michigan.
2 3 6Compiled b y the M i c h i g a n Depart me n t of E du ­
cation .
70

71
p os itions in the state and that w h i l e the p o s i t i o n o c c u ­
pants m i g h t change, the teaching pos it io n s would rem ai n
relatively stable. 2 37
Data were o b t a i n e d from a two-part m a i l e d q u e s t i o n ­
naire co m p l e t e d and r e t u r n e d by the respondents.

The

first p ar t of the q u e s t i o n n a i r e c on sisted of a c h e c k l i s t
of 150 items des ig ne d to determine role perceptions.
the second part,

r e s p o n d e n t s supplied informa ti on r e g a r d ­

ing se le ct ed personal data,
preparation,

In

academic and p ro f e s s i o n a l

and teac hi ng assign me nt and experience.

Q u e s t i o n n a i r e s w e r e mailed to teachers in b o t h
the m a i n and reserve samples, om it ti ng po si ti o ns w h i c h
adm i n i s t r a t o r s had r e p o r t e d eliminated.

M a t e r i a l s were

mailed to 262 teachers and were returned by 203 teachers
(77%).

Of these,

11 h a d to be d i s c a r d e d d ue to lateness

of reply or extensive m i s s i n g d ata 2 38 re s ulting in 192
usable r e t u r n s .
D ata summaries w h i c h provide a d e s c r i p t i o n of
the r e s p o nd en t s

include three basic areas,

the first

of w h i c h focuses upon some personal c ha r a c t e r i s t i c s of

2 37 T he general support of this a s s u m p ti on is
evidenced by the limited number of no ti fi ca ti o ns (three)
received from ad mi n i s t r a t o r s indicating the e li m i n a t i o n
of the te ac h in g pos i ti on s in question.
2 38 O m i s s i o n of several consec ut iv e items (such as
one or m ore pages of the checklist) resulted in the
rejection of that instrument.
An o cc asional m i s s i n g
response, however, did not qualify an instrument for
rejection.

72
the teachers.

In the second and third areas information

is presented concerning the teachers*

academic and p r o ­

fessional preparation and experience and the home e c o­
nomics programs and teaching assignments with which the
respondents were associated.
Tables 1, 2, and 3 contain information regarding
personal characteristics of the teachers.

The age range

of the respondents summarized in Table 1 indicates that
the majority of teachers in the sample were 55 years of
age and under.

Approximately equal percentages of the

respondents were in the age categories under 35
as in the categories of the 36-55 age ranges

(40.6%)

(43.3%).

TABLE 1.— Age of home economics teachers.
Number

Percentage

25 years and under

33

17 .2

26 - 35 years
36 - 45 years
46 - 55 years

23 .4

56 years and over

45
37
46
19

No response

12

6 .3

Age

192

Total
aDue to rounding,

19 .3
24 .0
9.9

10.0.1a

total exceeds 100 per cent.

The marital status of the teachers is shown in
Table 2.

Nearly three-fourths

reported being married.

(72.9%)

of the teachers

The next largest category was

73
t h e single teac he rs
of the teachers
(divorce,

(16-1%)

and about two-thirds as m an y

(10.9%) r e p o r t e d terminated m a r r i a g e s

separation,

or death).

T A B L E 2.— M a r i t a l status of h ome economics teachers.
Number

Marital Status

16 .1
72. 9
5.7
5.2

31
140

Single
Married
Divorced or separated

11

Widowed

10

99 .9a

192

Total
aDue to rounding,

P e r c en ta ge

total does not sum to 100 per

cent.

Table

3 shows the d i s t r i b u t i o n of reasons g i v en

by respondents

for becoming a home economics t e a c h e r .

A large p r o p o r t i o n
indicate a reason.
third responded

(35.9%)

of the respond en ts did not

Of t h os e w h o did respond, alm os t o n e -

in a manner cl as sified as enjoyment of

home e c o n o m i c s- re la te d subjects and/or activities.
The level of e d u c a ti on al attainment re p or te d by
the respondents
two-thirds

is summarized

(65.1%)

in Table 4.

of the teachers,

For nearly

the level of e d u ­

c a t i on al at t a i n m e n t met or ex ce ed ed the former equivalent
2 39
of continuing or permanent c e r t i f i c a t i o n in the state.
2 39

Ten semester h ours or fifteen term credits
beyond un de r g r a d u a t e degree.

74

TABLE 3.— Reason for b e c o m i n g a home e co nomics t e a c h e r .
R e a s o n for Becoming a
H o m e Economics T e a c h e r 3

Number

Percentage

(1) E n j o y subject and/or activities

37

19.3

(2) P r a c t i c a l p r e p a r a t i o n for e v e r y ­
d ay life

19

9.9

(3) H i g h school experi en ce s and/or
a c t i vi ti es

10

5.2

(4) Inf lu en ce of teacher, advisor,
etc.

12

6 .3

(5) D e s i r e to work w i t h students

19

9.9

(6> Other

26

13 .5

(7) No r e s po ns e

69

35.9

192

100.0

Total

Typical reasons:
{1) e n j oy foods, like area,
interest in housing, etc.; (2) e as i l y com bi n ed w i t h m a r ­
riage an-1 a family, bas ic p r e p a r a t i o n for life, etc.;
(3) 4— H activities, active in F H A , etc.; (4) inspired
by home eco no mi cs teacher, adv is ed by su perintendent, etc.;
(5) like to help young people, find a d o l e s ce nt s c h a l l e n g ­
ing, etc.
TAB LE 4.— Educational attainment.

26

13 .5

41

21.4

66
24

34.4
12.5

35
192

18.2

M a s t e r 's d e g r e e
M a s t e r ’s d e g r e e plus a d d i ti on al
work
Total
aD ue to rounding,
cent.

total does not sum to 100 per

fit

Bachelor's d e gr ee
Bachelor's de g r e e plus 1-10 s e m e s ­
ter or 1-15 quarter credits
B a c h e l o r 's degree plus m ore than
11 semester or 15 quarter credits

o

Percentage

•

Number

VO
VO

E d u c a t i o n a l Att a in me nt

75
In addition,

nearly on e - t h i r d

(30.7%)

of the te achers

held the m a s t e r ’s d e g r e e and n e ar ly o n e - f i f t h

(18.2%)

reported academic w o r k beyond the m a s t e r ' s degree.
The c e r t i f i c a t i o n summary in Table 5 indicates
that approximately t wo -f if t hs

(37.0%)

of the teachers

held provisional c e r t i f i c a t i o n w i t h slightly o ver threefifths

(61.5%) h o l d i n g contin ui n g or p e r m a n e n t c e r t i f i ­

cation.

Most of the teachers r e p o r t e d v o c a t io na l

c e r t i f i ca ti o n

(81.3%)

w it h less t han o n e - f i f t h

(18.7%)

indicating only the general s e c o n d a r y teac hi n g c e r t i f i ­
cate .

TABLE 5.— Type of t e a c h i n g ce r t i f i c a t e held
Type of T e a c h i n g
Certificate
S ec on da ry
S ec on da ry
S e c o nd ar y
Sec on da ry

provisional
vocational provisional
permanent
vocational permanent

Special or temporary
Other
Total

The survey o f

institutions

Number

Percentage

6
65
27
91
2
1

3 .1
33.9
14 .1
47 .4

192

100 .0

1. 0
0 .5

from w h i c h the teachers'

u n d e r gr a du at e d e g re es were granted rev ea le d that slightly
over one -f ou rt h

(27.1%)

u n d e r g r a d u a t e degree
In addition,

of the r e s p o n d e n t s h eld the

from an o u t - o f - s t a t e institution.

slightly more than o n e — fourth

(26.0%) w e r e

76

graduates of Michigan State University.

Nearly one-half

(45.3%) of the teachers thus held an undergraduate degree
from institutions in Michigan other than Michigan State
University.

This information is summarized in Table 6.

TABLE 6.— Institution from which undergraduate degr ee was
granted.
Institution
Michigan State University
Schools in Michigan other than
Michigan State University
Out-of-State
No response
Total

Number

Percentage

50

26.0

87
52

45.3
27 .1

3

1.6

192

100.0

Responses regarding the certified teaching minor
were classified into the six categories shown in Table 7.
As major categories,

the social sciences, natural sciences,

and English collectively accounted for most of the
reported minors

(60.4%), with each category representing

about one-fifth of the total.
Data concerning teaching tenure are summarized in
Tables 8 and 9, with the summary of total years of home
economics teaching experience appearing in Table 8.

The

responses are quite evenly distributed among the c a t e ­
gories.

However, approximately two-fifths

(41.1%)

the teachers reported total teaching experiences of

of

77

TABLE 7.— Field of certified teaching minor.
Field
Indicates no certified teaching
minor
Social sciences
Natural sciences
English/Speech
Home economics-related
Other
No response
Total

Number

Percentage

22
44
37

11.5

35

22.9
19 .3
18 .2

19
27
8

9.9
14.1
4.2

192
Due to rounding,

1 0 0 . la

total exceeds 100 per c e n t .

TABLE 8.--Total years teaching experience in home e c o ­
nomics .
Total Years Teaching Experience
in Home Economics

Number

Percentage

2 years or less
3 - 5 years
6 - 10 years

41
31
41

21.4
16 .1

11 - 15 years
16 or more years

40

21 .4
20.8

39

20.3

192

100 .0

Total

78
over ten years w h i l e nearly three-fifths

(58.9%)

reported

ten years or less experience.
Tenure in present tea c hi ng p o s i t i o n is shown in
T a ble 9.

J u s t over on e - f o u r t h

(26.6%) o f the teachers

have been in the present t e a c hi ng p o s i t i o n two years
or less and just o ver o n e - f i f t h

(21.4%)

repo r te d being

in their p r e s e n t teaching p o s i t i o n longer than ten years.

TABLE 9.— N u m b e r of years in p r es en t t e a c h i n g position.
Number of Y e a r s in Present
Tea ch i ng P osition
2 years or

less

3 - 5 years
6 - 10 y e ar s

Number

Percentage

51

26 .6

56

29 .2
22 .4

11 - 15 years

43
23

12 .0

16 or m o r e years
No r e s p o n s e

18
1

9 .4
0.5

192

Total

1 0 0 .ia

a Due to r o u n d i n g , total exceeds 100 per cent.

A s u m ma ry of in f o r m a t i o n re ga r di ng t e a c h e r s 1
involvement in p rofessional o rg a n i z a t i o n s appears in
Table 10 and

in Table 11.

T a b l e 10 shows the number of

p ro fessional o r g a n i z a t i o n s in w h i c h the teachers r e p o r t e d
membership.

N e a r l y one -h al f

(45.9%) r e p o r t a f f i l i a t i o n

w i t h at least t h r e e p r o f es si on a l organizations.

79

T A BLE 1 0. — Profes s io na l affiliations.
Number of O r ga ni z at io ns in W h i c h
M e m b e r s h i p Is Held
None or 1
2
3
4
5 or more
Total

TAB LE 11.— Professional

„
,
Number

. _
P e r c e nt ag e

26
78
48
22
18

13.5
40.6
25.0
11.5
9 .4

192

100.0

lea de rs hi p experience.

Number of O r g a n i za ti on s in Which
Lea de rs hi p was Reported D u r i n g
Last Th ree (3) Y e a rs
None
1
2
3
4 or more
Total
a Due to rounding,

N umbe r
145
32
9
3
3
192

Per ce nt ag e
75.5
16.7
4.7
1.6
1.6
100 .la

the total exceeds 100 per cent.

80
The summary of reported leadership experiences in
Table 11 reveals that most teachers

(75.5%)

indicated

no leadership experience during the specified period.
However,

nearly one-fourth

(23.0%) did report at least

one leadership experience.
As Table 12 indicates,

the majority

(72.4%) of

teachers expect to teach home economics on a continuing
basis and another 11.5 per cent expect to return to
teaching after a temporary absence.

Some 16.1 per cent,

however, expect to leave home economics teaching p e r m a ­
nently during the next five years.

TABLE 12.— Teachers'

five-year career projections.

Career Projections

Number

Percentage

Continue teaching home economics

139

72 .4

Temporarily leave home economics
teaching and return in a few
years

22

11.5

Leave home economics teaching
permanently3

31

16.1

192

100 .0

Total
aRetire, change fields, etc.

Tables 13-20 pertain to the types of home e c o ­
nomics programs and teaching assignments with which the
respondents were associated,
mation

about

thus providing some infor­

the social settings in which the teachers

81
functioned professionally.

The types of a d m i n i st ra ti ve

s tr uc tu re s for the respective home economics p rograms
s h own in Table 13.

Only one inst an ce of a full-time

home economics c h a i r m a n was re po rt ed al th ou g h m a n y
r e s p o nd e nt s r e p o r t e d being in a home economics p r o g r a m
w i t h a design at ed home economics cha ir ma n

(usually a

teacher w ith a d d i t i o n a l a dm in i s t r a t i v e r e s p o n s i b i l i t y ) .
N e ar ly o ne — third

(29.2%), h o w ev er reported not hav in g

any formally d e s i g n a t e d ch a ir m a n for the home e c o n om ic s
program.

T A B L E 13.— Type of home econ o mi cs a d m i n i st ra ti ve
str uc tu re in schools w i t h w h i c h r e s p o n d e n t s
were associated.
Type of A dm i n i s t r a t i v e
Structure

Number

Per ce nt ag e

Do not have a formally designated
c h a i r m a n or supervisor

56

29 .2

F u l l - t i m e home eco no mi cs c h a i r m a n

1

0.5

Par t- t im e home eco no mi cs c h a i r m a n

117

60.9

14

7.3

4

2.1

192

100 .0

Otherb
No response
Total

a Such as teacher also serving as c h a i r m a n o f the
h ome economics department.
Supervisor
director).

in another area

(such as v o c a t io na l

82

T h e n u m b er of home ec on o mi cs teachers w a s c o n ­
sidered to be o n e indicator of type of home e c o n o m i c s
program.

T his

information is summarized in Table 14.

Over four— fifths

(82.9%)

of the teachers r e p o r t e d t e a c h ­

ing in m u l t i - t e a c h e r home e c o n o m i c s programs.
o n e — half of the total

(47.4%)

Nearly

reported being in o n e —o r —

two-teacher d ep a r t m e n t s w h i l e just over one -h a lf

(51.6%)

reported b e i n g in home eco no mi cs programs e m p l o y i n g three
or m ore h ome ec on o mi cs t e a c h e r s .

TABLE 14.— Type of home e c o n o m i c s program.
Number of Home Economics T e a c h e r s in
Programs W i t h W h i c h R es po ndents Were
Associated3
(1)
(2)
(3)
(4)
<5)

Single t e a ch er d e p a rt me nt
Two - teacher d e p a r t m e n t
Three - teacher de pa rt me n t
Four - teacher d e p a r tm e nt
Five - or more teacher d e p a r t ­
ment

(6) No res po ns e
Total

Number

P er centage

31
60
42
34

16.1
31.3
21. 9
17 .7

23
2

12.0

192

100 .0

1. 0

P o s i t i o n equivalents:
(2) or 1 f ul l — and 1 or 2
part-time h ome economics teachers; (3) or 2 full- a n d 1
or 2 par t- ti m e teachers; (4) or 3 full- and 1 or 2 parttime teachers; (5) or 4 full- and 1 or 2 part- time
teachers.

P r e s e n t e d in Table 15,

structural p r o v i s i o n for

selected c u r r i c u l a r com po ne n ts was used as anot he r indicator of p r o g r a m type.

Three clusters of s u b j e c t -a re as

83

TABLE 15,— Structural mode for teaching aspects of the
home economics curriculum in programs with
which the teachers w e r e associated.
C urriculum Areas

S tr uc tu ra 1
Mode

H u man Develop­
m ent Aspects
of Curriculum
No.

Area not
presently
included

Consumer
Education

NO.

%

C u rr iculum
Aspects Dealing
with Material
Aspects of
Family Living
No

%

4 .2

1.6

0.5

Primarily
special
units or
classes

64

33.3

80

41.7

125

65.1

Primarily
integrated

14

7.3

68

35.4

10

5.2

106

55.2

28

14.6

52

27.1

5

2.6

8

4.2

4

2.1

192

100.0

192

100.1

192

100.0

Combination of
integration
and special
units or
classes
No response
Total

84
were examined.

The c o n s u m e r e d u c a t i o n area had the

h ighest reported i n c i d e n c e of "not b e i n g included in the
curriculum"

(4.2%).

A s p e c t s of the c u r r i c u l u m d e a l i n g

with the material e n v i r o n m e n t of t h e family had the
highest reported i n c i d e n c e

(65.1%) o f being offe re d

pri ma r il y as special c l a ss e s or u n its and the lowest
incidence of being o f f e r e d primarily o n an integrated
basis.

Combina ti on s of integrated and separate approaches

were m o s t frequently u s e d for the h u m a n de v e l o p m e n t
aspects of the curriculum.
Table 16 shows the range of students

served by

the home economics p r o g r a m s in w h i c h the r e sp on de nt s
taught.

Only 10 per c e n t of the r e p o r t e d pr og ra m s

served a single type of

student

(girls o n l y ) .

T h e two

types of students w h i c h a quarter of the programs

(26.0%)

served u s ua ll y were h i g h school boys and high school
girls.

J u s t over t h r e e -f if th s of the teachers

(61.5%)

reported being in a h o m e economics p r o g r a m serving at
least t h r e e types of students.
In showing the range of s t u de nt s taught by the
respondents.
of the

Table 17 indicates t hat on e - f o u r t h

teachers w o r k e d with a single type of student

(girls in most,
(73.4%),

(25.0%)

but not all, cases).

Most teachers

however, w o r k e d with two or m ore types of stu­

dents on an in st ructional basis.

85

TABLE 1 6 . — Type of h ome economics p r o g r a m .
Range o f Students3 Served by Home
E co no mi cs Programs w i t h Wh ich
Respond en ts W ere Associated
Single type of stu d en t
Two t y pes of students
Three types of students
Four or more types of students
No r e s po ns e
Total

Numbe r

P e r c en ta ge

21
50
67
51
3

10.9
26 .0
34.9
26. 6
1.6

192

100.0

Refers to types of students involved in i n s t r u c ­
tional prog r am s (girls, boys, adults, handic ap pe d, e t c . ) .

TABLE 1 7 . — Range of students taught.
R ange of S t u d e n t s 9 Taught

Number

Per ce nt ag e

Single type of student
Two types of students
Three or more types of students
No r e s p o n s e

48
78
63
3

25.0
40 .6
32.8
1.6

192

100 .0

Total

vides

a Refers to types of students for w h o m teacher p r o ­
instruc ti on (girls, boys, adults, ha ndicapped, etc.).

86
Tables

18 and 19 focus upon components of the

home econ om ic s p r o g ra m in addition to instruction
as c o - c u r r i c u l a r activities,

advisory committee,

The numerical range of p r o gr am features
which the respond en ts w e r e associated
Table 18.

F e w teachers

(6.3%)

(such
etc.).

in schools w it h

is summarized

in

re po rt e d being in a h om e

economics p r o g r a m c o n s i s t i n g e x c l u s i v e l y of c l a s s r o o m
instruction.

Nearly t h r e e — fourths

(73.4%) of the

teachers r e p o rt ed being in programs ch ar ac te r iz ed by
at least two features

in addition to cl assroom

instruction and nearly o n e — fourth

(22.4%)

reported

four or more features in addition to c la ssroom
instruction.

TABLE 1 8 . — Range of home economics p r o g r a m features in
schools with w h i c h r e s p on de nt s were associated.
Range
of Home
„
„ Eco
. no mi c s
Program Features3

Number

_t.a„g e
P e r c_e_n

Home ec onomics program limited to
cla ss r oo m instruction

12

6 .3

C l a s s r o o m i nstruction plus 1 other
feature

37

19 .3

C l a s s r o o m i nstruction plus
features

2 other
55

2 8.6

C l a s s r o o m i nstruction plus
features

3 other
43

22 .4

C l a s s r o o m i nstruction plus
more other features
No Response

4 or
43
2
192

22.4

Total

1.0
100 .0

a Such as an adv is or y committee, supervision of coc ur ricular activities, co mm un it y a c t i o n responsibilities.

87
Although,

as indicated in Table 18,

few teachers

reported being in a home ec on om i cs p r o g r a m l i m i te d to
c l a s s r o o m instruction.

Table 19 shows that m o r e

repo rt ed only cl as s ro om r e s p o n s ib il it i es
ever, o n e - h a l f

(50.0%)

teachers

(16*1%) *

How­

of the teachers rep or te d having

at least two p r o g ra m r e s p o n s i b i l i t i e s

in a d d i t i o n to

c l a s s r o o m instruction.

TABLE 1 9 . — Home economics teachers* r e s po ns ib il it i es
beyond c l a s s r o o m instruction.
Teachers' R e s p o n s i bi l it ie s Beyond
C l a s s r o o m I nstruction
R e s p on si bl e only for c l a s s r o o m
instruction
C l a s s r o o m instruc ti on plus 1 other
type of re sp onsibility
C l a s s r o o m instruction plus 2 other
types of responsibility
C l a s s r o o m instruction plus 3 other
types of respon si b il it y
C l a s s r o o m instruction plus 4 or more
other types of responsibili ty
No resp on se
Total
Due to rounding,

Number

Percentage

31

16 .1

63

32 .8

48

25.0

31

16.1

17
2

8.9
1.0

192

99.9

total does not sum to 100 per

cent

The teaching schedule of each re s p o n d e n t was
cla ssified using the categories shown in Table 20.
Nearly tw o- fi ft hs

(39.1%)

of the teachers re po rt ed

teaching schedules which could be classified as

88

TABLE 20.— T y p e of teaching assignment.
S ub je c t - M a t t e r Focus of
T e a c h i n g Schedule

,
Number

__
.
Percentage

(1) Primarily s p e c i a l i z a t i o n — material
environment3

30

15 .6

8

4.2

37

19. 3

(4) General or c o m p r e h e n s i v e 0

34

17 .7

<5) General p lus s p e c i a l i z a t i o n —
material e n v i r o n m e n t

18

9 .4

(6) General p lus s p e c i a l i z a t i o n —
human a s p e c t s of family
e nvironment

24

12 .5

(7) C o m b i na ti on of

32

16 .7

9

4.7

(2) Primarily s p e c i a l i z a t i o n — human
aspects of family environment*3
(3) C o m b i n a t i o n of "1" and

”2"

"5" and

"6"

(8) No res p on se

192

Total

a Such as foods,

clothing,

Such as family living,
c S uch as Ho me ma ki ng
Due to rounding,

I,

1 0 0 . ld

housing.

child development.
II, or III.

total exceeds 100 per cent

89
"specialized" r a t he r than general or comprehensive.
over one -h al f

(55.3%)

of the teachers r e p o r t e d schedules

inv ol vi ng general or c om pr eh en si v e classes
eco no mi cs

Just

(such as home economics I).

in home

However, only

17.7 per cent of the teachers reported sch ed ul es which
could be classified as e x c l us iv el y general o r c o m p re he n­
sive.

In summary,

nearly four-fifths

(77.6%)

of the

teachers reported teaching some class (es) d e a l i n g w i t h
a specia li ze d aspect of home economics.
D e v e l o p m e n t of the Instrument
The data for this study w ere acquired using a
two -p ar t qu es ti on na ir e d e veloped by the writer.

The

first part co n si st ed of a ch ec kl is t with w h i c h to d e t e r ­
mine h o w the home econ o mi cs teachers p e r c e i v e d the p r o ­
fessional role of the home economics teacher.

The second

part of the instrument co nt ai ne d items s o l i c i t i n g i n fo r­
m a t i o n concerning c ha ra c t e r i s t i c s of the respondents,
their academic preparation,
ments and experiences.

and their t e a c h i n g a s s i g n ­

A specimen of the i n s t r u m e n t —

"The H ome Economics T e ac he r Role Pe r c e p t i o n C h e c k l i s t " —
appears in A p p e n d i x D.
The purpose of this res ea rc h was to ascertain the
degree o f

"oughtness" w h i c h the home e c o n o m i c s teachers

a ss oc ia te d with a g i v e n set of "possible" r o l e e x p e c ­
tations.

Consequently,

the c h e c k l i s t was to

the basic emphasis

in d e v e lo pi n g

formulate a set of items,

the

90

content of which reflected a valid spectrum of present
and emerging expectations associated with the professional
role of the home economics teacher.

Thus,

the final set

of expectations represented a "possibility model" rather
than a model of some ideal set of expectations for which
home economics teachers would be held responsible.
The items in the checklist were obtained from
two basic sources:

(1) a review of recent professional

literature in home economics education undertaken to
identify possible functions, responsibilities, and
activities associated with the professional role of the
home economics teacher
Chapter IX)

and

(a summary of which appears in

(2) interviews with home economics

teachers conducted by the writer to identify the kinds
of responsibilities and activities which they associated
with various phases of the home economics teacher's
professional role.

High school home economics teachers

are generally underrepresented as contributors to the
professional literature.

Thus,

the teacher interviews

were undertaken in an attempt to insure greater r e p r e ­
sentation of the ideas of this group in the instrument—
development process.
Literature r e v i e w .— The literature reviewed for
this study was limited to professional writings p e r t a in ­
ing directly to home economics education published or
released during the years 1967-1970.

The literature

91
c at eg or ie s included

journals

(Journal o f Home E c o n o m i c s ,

A m e r i c a n V o c a t i o n a l J o u r n a l , and The I ll in o i s T e a c h e r for
C o n t e m p o r a r y R o l e s ) , pro j ec t and/or c o n f e r e n c e reports,
t h e s e s , texts for teaching methods a n d / o r cu rr ic ul um
courses in home eco n om ic s education,

and special b u l l e t i n s

or speeches p r e s e n t e d at professional meetings.
addition,

non -h om e ec on om ic s p ub li ca ti on s

eco no m ic s e d u c a t i o n

In

featuring h o m e

(such as the December,

1964 issue of

The Bul le t in of the National A s s o ci a ti on of S e c o n d a r y —
School P r i n c i p a l s ) were reviewed.

While

the writer

att em p te d to c o n f i n e the r e v i e w to the m o s t recent
literature,

w r i t i n g s prior to 1967 w e r e

included in

those instances w h e r e sub se qu en t c o n t r i b u t i o n s in a
p a r t i c u l a r area w ere lacking,

extr e me ly limited, or

unavailable.
Teacher

i n t e r v i e w s .— The teacher

interviews w e r e

c o n d u c t e d by the writer at various times during the
p e r i o d June,

1970,

to January,

1971.

To

insure that

teachers p a r t i c i p a t i n g in this phase w o u l d not be
involved in s u b s e q u e n t phases of the study,

interviews

w e r e limited to teachers m e e t i n g either of two cr iteria:
(1)

teachers w i t h recent home economics

teaching e x p e r ­

ience but who would not be teaching in M i c h i g a n d u r i n g
the 197 0-71 school y ear or

(2) teachers w h o s e names h a d

not b een selected to p a r t i ci pa te in the
g at hering phase of the study.

final data-

92
The fifteen teachers interviewed r e p r e s e n t e d
quite varied backgrounds,
experience,

a mo u n t and types of teac hi ng

and academic preparation.

were con du ct ed by the writer.

The interviews

In most cases, c o n v e r ­

sations w ere held i nd ividually but in a few instances
the in te r vi ew involved two or three t e a c h e r s .

In g e n ­

eral , the interviews focused u p o n a few basic areas of
home eco n om ic s teaching about w h i c h the teachers were
asked to suggest what they c o n s i de r ed

to be some of the

m ost important and least important ways of d i s c h a r g i n g
the responsibilities.

The teachers were m ost co o p e r a t i v e

in ar r a n g i n g for the interviews and nearly all te achers
whose a ss i stance was requested partic ip at ed
phase of the study.
a ppears

in this

A summary of the int er vi e w schedule

in A p p e n d i x A.
C he ck li st s t r u c t u r e .— The home economics teacher

role expecta ti on s identified

from the literature r e v i e w

and teacher interviews u l t i m at el y were c l a s s if ie d

into

ten catego ri es c o r r e s p o n d i n g to d i f f e r e n t aspects of
the pr o fessional role of the home economics teacher.
E xp ectations were then formulated as statements and
arranged

in the 1 0- ca tegory framework:

development,

(2) p r o g r a m d evelopment,

d i r e c t i n g learning,
and counseling,
relations,

(1)

substantive

(3) pr om ot in g and

(4) d e p a r t m e n t management,

(5) gu idance

(6) p r o g r am i n te rp r et at io n and public

(7) m e m b e r of school

staff,

(8) co m m u n i t y

93
member,

(9} m e m b e r of the edu ca ti o n and home economics

professions,

and

(10)

intended

instructional recipients. 24 0

T hese were m u t u a l l y exclusive categories.

In other words,

any gi ven item appeared in o n l y o n e category.

These c a t e ­

g or i e s were d es i g n a t e d as "role sectors" or dimens io ns of
teacher r o l e .
A n ad di tional series of sub-sets was
for use in ex ploring structural properties o f
fessional role of the home e c onomics teacher.
sets were identified as follows:

identified
the p r o ­
Eight s u b ­

(1) e x p e c t a t i o n s a s so ­

c ia t e d w ith the material aspects of

family environment,

(2) e xp ec ta ti o ns associated w i t h the human d ev el op me n t
a s p e ct s of the family,

(3) expect at i on s i n v o l v i n g the

employ m en t e d u c a t i o n dim en si o n of the home e c o n o mi cs
program,

(4) e x p e c ta ti o ns d e a l i n g w i t h s o c i a l l y c o n t r o ­

v ersial matters,

(5) e xpectations reflecting an indi-

v i d u a l - s t u d e n t focus,

(6) e x p e c ta ti on s a s s o c i a t e d with

a co nventional c l a s s r o o m —o r i e n t a t i o n to education,
(7) e x p e c ta ti on s associated w i t h teacher r e s p o n s i b i l i ­
ties beyond the classroom,
ated with the personal
teacher.

and

(8) e x p e c t a t i o n s associ­

image of the home e c o n o m i c s

These were not m u t u a l l y exclusive categories

240
The contents of this framework a r e discussed
in greater detail in Chapter II.
Items f i n a l l y classified
in e a c h c a t e g o r y are listed in A p p e n di x E.

94

and some

items appear in several of the sub-sets.

A

listing of items a pp earing in e a c h of these sub-sets
appears in App en di x F .
J u r y r e v i e w .— Af ter several checklist drafts and
revisions had been made, a copy of the c h e c k l i s t was sub241
mitted to a panel of jurors.
E a c h of the jury members
was c o n s i d e r e d to have substantial knowledge and e x p er ­
ience in identifying e xp ectations associated w i t h home
economics teaching.

The jury m e m b e rs r e p r e s en te d p r o ­

fessional experience in home ec on om ic s teacher education
and a d m i n i s t r a t i o n in M i c h i g a n a n d other states,
and local

supervision,

state

c l a s s r o o m teaching, and o c c u ­

pational education.
P ro sp ective jury members were co n ta ct ed in advance
by the wr it e r requesting their a s si st an ce and outlining
the kind of professional a s s e s sm e nt involved.

Each

accepted and later received a c opy of the c h e c k l i s t for
rating of:

{1) the extent to w h i c h each item represented

an e x p e c t at io n as so ciated w ith the pr ofessional role of
the home economics teacher
(2) the extent

(validation of items)

and

to w h i c h items reflected a p a r t i c u l a r

2 41
Materials were submitted to five p e r so ns agree
ing to serve on the jury.
C o m p l e t e d evaluations were
returned by the four jury m e m b e r s listed in A p p e n d i x B.

95
(conceptualized

in a framework

"conventional," a n d

including "t r a d i t i o n a l ,"

"emerging" views)

to home economics.

24 2

A l t h o u g h there was some variation a mong jury m e m ­
bers*

vali d it y assessments,

th ere was no ins ta nc e in which

an item could be eliminated e i th e r because of c omplete
c on se ns us of c o m p l e t e lack of consensus.

T h e r e was c o n ­

siderable evidence that the o r i e n t a t i o n rat i ng s were
e xt re me ly d i f f i c u l t to make and that the ev al u at io ns
lacked c o n s i st en cy except for a very small set of items
placed in the "traditional" and

"emerging" categories.

These c l a s s i f i c a t i o n s were the re fo r e omitted
data analysis.
members,

in the final

Several suggestions were made by jury

some of w h ic h were incorporated in subsequent

revisions of the checklist.
Pilot s t u d y .— Following the jury r e v i e w and s u b ­
sequent revision of the checklist,
pilot

the i ns trument was

tested w i t h a group of home economics teachers.

The five purposes of the pilot

study were to:

(1) identify

any items w h i c h w ere not co ns id e re d to be p o s s i b l e e x p e c ­
tations for the professional r ole of the home economics
teacher,

(2) to o b t a i n prelim in a ry evidence c o n c e rn in g

pos si b le co ns e ns us and/or v a r i a b i l i t y on items,

(3) to

identify any aspects of the m a t er ia l w hich m i g h t be
u n cl ea r or objectionable,

(4) to det er mi ne the amount of

242
Refer to A pp en d i x C for guidelines
r e vi ew of checklist items.

for jury

96
time needed to complete the instrument,
determine th e teachers'

and

(5) to

general reactions to the i n s t r u ­

ment .
Items
order.

for the pilot study w ere as se mb l ed in random

For e ach item in the checklist,

directed to circle one response

teachers were

from the fol lo wi ng scor­

ing k e y :
1 - No,

should not be done

2 - U n d e c i d e d as to w h e th er this should be d on e
3 - Yes,

may be done

4 - Yes,

should be done

5 - Y e s , must be d o n e
Pri or to the pilot study,

requests for assista nc e

24 3

during the o n e - w e e k pilot testing were mailed to sixty-six
home eco no mi cs

teachers.

These teachers were selected

from among t h o s e not identified

for p a r t i c i p a t i o n in the

main sample of the study.

A c c e p t a n c e s were r e c e i v e d from
thirty-eight of the teachers. 2 44
E ach of these teachers then received a copy of
the che ck l is t and personal data form, an in s trument

evaluation sheet,

and an addressed,

24 3 Ref er to A p p e n d i x H.
2 44 Ref er to A p p e n d i x J.

p os ta ge -p ai d return

97
envelope.

24 5

Materials were completed and returned by

thirty-three of the teachers

(87%) whose contributions

were subsequently acknowledged by the writer in a letter
appearing in Appendix T.
Five major findings were identified from the
general review of the pilot study returns.
statistically analyzed,

perceptions on individual ch eck­

list items were quite variable.
not found for any item.

Although not

Complete consensus was

Furthermore, no item was found

to merit deletion on the basis of a majority low role
perception score.

None of the personal data items was

considered objectionable by the teachers, although
several objected to some aspects of the scoring key.
Objections were noted about the ‘'should" and "must"
options of the key.

Numerous comments,

both positive

and negative, were made throughout the instrument.
main criticism,

The

as evidenced on the checklist rating form,

involved the length of the checklist which many of the
teachers recommended be shortened.
As a consequence of the pilot study,
major changes were made in the checklist.

two

C2)

One change

involved rephrasing the scoring key to eliminate the
"absolutes" about which objections have been raised.
The revised scoring key included the following options:

24 5

Refer to Appendix K and Appendix L.

98

1 - No,

should not be expected of the home e co nomics

teacher
2 - Und ec id ed as to whether this should be ex pected
3 - Is of limited importance for the home economics
teacher to do
4 - Is somewhat

important for the home e co nomics

teacher to do
5 - Is of great importance for the home economics
teacher to do
The s ec o n d change involved co mb in in g c l o s e l y related
items and deleting some items in o rder to shorten the
che ck l is t to a total of 151 items,
eli mi n at ed

one of w h i c h was

from a na l y s i s d u e to a t y po gr ap hi ca l

later

error.

Instrument r e l i a b i l i t y .— Hoyt's anal ys i s of
var ia n ce was used to c o m p ut e the r e l i a b i l i t y c o e f f ic ie n t
for the 150 -i te m role pe r c e p t i o n checklist.
c o e f f i c i e n t of

A re li ab il it y

.96 was obt ai n ed w i t h a standard error of

10.82.
In computing the reliability,
(median response option)
missing data.

a value of "3"

w a s routinely as si g n e d for

This p r o c e d u r e was req ui re d for 34 items

(out o f a total of 150)
was less than 192

where the total

item response

(total number of r e s p o n d e n t s in s t u d y ) .

For 6 of these items,

190 rather than 192 responses

were o b t ai ne d requiring the use of the assigned value

99

in 2 instances for e a c h of the 6 itemsing 28 items,

For the r e m a i n ­

191 rather than 192 responses w e r e o b t a i n e d

requiring the use of 1 assigned v a l u e

in each instance.

Since the incidence of missing d a t a was r e l a t i v e l y small,
the p o s s i b l e effect of the m i s s in g d a t a - p r o c e d u r e on the
computed r e l i a b il it y is considered minimal.
Procedures for O b t aining
the Data
T h e overall d a t a a cq u i s i t i o n process inv ol ve d four
(4)

phases of activities.

In a d d i t i o n to a c t i v i t i e s

relating to the d i s t r i b u t i o n and c ol lection of the
instrument,

sets of preliminary,

follow-up,

and p o s t ­

i nv estigation ac ti v it ie s were a s s o c i a t e d with c o n d u c t i n g
the study.
P r e l i m i n a r y a c t i v i t i e s .— Several weeks p r i o r to
the co l l e c t i o n of the data,

i nformation reg ar di ng the

study was sent by the writer to ad mi n i s t r a t o r s of
schools w h e r e teachers had been sel ec te d for the study.
In most cases,

this

school principal,
several schools,

information was directed to the

a l t h o u g h in larger systems w i t h
the information w a s directed in itially

to an ap pr opriate o f f i c e

in the cen tr al administration.

T h e purpose o f the advance c om m un ic at io n to
school a dm in i s t r a t o r s was three-fold:

(1) to a nnounce

the p u r p o s e and scope of the study,

(2) to o b t a i n a

c o n f i r m a t i o n of teaching assignment

(or name of

100
r e p l a c e m e n t teacher)

for the selected respondent,

(3) to identify any r e s t r ic ti on s or

and

further stipulations

p e r t a i n i n g to c on d u c t i n g the study w h i c h might be
r eq ui re d by school policy.

P r o v i d i n g the teaching

a s s i g n m e n t confir m at io n did not o b l i g a t e a d m i n i s tr at or s
to insure teacher p a r t i c i p a t i o n in the study.

S pe cimens

of the an nouncement m a t e r i a l s appear
and N.

in Ap p e n d i c e s G, M,
2 46
These were a c c o m p an i ed by reply forms
addressed,

p o s t a g e - p a i d return env e lo pe s
response.

for the a d m i n i s t r a t o r ' s

A d m i n i s t r a t o r ' s c o n f i r m a t i o n of teac hi ng

a s s i g n m e n t was received for 170 of the teachers

(68%)

and m o s t of the teachers in t h e reserve sample.
In a d d it io n to co n f i r m i n g the teaching assignment,
all ad mi n i s t r a t o r s were requested to list any re st ri c ti on s
applying

to the i n v o l v em en t of some of their p r o f e s s i o n a l

staff in the study.

Less than a half dozen co mm e nt s

w ere received in r e l a t i o n to this req ue st and m o s t of
the se co ns is te d of r em inders to secure the a p p r ov al of
the teacher

involved.

One a d m i n i s t r a t o r co mm un ic at ed a

p a r t i c i p a t i o n refusal by t e l e p h o n e after the q u e s t i o n ­
naires had already b een m ai l e d but no w r i tt en r e f u s a l s
w ere received.

However,

th i r t y - o n e unopened q u e s t i o n ­

n a ir es w ere r e tu r n e d from schools w h i c h did not d e l i v e r
the r e s e a r c h p a c k e t s to the s p e c i f i e d teachers.

2 4 6A s p e c im en copy appears

in App en di x O.

101
One w e e k prior to the m a i l in g of the q u e s t i o n ­
naires,

an no un ce me nt s w ere sent to all teachers selected

for the study.

This a n n o u n c e m e n t informing the teacher

of her selection and o u t l i n i n g the study is on exh ib it
in A p p e n d i x G and A p p e n d i x P.
Data c o l l e c t i o n .— C o l l e c t i o n of the r e s e a r c h data
was ac complished using mailed q u e s t i o n n a i r e s c o m p l e t e d and
returned by the r e s p o n d e n t s .

Each teacher s e l e ct ed to

participate in the study r e c e i v e d a res ea r ch p a c k e t c o n ­
taining three items:

(1) the q ue s t i o n n a i r e c o n t a i n i n g

the role p e r c e p t i o n c h e c k l i s t and p e r so n al d a t a items,
(2) an addressed,
the questionnaire,

p o s t a g e - p a i d envelope for r e t u rn in g
and

(3) an addressed,

p o s t a g e —paid

post card for immediate r e tu rn upon receipt of the
res ea r ch packet.
(1)

This card was used for two purposes:

for the re s p o n d e n t s to indicate a p r e f e r r e d d a t e for

returning the q u e s t i o n n a i r e
line not be a c c e p t a b l e and

should the stipulated d e a d ­
(2) for the r e s p o n d e n t to

indicate a p r e f e r r e d m a i l i n g address for receiving the
report at the c o n c l u s i o n of the study.

Specimens of

these m at erials appea r in A p p e n d i c e s D and Q.
The r e s e a r c h packets were mailed on April
1971.

15,

The s t i p ul at ed d e a d l i n e ap p ea ri ng on each of the

questionnaires was April

29,

1971.

102
F o l l o w - u p .— A post c ard reminder

24 7

was sent to

all teachers one week af ter m a i l i ng the questionnaire.
Return envelopes

for the q ue st io nn ai re s were number c o d e d

in order to a void sending duplicate instrum en ts to those
who m e t the initial April

29 deadline.

Th ose not m e e t i n g
24 8
this deadline w e r e mailed a reminder m e m o r a n d u m
and

dup li c at e in st ru me nt w ith a return d e a d l i n e of May 10,
1971.
Post i n v e s t i g a t i o n .— A written a c k n o wl ed gm en t
was sent each respondent.

In addition,

249

teachers p a r t i c i ­

pating in all phases of the study are to r e c ei ve a s u m m a r y
report of the m a j o r findings o f the study u pon its c o n ­
clusion .
P ro cedures for Treatment of
the Data
Que s t i o n n a i r e s w e r e mailed to tea ch er s in both
the m ain and reserve samples,

omitting p o s i t i o n s w h i ch

administrators had indicated no longer existed.
Materials were m a il ed to 262 teachers and w ere returned
by 203 teachers

(77%).

T h i r t y —one qu es t i o n n a i r e s were

returned tc the writer w i t h o u t having b een delivered

247 A specimen copy appears in A p p e n d i x R.
248 A specimen copy appears in A p p e n d i x S.
24 9
A

specimen copy appears in A p p e n d i x T.

103
to the specified teachers.

Thus, the returns from

teachers in the r e s e r v e samp le were included in the
final d ata a n a ly si s as p a r t ia l replacement for the
t hi rty-one instru me nt s w h i c h d id not r e a c h the int en de d
teachers

(or their r e p l a c e m e n t s ) .
Data f rom the c o l l e c t e d instruments were t r a n s ­

ferred to d a t a - p r o c e s s i n g cards.

The C o n t ro l Data C o r ­

p o r a t i o n 3600 mo del c o m p ut e r was used to p e r f o r m the
computations.
A summary of the statistical p r o c e d u r e s app ea rs
in T a b l e

21.

Fr e q u e n c y a nd pe r c e n t a g e summaries were

obt ai n ed

for d e m o g r a p h i c d a t a and for res p on se s to i n d i ­

v i du a l checklist items.

M e a n s and standard de v ia ti on s

were o b t a i ne d for individual checklist items and for the
role sectors and role s u b — sets.

Pearson Product Mom en t

c o r r e l a t i o n s w e r e d e t e r m i n e d for r e l a t io ns hi p s bet we en
the role sectors and b a c k g r o u n d variables and for r e l a t i o n
ships between the role sub -s et s and b a c k g r o u n d variables.
The re are more powerful c o r r e l a t i o n te ch niques than the
P e a r s o n Product M o m e n t for d e a l i n g with nominal data
(such as marital status).

However,

res ul t s were a s s um ed to be minimal.

the d i f f e re nc es

in

TABLE 21.— Summary of data analysis.
Purpose(s] of Analysis

Data Used

Procedures/Statistic{s)

Instrument reliability
{role perception check*
list)

Checklist item responses

Hoyt's ANOVAa

Description of respon­
dents

Demographic data

Frequency
summaries

Identify role expectation
of highest and lowest
consensus

Standard deviation of
item composite scores

Upper and lower quartiles of
standard deviations of item
composite scores*3

Identify direction of high
consensus items

Lower quart lie of standard
deviation of iter, composite
scores

Examination of item means*5

Identify role sectors
reflecting highest and
lowest consensus

Standard deviations of com­
posite role sector scores
(sectors 1-10)

Rank order of role sector
standard deviations*3

Relationship of role
sector scores (sectors
1-10) and 21 selected
background variables

Role sector scores {sectors
1-10) and background var­
iables :

Pearson Product Moment
correlationsb

1.
2.
3.
4.

Age
Marital status
Tenure ir. present teach­
ing position
Total years teaching in
home economics

5.

Certification

6.

Reason for becoming a
home economics teacher
Education attainment
Institution granting under­
graduate degree
Teaching minor

7.
8.
9.

10.
11.
12.
13.
14.

15.

Extent of professional orga­
nization affiliations
Extent of professional
leadership experiences
Career projection
Number of home economics
teachers in department
Type of teaching schedule
Range of students served by
home economics program

b

and percentage

c

TABLE 21.— Continued.
Data Used

Purpose(s) of Analysis
17,
18.

Procedures/Statistic(s ]

Range of home economics pro­
gram features
Responsibilities beyond class­
room instruction

1921 . Curricular mode:

(a) human development aspects
(b) consumer education
(c) material aspects of
family environment
Exploration of selected
structural properties of
role

Standard deviations and means
of sub-sets (1-8)

Rank order comparison of
greatest and least sub-set
variability; direction of
sub-set mean scoresb

Relationship of selected
structural properties and
21 selected background
variables

Role sub-set scores 11-8) and
background variables

Pearson Product Moment
correlations^

David J. Wright and Andrew C. Porter, "An Adaptation of Frank B, Baker's Test
Analysis Package for Use on the Michigan State University CDC 3600 Computer," Occasional
Paper No. 1, Office of Research Consultation, School for Advanced Studies, College of
Education (East Lansing, Mich.: Michigan State University, January, 1968).
b"MDSTAT: Calculation of Basic Statistics When Missing Data is Involved," STAT
Series Description No. 6 (East Lansing, Mich.: Michigan State University Agricultural
Experiment Station, January, 1969),
c
Manual computation.

C H A P T E R IV
FINDINGS

This chapter
the data.

is concerned w i t h the ana ly si s of

The findings are presented in r e l a t i o n to

each of the four
study sought

(4) m a j o r questions for w h i c h this

information.

Question 1 .

^

What item score d i f f e r e n c e s will be found
that w ill indicate d i f f e r e n c e s among
t e a c h e r s ’ perceptions

for given e x p e c ­

tations?
Each checklist item was rated by the respondents
using a scale with values ranging

from "1" - "5."

d i s t r i b u t i o n of scoring options u sed is summarized
Table 22.
(7 9.3%)

The
in

This summary indicates that for m ost items

the responses w e r e distrib u te d along the total

range of scoring options
nearly all items

In fact,

for

(95.3%) at least four of the five s co r ­

ing o p t i on s were used.

2 50

from "1” - "S."

There was no item for w h i ch

Refer also to listing o n page 7.

107
p ercep ti on s were identical
value)

(confined to o n l y one score

and only o n e item for w h i c h p e r c e pt io n scores

w ere spread over o n l y two categories.
The m e a n and standard de v i a t i o n w e r e computed
each of the c h e c k l i s t item c o m p o s i t e scores.

for

A listing

of these values for each item appears in T a b l e 3 6 of
Appendix U .

TABLE 22.— Range of scoring opt i on s used .
I terns

Range

P er ce nt ag e

Number
0
1
2

0 .0

3

0
1
6
24

0.7
4 .0
16.0

4

119

79.3

Total

150

100.0

Table 23 p re se n t s a s u m m a r y of the d i s t r i b u t i o n
of item com p os it e m e a n scores.
t hr ee-fourths

(71.3%)

The means

for nearly

of the items were in the range of

4.00 to 4.99— eq u i v a l e n t to the response

"is somewhat

important for the h ome economics teacher to do.
means

for less t han one -t en th

The

(8.7%) of the items were

less than 3.00— equivalent to ratings of

"undecided" or

"should not be exp ec te d of the home econ o mi cs teacher."

108
TABLE 23.— D i s t r i b u t i o n o f item c o m p o s i t e m ean scores.
Range of Means
Number

I terns
P er ce nt ag e

4.00 - 5.00
3.00 - 3.99
2.00 - 2.99

107
30
12

71. 3
20.0
8.0

1.00 - 1.99

1

0.7

150

100 .0

Total

The standard deviat io ns of the item c o m p o s i t e
score were used as the m e a su re of variability,
variability

w i t h low

indicating higher c o n s e n s u s and higher v a r i ­

ability r e f l e c t i n g lower consensus a m o ng the respondents.
Item standard d e v i a t i o n s were rank o r d e r ed with the
upper and lower q u a r t i l e s selected for

further analysis.

Items inc lu de d in the lower quartile of standard d e v i ­
ations w e r e des ig n at ed as

"low c o n s e n s u s "

items.

A

listing of high consensus

items a p p e a r s in Table

24

while low c o n s e n s u s items are listed
these tables

show,

in Table 25.

the standard d e v i a t i o n s

posite scores ranged f rom a low of 0.269
a high of 1.513

As

for i tem corn251
(item #6)
to

(item #60) .^52

2 51 G ive special
individual help.

assistance to students n e e d i n g

2 5 2 L ive xn the community in w h i c h teaching.

109

TABLE 2 4 . — Rank order (lowest to highest) of role expectations in lower
quartile of item standard deviations.
Rank
Order
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
35
36
37
38

Item

Frequency

6
22
45
134
138
50
146
77
52
5
131
107
93
110
40
3
139
48
26
53
81
108
114
14
76
89
23
115
88
30
9
54
65
42
128
57
147
8

192
192
191
191
192
192
192
192
191
192
192
192
191
192
192
192
191
192
192
191
192
192
192
192
192
190
192
192
190
192
192
191
191
192
192
192
191
192

Minimum
Value
4 .00
3.00
3 .00
3 .00
3 .00
2 .00
2 .00
2 .00
2 .00
1.00
1 .00
1 .00
2 .00
2 .00
2 .00
1 .00
2 .00
3 .00
3 .00
2 .00
2 .00
2 .00
2 .00
1 .00
2.00
2 .00
1.00
1.00
2 .00
1 .00
2 .00
1 -00
1 .00
1 .00
1 .00
1 .00
1 .00
1 .00

Maximum
Value a
5 .00
5.00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5.00
5.00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5.00

Mean

Standard
Deviation*3

4.9219
4.9323
4.9215
4.8482
4.84 38
4.8906
4.7760
4.8229
4.806 3
4.8021
4.8333
4.8281
4.7958
4.7 396
4.7396
4.7604
4.7173
4.7552
4.7344
4.7906
4.7240
4.7656
4.6927
4.5938
4.6458
4.6632
4.6875
4.5833
4 .6421
4 .6250
4.6198
4.7435
4.6021
4.6146
4.6146
4.4531
4 .6021
4 .5938

0 .2691
0.2719
0.3063
0.3741
0.3918
0.4009
0.4765
0.4906
0.4911
0.5038
0.5048
0.5082
0.5183
0.5265
0.5266
0.5267
0.5268
0.5292
0.5388
0.5507
0 .5622
0.5718
0.5737
0.5892
0.5963
0 .6018
0.6021
0.6083
0.6243
0.6266
0.6276
0.6506
0.6560
0.66 89
0.6690
0.6694
0.6718
0.6722

*Rounded to four

(4) decimal places

(from s e v e n ) .

^Rounded to four

(4) decimal places

(from s i x ) .

110
TABLE 25.— Rank order (highest to lowest) of role expectations in
upper quartile of item standard deviations.
Rank
_ .
Order
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
35
36
37
38

Item

„
Frequency

60
142
127
85
67
132
118
56
66
1
19
92
17
112
151
72
87
141
2
18
79
102
100
33
16
10
38
62
125
47
11
97
55
43
117
145
124
101

192
192
192
192
192
191
192
192
192
192
192
191
192
191
192
192
190
192
192
192
190
192
192
192
191
192
192
191
192
191
192
192
192
192
191
192
191
191

Minimum
Value
1.00
1.00
1 .00
1 .00
1 .00
1 .00
1.00
1.00
1 .00
1.00
1 .00
1 .00
1.00
1 .00
1.00
1 .00
1.00
1.00
1.00
1 .00
1.00
1 .00
1.00
1 .00
1.00
1 .00
1 .00
1 .00
1 .00
1.00
1 .00
1 .00
1.00
1 .00
1.00
1 .00
1.00
1.00

Maximum
Value
5 .00
5 .00
5 .00
5 .00
5.00
5.00
5 .00
5 .00
5 .00
5 .00
5.00
5.00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5 .00
5.00
5 .00
5 .00
5 .00
5.00
5.00
5 .00
5.00
5 .00
5.00
5.00

Mean

a

2 .7760
2.0333
3.0260
3.1510
3.2500
3.7487
2.0906
3.5729
2.2344
2.4219
3.2552
2.9581
3.8177
3.5026
3.1354
2.8802
3.3105
2.7865
3.5885
3.3698
3.4263
2.6719
3.6042
2.4323
3.4660
2.906 3
4.0104
3.2723
3.2031
3.6126
3.9583
4.1042
3.8385
4.0052
3.874 3
1.8854
4.2147
3.0639

°Rounded to four (4) decimal places

(from seven) .

^Rounded to four (4) decimal places

(from s i x ) .

cRank before rounding to four

(4) decimal places.

Standard
_
...
b
Deviation
1.5132
1.4805
1.4415
1.4264
1.4142
1.4067
1.4006
1.3974
1.3964
1.3934
1.3776
1.3605
1.3510
1.3490
1.3391
1.3347
1.3307
1. 3229
1.3034
1.2714
1.2692
1.2664
1.2656
1.2598*
1.2598*
1.2539
1.2532
1.2520
1.2513
1.2383
1.2057
1.1975
1.1845
1.1734
1.1630
1.1611
1.156 7
1.1527

Ill
Some characteristics of high and low consensus
items may be identified by examining the distribution of
these items among the role sectors.
in Table 26.

This is summarized

Role sectors containing the larger number

of items have, of course, a greater likelihood of being
represented.

The distributions do,

however, provide

some general profiles of the nature of high and low
consensus items despite the differential sizes of the
role sectors.
Over one-fourth

<26%) of the high consensus items

related to promoting learning
other words,

{Role Sector I I I ) .

nearly three-fifths

In

(58%) of the high c o n ­

sensus items concerned expectations regarding the "what"
and "how" of teaching.

None of the high consensus items

related to expectations about program interpretation and
public relations.

Few of the high consensus

items c o n ­

cerned expectations associated with guidance and c o u n s e l ­
ing, being a member of the total school staff, community
and/or citizenship responsibilities of a professional,
or intended recipients of home economics instruction.
The distribution of low consensus items
the upper quartile of item standard deviations)
marized in Table 27.
one-fourth

Of the low consensus

(those in
is sum­

items, nearly

(24%) deal with expectations regarding the

intended recipients of home economics instruction
Sector X ) .

Few low consensus items related to

(Role

112

T A B L E 26.— D i s t r i b u t i o n of h i g h consensus
sectors.

items among role

L o w e r Quartile
<N=38)
R o l e Sectors
Number
I.
XI .
Ill.
IV.
V.
VI.
VII .
VIII.
IX.
X.

S u b s t a n t i v e d ev e l o p m e n t
P r o gr am development
P r o m o t i n g learning
D e p a r t m e n t management
Guidance and c o u n se li ng
P r o g ra m in te r p r e t a t i o n and
public relations
Member of school staff
Member o f community
Member of the e d u c a t i o n and
home e c o n o m i c s p r o f e s s i o n s
I ns tr uc ti on al r e c i pi en ts

aP e r c e n t a g e of items
r e s p e c t i v e r o l e sectors.
^Due to rounding,

32 .0

12
3
10
4
1

8 .0
26.0
11 .0

0
1
1

0 .0
2 .6
2.6

5
1

13.0
2.6

38

Total

Items
Percentage9

2 .6

1 0 0 . 4b

in lower q u a r t i l e from the

t otal exceeds 10 0 per cent.

113

T ABLE 27.— D i s t r i b u t i o n of l o w consensus
role sectors.

items among

U pper Q uartile
(N=38>
Number

I.
II.
Ill.
IV .
V.
VI.
VII .
VIII .
IX.
X.

S u b s ta nt iv e d e v e l o p m e n t
P r o g r a m de ve l op me nt
P r o m o t i n g learning
Department management
Gui da nc e and co un s el in g
P r o g r a m i nt er p r e t a t i o n and
public r el ations
M em b e r of school staff
M e m b e r of c o m m un it y
M e mb e r of the e d u c a t i o n and
home eco no mi cs p r o f e s s i o n s
Instructional

re ci pients

Total

Items
Percentage3
to
•

Role Sectors

1
4
4
1
5

11 .0
11 .0
2 .6
13.0

3
3
8

8 .0
8 .0
21 .0

0
9

0 .0
24 .0

38

101 .2

a

P e r c e n t a g e of items
r e s p ec ti ve Role Sectors.
bD ue to rounding,

in Upper Quar ti le

from the

total e xceeds 100 per cent.

114
substantive development
ment

(2.6%) or to department m a n a g e ­

(2.6%) and none of the low consensus

items c o n ­

cerned responsibilities associated with membership in
the education and home economics professions.
A graphic comparison of the distributions of
high and low consensus items among the role sectors is
presented in Figure 1.

In this illustration, profiles

of the two distributions appear to be almost the reverse
of each other thus indicating differences among these
sets of items as reflected in their distributions among
role sectors.
With respect to the first question concerning
differences among teachers 1 perceptions as reflected in
the respective item scores,

the evidence suggests that

the overall differences are relatively minimal.
nearly all items

(95.3%)

While

involved a scoring range of

"2" - "5," a high percentage of items

(71.3%)

received

mean scores of "4.00" or higher indicating a strong
tendency to overall homogeneity of perceptions

(as

measured by scores for individual items).
Only when variability

(standard deviations)

the most and least variable item scores
quartiles)
emerge.
variable)

is compared,

of

(upper and lower

do any distinctive differences

In this comparison,

upper quartile items

and lower quartile items

(most

(least variable)

were distributed quite differently among the ten

(10)

TJ
0) to
+j u
3 0
J3 d
-4 0
M Cl

35
high consensus items
low consensus items
30

4-> tfl

C

0 0)
0 rH
0

25

W C4

0)

H 0)
■H >
4J *H

20

Cl 4-1

(0 u

3 0

CP o*

15

in

<44 0

0 V4

10
115

-P 01

G£
0 4J

0

N

Cl &

5

0)

0.
I

II

III

IV

V

VI

VII VIII

IX

X

XI

Role Sectors

Figure 1.— Profiles of distributions of high and low
consensus items among role sectors

116
role sectors.

In fact#

the graphic pro fi le s

extreme c o n t r a s t in several

show rather

instances i n d i c a t i n g that

the content of h i g h —con se ns us items is d i f f e r e n t from
that of l o w — co n se ns us items.
Question 2 .

What r ole sector score d i f f e r e n c e s will
be found

that reflect d i f f e r e n c e s among

t e a c h e r s ' pe rc eptions of given sets of
e xp e c t a t i o n s ?
The role sector scores consisted o f the c o m p os it e
scores for all items cl a s s i f i e d
mutually e x c l u s i v e role sectors.

in each of the ten

(10)

Items c l a s s i f i e d in

each sector are listed in A p p e n d i x E.
For each of the ten

(10)

role sectors,

the mean

and standard de v i a t i o n of the com po si t e score w a s c o m ­
puted.

T h e s e are summar iz ed

As the t a b le s indicate,
in size

(number of items

in Table 28 and Table 29.

the role sectors d i f f e r somewhat
in the s e c t o r ) .

S ince some d i f ­

ferences b e t w e e n sector scores could be a func ti on of
varying role sector sizes,

the summaries

in T a b l e 28 and

Table 29 are based upon m e a n item re sp on se for the
r es pective role sectors.
T h e degree of i mp ortance a s s o c ia te d w i t h each of
the ten

(10)

role sectors was a p p r o xi ma te d by the m ea n

score c o m p u t e d for each of the respec ti ve role sectors.
As indicated by the an al y si s of these m e a n scores

TABLE 28.— Rank order thighest to lowest] of role sector mean scores.
Role
Sector
Size

Minimum
Valuea

Maximum
Value

Mean3

Promoting learning

24

3.042

5.000

4.347

0.346

Member of the education
and home economics pro­
fessions

15

2.733

5.000

4.333

0.425

8

2.375

5.000

4.238

0.456

Substantive development

34

2.941

4.971

4.413

0.367

II.

Program development

17

2.294

4.941

4.080

0.461

VI.

Program interpretation
and public relations

8

1.750

5,000

3.969

0.679

Member of school staff

11

2.364

4,818

3.827

0.497

8

2.250

5.000

3.820

0.598

Role Sectors

III.
IX.

IV.
I.

VII.

Department management

Standard
Deviationa

V.

Guidance and counseling

X.

Instructional recipients

14

2.000

4.857

3.683

0.601

Member of community

11

1.727

5.000

3.434

0.740

VIII.

aRounded to three (3) decimal places.

TABLE 29.— Rank order (.lowest to highest) of role sector■ standard deviations.
Role
Sector
Size

Minimum
Valuea

Maximum
Valuea

Mean3

Promoting learning

24

3.042

5.000

4.347

0,346

I.

Substantive development

34

2.941

4.971

4,413

0.367

IX.

Member of the education
and home economics pro­
fessions

15

2.733

5.000

4.333

0.425

8

2.375

5.000

4.238

0,456

Role Sectors

III.

Standard
Deviationa

IV.

Department management

II.

Program development

17

2.294

4.941

4.080

0.461

Member of school staff

11

2.364

4.818

3.827

0.497

8

2.250

5.000

3.820

0.598

14

2.000

4.857

3,683

0.601

8

1.750

5.000

3.969

0.679

11

1.727

5.000

3.434

0.740

VII.
V.

Guidance and counseling

X.

Instructional recipients

VI.
VIII.

Program interpretation
and public relations
Member of community

aRounded to three (3) decimal places.

119
(Table 28),

five

(5) role sectors received mean scores of

4.00 or above--promoting learning

(Role Sector III),

member of the education and home economics professions
(Role Sector I X ) , department management
substantive development
development
(5)

(Role Sector I ) , and program

(Role Sector I I ) .

The means for these five

role sectors ranged from 4.080

to 4.347

(Role Sector I V ) ,

(promoting learning).

(program development)

This score range is

approximately equivalent to a rating

"is somewhat

important for the home economics teacher to do."
Mean scores for the remaining five
sectors ranged from 3.4 34

(5) role

(member of community)

(program interpretation and public r e l a t i o n s ) .

to 3.969
This

score range corresponds to a rating "is of limited
importance for the home economics teacher to do."
T h e standard deviation was used as a measure of
role sector variability.

The ten

(10) role sectors were

then arranged in order of increasing variability as
indicated by the standard deviation obtained for each
role sector.

This rank order appears in Table 29.

Responses were most variable for expectations
relating to community membership

(Role Sector V I I I ) .

Least variable responses were obtained for expectations
concerning promoting learning

(Role Sector III).

tations regarding professional membership
department management

E xpec­

(Role Sector I X ) ,

(Role Sector I V ) , program

120
development

(Role Sector I I ) , and m e mb er of school staff

(Role Sector VII)
Question 3 .

w e r e of in t ermediate variability.
W hat r el ationships exist b e t w e e n the home
eco no m ic s t e a c h e r s ' role sector scores
and selected ba c k g r o u n d v a r i ab le s?

Pos si b le r e la ti on sh ip s b e t w e e n r e s p o n d e n t s ' role
sector scores and selected b a c k g r o u n d v ar iables w er e
identified through c o m p u t at i on of Pea rs o n P r o d u c t M o me n t
c or r e l a t i o n coefficients.
In general,

These are p r e s e n t e d in Ta ble 30.

few instances of st at is ti ca ll y s i g ­

nif ic a nt c o r r e la ti on s w e r e found.

Two variables,

how­

ever, did cor re la te s ig n if ic an tl y w i t h five out of ten
role sectors.

"Certification" c o r r e l a t e d s i g n i f ic an tl y

at the

.01 level w i t h p rofessional m e m b e r s h i p

Sector

IX) and at the

seling

(Role Sector V ) , p rogram i n t e r p r e t a t i o n

(Role

.05 level w i t h gui da nc e and c o u n ­

Sector VI), m e mb er of school staff
and member of comm un it y

(Role

(Role S e c t o r VII),

(Role Sector V I I I ) .

"The cu r r i c u l a r mode for the mat er i al aspects
of the family e nvironment"

(variable

correlate s i g n i f i c a n t l y at the
i n te r pr et at io n
at the

program d e v e l o p m e n t
m ent

(Role Sector

found to

.01 level w i t h p r o g r a m

(Role Se ct o r V I ) .

.05 level were obtained

#21) was

S i g n i f i c a n t correla ti on s

for this v a r i a b l e and

(Role Sector I I ) , d e p a r t m e n t m a n a g e ­

I V ) , member of school staff

V I I ) , and p ro fe ss io na l me m b e r s h i p

(Role Sector

(Role S e c t o r I X ) .

T A B l f 3 0 , — C o r r e l a t i o n c o e f f i c i e n t s o f m e a n role s e c t o r sc ore s and s e l e c t e d b a c k g r o u n d va r i a b l e s .
c
Role Sectors
Background Variables

--------------------------------------------------------IV
V
VI
II
III

1. kge
2. Marital status

.0488
-. 0119

11’9
.01 "4

3.
4.
5,
6.

- .0192
-. 0454
.osae
.0984
.0660
-.0454
. it]?

J"i Z *■ m

Tenure in present teaching position
Total years teachinq in home economics
Certification
Reason for becoming a home economics teacher

I. Educational attainment
B. Institution granting undergraduate degree
9. Teaching minor
10. Extent of professional organization affiliation
11. Extent of professional leadership experiences
12. Career projection
13. N u m b e r ..f home economics teachers in department
14. Type of teaching schedule
15. Range of students served by home economics rrogram
If. Range of students taught
17. Range of home economics program features
IS. Responsibilities beyond classroom instruction
19-21,
Curricular mode:
(19) human development aspects
(20) consumer education
(21) material aspects of family environment

level.

.0826
-.3679
,07;c

.0325
.1517
.1593
.066 "

.0316
.1416
.1410

.1660
.107’
.0 "34
-.012’
.0 398

-.0535
.0219

,0560
,1029

.1616

.0991

.0280

'" 30

-.0620

.0124
-.0515

.030?

-.0240
-.0419

.0936
-.0013

.0491
,I367

.0309
.1315

-.0253
.0964
.0836

-.093'
.C57Q

• 1 *,
< i*

♦

r
-r1V

.0295
-.0473
.0341

.1228
- .0667
.1285
.1059
,:i48a
.1604
.1878
,0483
,2 5B4
.2607
,1074
- .1154
.0813

.2231®
.1648
.1056

.0833

.2399

.Zl'J'
- :-

.0980

.012*'
.139- 1

.2 32’
.1614

-.2129*

,2546b

.1713

-.0605
-.1663

-.0232
-.0489

-.0738
-.0603

.2010®
-.0970

.1230
.0415

.0741
.0760
.0530

.0400
.0544
-.0032
.1783
.0997

.0403
ngpn
‘ “ ,
.2927

h ? " "■
.iu1
W4

.2344®
.2026b
.0719

.1608

,1710

.ll'O

.1196
.2170®
.0909

.0439
.2152®
.0380

.0509
.0843

.2499®

.1133
.1013
.1414

.1542

,2683b
.0852
.2304®

.1465
.1228

.0423

.112'

.0279
.096 3
,1106

.2102*
.0471

.0643
-.0535

.0270
.1346

.1634

.0531
-.1053
.0B30

X

.1386
-.0492
.1227

.059’
.0567

.2S51

IX

-.0165
.0990

.2036
.0831
,31’4
,195Ca

1622
.1240

,

,1439
.0220
.0976
.0966

VIII

.0B64
.1033
-.0093
-.0435
.2106®

.0880

.0796
- .0600
.1906

,0012
-.0044

.0019
-.1737
.0458
-.0605
.HOB
.0800
.0080
-.1140
.0069
.0163
.1407
-.1371

-.1036
.1515

,0239

-.0589
.2125®

.0215
,0629
.0070
.0469

.2108®

-.0528

.0495
.0370

-.0153
.0677

-.0120

.2009®

.1349

“significant at the .05 leve,., For the daba obtained, cc rrelat icr F of plus .1 346 cr "■in-us .1946 are necessary to be significant at the
(New Y o r k : Harper and Row, 1965) , p . 306,
Source:
N. M. Dcwnie and R, w. Heath, Basic Statistical Methods, 2nd ed.
^Significant at the

level.

,0462

.10'35
- .0636
-.3 368

VII

Source:

.01 level.

For the data obtained, correlations of plus

.254 cr minus

.254 are necessary to be significant at the

.Of

.01

Ibid.

£
Role Sector key:

(I) Substantive development;

(111 tTogram development;

(III) Promoting learning;

and counseling; (VI) Program interpretation and public relations; (VII) Member of school staff;
education and home economics professions; and (X) Instructional recipient'.

(TV) Department management;

(VIII) Member of community;

(V) Guidance

(IX) Member of the

122
A few o t h e r patterns of r el a ti on sh ip s m ay be
noted.

Role p e r c e p t i o n r e l a ti ng to e x p e c t a t i o n s of the

p rofessional ed uc at or and home e c o n o m i s t
w a s s i gn if ic an tl y co r r e l a t e d w i t h age,

(Role Sector IX)

tea ch in g e x p e r ­

ience, c e r t i f i c a t i o n , e d u c a t io na l a t t a i n m e n t

(negative

c o r r e l a t i o n ) , ex te n t of p r o f e s s i o n a l a f f i l i a t i o n and
leadership and e x t r a - c l a s s r o o m res po ns i bi li ti es .

Extra­

c l a s s r o o m r e s p o n s i b i l i t y was also s i g n i f i c a n t l y related
to guidance and counseling

(Role Sector V) .

For s even of the ten role sectors,

negative c o r ­

r el ations were obtained for the "marital status" v a r i a b l e
(#2).

For m any role sectors,

n e g a ti ve c o r r e l a t i o n s w e r e

a lso obtained for the following variables:
granting u n d e r g r a d u a t e d e g r e e

institution

(#8), c a r e e r p r o j e c t i o n

(#12), and number of home economics tea ch er s in the
d e p a rt me nt

(#13).

coe fficients w e r e

In most cases,

these cor re la ti on

low and did not a p p r o a c h significance.

In summary,

the incidence of s t a ti st ic al ly s i g ­

nificant c o r r e l a t i o n s b e t w e e n role sector scores and the
twenty-one b a c k g r o u n d va r i a b l e s was limited.

Thus,

relationships b e t w e e n home ec on om ic s t e a c h e r s ' role
percep t io ns and the b a c k g r o u n d var i ab le s w ere found to
be minimal as mea su re d by the instrum en ts used in this
study.

123
Question 4 .

What is the nature of any structural
p r o p e r t i e s w h ic h may be as s o c i a t e d w i t h
the p r o f e s s i o n a l role of the home
economics teacher?

This initial c o n s i d e r a t i o n of p o s si bl e h ome e c o ­
nomics teacher role pr o p e r t i e s w a s confined to an e x p l o r ­
ation of eight

(8)

factors w h i c h m i g h t po s si bl y c h a r a c ­

terize the p e r c e i v e d role of the home economics teacher
in a structural,

rather than functional,

manner.

rev i e w of the set of role e x p e c t a t i o n s con ta in ed

A
in the

c h e c k l i s t suggested a number of role o r i e n t a t i o n s of
p o s s i b l e conceptual and analytical
eight

(8) w ere selected

interest.

Of these,

for the initial exploration.

Three of the eight related to substa nt iv e o r i e n ­
tations

in home economics:

<1) c o n c e r n with the m a t e r i a l

a s p e ct s of the family e n v i r o n m e n t
shelter),

(food, clothing,

and

(2) c o n c e r n w ith the broad spe ct ru m of human

d e v e l o p m e n t aspects of family

life,

and

(3) c o n c e r n w i t h

the e m p l o ym en t ed u c a t i o n d i m e n s i o n of the home e c o no m ic s
curriculum.

The re ma in in g five factors related to

(1) ex pectations of a socially c o n t r o v e r s i a l nature,
(2) ex pectations r e l a t i n g pr i m a r i l y or e x c l u s iv el y to an
i n d i v i d u a l - s t u d e n t focus,

(3) e x p e c t at io ns c o n f i n e d to

c l a s s r o o m - r e l a t e d responsibilities,

(4) e xp e c t a t i o n s

124
d e a l i n g with e x t r a - c l a s s r o o m r e s p o n s ib il it i es ,
expect a ti on s r e l a t i n g to the p e r s o n a l

and

{5)

image of the home

eco no m ic s teacher.
The p r e c e d i n g i de ntified sets of e xp ec ta ti on s w e re
d e s i gn at ed as "role s u b - s e t s . ”

These eight c l a s s i f i c a t i o n s

w ere not mutu a ll y exclusive since a given item mi ght be
c l a s s i f i e d in more

than one category.

Items classified

in e a c h of the e ight sub-sets are listed in A p p e n d i x F.
The ana ly ti ca l c o n s i d e r a t i o n s using t h e eight
role sub-sets focused upon four
included:

(4) areas.

(1) the d i s t r i b u t i o n of high and l o w c o n ­

sensus items among the role sub-sets,
w it h i n the role sub-sets,
asc ri be d

These

to e a c h of

(3)

(2) the va ri ab il it y

the degree of importance

the role sub-sets,

and

(4) the

relationships of the role su b -s et s and s e l ec t ed b a c k ­
g r ou n d variables.
Items p re v i o u s l y id en ti fi ed as "high-consensus"
and

"low-consensus"

items

(Tables 24 and 25) were e x a m i n e d

in r e l a t i o n to the eight role sub-sets.

The d i s t r i b u t i o n

of h i g h and low c o n s e n s u s items am ong the role sub-sets
is presented in T a b l e s 31 and 32.
Of the th irty-eight h i g h - c o n s e n s u s items
q u a r t i l e of item standard d e v i at io n s) ,
(39.0%)

(lower

nearly two-fifths

are ex pe ct at i on s r e l a t i n g to c o n v e nt io n al c l a s s ­

r oom r e s p o n s i b i l i t i e s
the h ig h - c o n s e n s u s

(Sub-set 6).

Slightly more of

items r e p r e s e n t e d e xpectations dea l in g

125

T ABLE 31.— D i s t r ib ut io n of h ig h - c o n s e n s u s
role sub-sets.

Role Sub-Sets

items a m o ng

Lower Q u a rt il e
(N=38)
Items
Number a

1.
2.
3.
4.
5.
6.
7.
8.

Mat er ia l aspects of h o m e
eco no m ic s curriculum
Human de v e l o p m e n t asp ec ts of
home e c o n o m i c s c u r r i c u l u m
E m p l o y m e n t education asp ec ts
of home economics c u r r i c u l u m
Socially controversial e x p e c ­
tations
Individu al -s tu de nt o r i e n t a t i o n
to home economics t e a c h i n g
C o n v e n t i o n a l c l as s ro om -r el at ed
r e sponsibilities
E x t r a - c l a s s r o o m responsib il it i es
Personal image of the h om e
economics teacher
Items not classified in a sub­
set
Items c l a s si fi ed in m o r e than
one s u b - s e t

Percentage b

8

21.0

6

16 .0

0

0 .0

3

8. 0

3

8 .0

15
5

39 .0
13 .0

3

8 .0

7

18 .0

6

16 .0

a N u m be r of qua rt il e items from re s pective r ol e
sub-sets.
T o t a l exceeds 38 because some items are c l a s ­
sified in m o r e than one sub-set.
^ P e r c e n t a g e of q u a r t i l e items f r o m respective role
sub-sets.
B e c a us e some items are c l a s s i f i e d in more than
one sub-set, percentage total exceeds 100.0.

126

T ABLE 32.— D i s t r i b u t i o n of lo w- co ns en su s items among role
s u b —s e t s .
Lower Q u a r t i l e
- w e * .
Role Su
b-Sets
_

(N— 38)

i

Items
Number3
Pe rc en ta ge ^
1.
2.
3.
4.
5.
6.
7.
8.

M at er ia l a s p e ct s of home
economics c u r r i c u l u m
H uman d e v e l o p m e n t aspects of
home e c o n o m i c s c u r r i c u l u m

3

8.0

2

5.3

Emp lo ym en t e d u c a t i o n aspects
of home e c o n o m i c s c u r r ic ul u m

3

8 .0

5

13 .0

3

8.0

1
23

2.6
61. 0

0

0.0

9

24.0

10

26.0

Socially c o n t r o v e r s i a l e x p e c ­
tations
Ind iv id u a l - s t u d e n t o r i e n t a t i o n
to home e c o n o m i c s teaching
C o nv e nt io na l c l a s s r o o m - r e l a t e d
responsibilities
E x t r a - c l a s s r o o m re sp o n s i b i l i t i e s
Personal image of the home
economics teac he r
Items not c l a s s i f i e d in a
sub-set
Items c l a s s i f i e d in more than
one sub-set

Number of q u a r t il e items from r es p e c t i v e role
s u b — sets.
Total e x c ee ds 38 b e c a u s e some items are cl a s ­
sified in m ore than one sub-set.
^P e r c e n t a g e of quartile items from r e s p e c t i v e role
sub-sets.
Beca u se some items are classified in m o r e
than one sub-set, pe r c e n t a g e total exceeds 100.0.

127
w i t h the mate r ia l aspects of the c u r r i c u l u m

(21.0%)

w i t h the human d e v e l o p m e n t conc er ns

but the d i f ­

f e r e nc e was not dramatic.

(16.0%)

than

None of the h i g h - c on s en su s

items related to the em p l o y m e n t e d u c a t i o n aspect of the
curriculum

(Sub-set

high-c on se n su s

3).

N e a r ly o n e - f i f t h

items were not c a t e go ri ze d

(18.0%)

of the

in the role

s u b - se t framework and six of the thirty- ei g ht items
(16.0%) were c l a s s i f i e d in m ore than one sub-set.
The d i s t r i b u t i o n of l ow -consensus items
q u a r t i l e of item standard deviations)
role sub-sets is sh own in Table 32.
fifths

(61.0%)

(upper

among the eight
Just over t h re e-

of the lo w- consensus items related to

extra-classroom responsibilities

(Role Sub-set 7).

Some

13 per cent of the low-consensus items dealt w i t h
socially c o n t r o v e r s i a l matters
the low-consensus

(Sub-set 4).

N one of

items related to the personal image

of the home e c o n o m i c s teacher

(Sub-set 8).

Of the

t hirty-eight l ow -c on s en su s items, nearly o n e - f o u r t h
(24.0%)

were not c l a s s i fi ab le in the role sub-set f r a m e ­

w o r k and ten of the thirty -e ig ht items were c l a s s i f i e d
in m ore than one sub-set category.
A graphic co mp ar is on of the di s tr ib ut io ns of
high- and l ow -c o ns en su s items among role sub-sets is
p r e s e n t e d in Figure 2.
the two pr of i le s

The m o s t striking d i f f e r e n c e in

involves the sub-sets dealing w it h

c on ve nt io na l c l a s s r o o m r e s p o n s i b i l i t i e s and e x t r a - c l a s s r o o m

128

h i g h consensus

65

items

low consensus items
60
55
50
45
40
35
30
25
20

15

10

5
T
1

1

~r

2

3

T
5
Role Sub-sets
T
4

T
6

T
7

8

igure 2.— Profiles of di st ributions of high and
nsus items among role s u b - s e t s .

129
responsibilities

(Sub-sets 6 and 7 r e s p e c t i v e l y ) -

h i gh - c o n s e n s u s expectations,

A m on g

a high p r o p o r t i o n relate

to co nv en ti o na l c l a s s r o o m r e s p o n s ib i li ti es

(Sub— set 6),

while the r e v e r se is true for the l ow -c on s en su s items.
However,

a h i g h p e r c e n t a g e of l ow -consensus

items related

to e x t r a - c l a s s r o o m r e s p o n s i b i l i t i e s

(Sub-set 7) w h i c h is

not the c a s e for the hi gh - c o n s e n s u s

items.

The standard d e v i a t i o n was also used as a
m e as ur e of v a r i a b i l i t y for the eight role sub-sets.
These are listed in Tabl e 33 in rank order of variability
from lowest

to highest.

sector v ar iability,

As in the c o n s i d e r a t i o n of role

the sub-set size d i f f e r e n t i a l is

r e c o g ni z ed as a ba sic l i m i t a t i o n to p recise c o mp ar is on
of variability.
in Table

Thus,

the set of c o m p ar is on s pr e sented

33 has been ca l c u l a t e d us ing scores s t a t i s t i ­

cally a d j u s t e d for the role s u b -s et size differential.
W i t h respect to role sub-set variations,
r o o m - re l at ed r e s p o n si bi li ti es

class-

(Sub-set 6) w e r e the least

v a ri ed w h i l e ex pe ct at i on s rel at in g to e m p l o y m e n t e d u ­
cation
six

(Sub-set 3) were the most varied.

The remaining

(6) sub-sets w ere of in termediate variability.
The degree of importance ascribed to e ach of the

e i ght role sub-sets was a p p r ox i ma te d by the m e a n score.
These findings are presented
in the teachers'

in T a b l e 34.

role perceptions,

A s reflected

e x p e c t at io ns a s s o c i ­

ated w i t h the personal image of the home e c o n o m i c s

TABLE 33.— Rank order (lowest to highest) of role sub-set standard deviations.
_ i 0
Role Sub-sets
6.
1.
5.

2.

8.
4.
7.
3.

_
Frequency

Sub-set Minimum
si2e
Valuea

Maximum
Value3

a Standard
Meana Deviationa

Conventional classroomrelated responsibilities

192

24

3.458

5.000

4.533

0.276

Material aspects of home
economics curriculum

192

15

3.067

4.933

4.296

0.328

Individual-student orien­
tation to home economics
teaching

192

15

2.900

4.900

4.150

0.400

Human development aspects
of home economics cur­
riculum

192

21

2.762

5.000

4.426

0,435

Personal image of the home
economics teacher

192

5

2.000

5.000

4.611

0.485

Socially controversial
expectations

192

15

2.733

4.933

4,062

0.492

Extra-classroom responsi­
bilities

192

54

2.396

4.868

3,796

0.514

Employment education aspects
of home economics cur­
riculum

192

9

1.889

5.000

4.047

0.715

aRounded to three (3) decimal places.

TABLE 34.— Rank order Chighest to lowest) of role sub--set mean scores.

Frequency

Sub-set
Size

Minimum
Value3

Maximum
Value3

Mean3

Standard
Deviation3

Personal image of the home
economics teacher

192

5

2.000

5.000

4.611

0.485

Conventional classroomrelated responsibilities

192

24

3.458

5.000

4,533

0.276

Human development aspects of
home economics curriculum

192

21

2,762

5.000

4.426

0,435

Material aspects of home
economics curriculum

192

15

3.067

4.933

4.296

0.328

Individual-student orien­
tation to home economics
teaching

192

10

2.900

4,900

4.150

0.400

Socially controversial
expectations

192

15

2.733

4.933

4.062

0.492

Employment education
aspects of home eco­
nomics curriculum

192

9

1.889

5.000

4.047

0.715

Extra-classroom responsi­
bilities

192

54

2.396

4.868

3.796

0.514

Role Sub-set
8.
6.
2.
1.
5.

4.
3.

7.

aRounded to three (3) decimal places.

132

teacher

(Sub— set

8) received the highest r a t i n g of

importance w h i l e e x t r a - c l a s s r o o m e xp ec ta ti o ns
as a whole,
ever,

rated

lowest in importance.

(Sub-set 7),

A l l means,

how­

are above average in importance.
The c o r r e l a t i o n c o e f f i c ie nt s o b t a i n e d

for role

s u b — set scores and

the selected background va ri ab le s are

p r e s e n t e d in T a b l e

35.

With three possible exceptions,

m o s t of the s t a t i s t i c a l l y s i g n i fi ca nt c o r r e l a t i o n s seem
to be rather isolated cases.
of home ec on om i cs

teacher

However,

for personal image

(Sub— set 8), c o r r e l a t i o n s with

age and teaching experience w e r e significant at the
level and w ith ce rt if ic at io n at the
c a l l y significant correla ti on s

.05 level.

(.05 level)

.01

S t a t is ti ­

w e r e also

o b t a i n e d betw ee n

"certification"

responsibilities

(Sub-set 6), e x t r a - c l a s s r o o m r e s p o n s i ­

bilities

and c l a s s r o o m - r e l a t e d

(Sub-set 7) , and p e r so na l

eco no mi cs t e a ch er

(Sub-set 8).

image of the home

The only o t h e r variable

s i g n i fi c an tl y c o r r e l a t e d with m o r e than two sub-sets was
the

"curricular mode

economics"

(variable

for the m a t e r i a l aspects of home
#21) w h i c h correlated

at the

.05

level of s i g n if ic an ce w ith s ub — sets dealing w i t h the
m a t e r i a l aspects of the home eco no m ic s c u r r i c u l u m
set

1), c l a s s r o o m - r e l a t e d r e s p o n s i bi li ti es

and e x t r a - c l a s s r o o m responsibi li ti es

(Sub­

(Sub— set 6),

(Sub-set 7).

TABLE 35,— Correlation coefficients of mean role sub-set scores and selected background variables.

Role Sub-Sets0
Background Variables
■
1.
2.
3.
4.
5,

Age
Marital status
Tenure m present teaching position
Total years teaching in hone economics

Certification
6. Reason for becoming a home economics teacher
7. Educational attainment
8. Institution granting undergraduate degree
9, Teaching minor
10. Extent of professional organization affiliations
11. Extent of professional leadership experiences
12. Career projection
13. Number of home economics teachers m department
14. Type of teaching schedule
IS. Range of students served by home economics prograr
it- Range of students taucht
r. Range of home economics program features
is. Responsibilities beyond classroom .nstruct icr.
19-‘21. Turncular mode;
(191 human development aspects
(20) consumer education
[211 material aspects of family environment

Source:

2.2OC0

2.2135
1.1463

:.:h :
-

_;->S2

-C.:CC4
: .1419
1.CI9” ^ .-Mil
Z .C l ?
:.:s94
: +: ^ Z ,Zl
:.:iv

■■ ^C.■>ri

■:.ccr
-2,0569
-2.1333
-o.oos:
I.?144
: .cat?
C .2614
-: .155:
:.c = 34
2 .2 ’01
1.1235
-C.07C3
C.0534
1.2366
-oe.
1 .1594
2.1911
- -i^ll

.Z '■*i 1
i a"* ^

.,.3994
3.3712

2.1952*

3.386'

i“i

4

5

3.1286
-2.0173
3.0769
2.0292
2,144:
- ,^--a

C ,0641
-C.0444
0.0068
-C .0295
2,097:

3,0952
-0 .3339
0.0900
0.0914
0.1777

2.9961
-2.2142
2.2'30
2.1655
3. lilt
-G.3908
-C.2455
C .Of 35
-2.3393
-2 .1243,1491
2.2125*

2.3919
2 .0352
-0.0644
3.0611
0.0694
C *11c ~
-0.0842
3.3113
G.2 30G
3.1440
2.7963
3.1919
;.2'41

- .IIC9

{■,2-~s

3 .2959
r.n-92

3.341’
2.1201

:.l9S9a

6
0,1333
0.0169
3.0531
3/503
0.1967*

2.1106
-2.1299
0.1540

0.0989
0.0767
-0.0115
C ,1037

3.1566
2.0926
2.0059
-2.0602
2,35:1

-0.0064
0.0443
0.0069
-0.1036
0.0926

2,1213
2,3936
2.2743
2 .2 70 3
-C.0S92
-C.0346
0.2736

0.0366
0.0414
0.0565
0.0936
2 .0605
0.1108
0.2027*

7
0.1114
-0.1106
0.1048
0.0478
0.2199*
0,1236
0,0979
-0 .0710
0.0618
0.1654
C .1756
-0.2856
-0.0515
0.0683
0.0635
2.0011
:.r26
2.1323
2.0493
0.0313
0.2326*

8
0 ,2959W|
0,1482
O.26O06
0.2677fc
0.2429*
-0.0915
0.1662
0.0441
-C.O502
G.142C
0.1348
-0.1393
-0.0897
2.0457
-0.0671
-0.1399
;.0’64
0.1107
2.2590
0.050’
0.1502

Significant at the ,25 level. For the d.f. obta;:ned, rcrrelat ions of plus .1946 cr minus .1946 are necessary to be sign;ificant at the .05 level.
S. M, Downie and P.
Heath, Basic Statistical Methods, 2nd ed.
{New Ycr<; Harter and Bow, 19655, p. 306.
^Significant at the .01 level.

Source:

;. :54?

3

For the d.f. obtained, correlations of ulus .26“} or minus .254 are necessary to be significant at the .01 level.

Ibid.

cRole Sub-Set Key:
(1) Material aspects of home economics curriculum; [21 Human develocnent aspects of home economics curriculum; (3) Qnploy*
ment education aspects of home economics curriculum; (4) Socially controversial expectations; (51 Individual-student orientation to home economics
teaching; (6) Conventional classroom-related responsibilities; (7) Extra-classroom responsibilities; {81 Personal image of the home economics teacher.

CHAPTER V

SUMMARY A N D C ONCLUSIONS

This study focused upon four areas of

inquiry:

(1) v a r i abili ty in t e a c h e r s 1 perceptions of prof e s s i o n a l
role expectations as r e f l e c t e d in differences
scores,

(2) v a r i a b i l i t y in teachers'

in item

per c e p t i o n s of sets

of profess ional role ex pectations as reflected in role
sector scores,

(3) r e l a t ionships of

reg arding p rofessional
background variables

and

pe rceptions

role e x p e c t a t i o n s and selected

such as age, marital

of teaching experience,
assignment,

teachers'

status,

years

and nature of p r esent teaching

(4) an e x p l o r a t i o n of selected structural

properties of e x p e c t a t i o n s associated w i t h the professional
role of the home economi cs teacher as reflected in an
analysis of role s u b — set scores.

Background i n f o r m a t i o n .— The 192 respondents in
this study r e p r e sented a rand o m sample of public high
school home economics teachers listed in the 1969-70
register of certifi ed teaching pers onnel

1 34

in Michigan.

135
T h e majority of these r e s p o n d e n t s

(66.7%)

were from

26-56 years of age and 72.9 per cent w e r e married.
(81.3%) of the teachers held vocational
cates and

88.5

Most

t e a ching c e r t i f i ­

per cent had earned c o l lege credit beyond

the bach elor's degree.
the master's degree.

N e a r l y one-third
A b o u t one-fourth

(30.7%)

held

(26.0%) of the

respondents w e r e graduates of Michigan S t a t e University
while 22.1 per cent held unde r g r a d u a t e d e g r e e s from outof-state institutions.
N e a r l y one-fifth

(19.3%)

of the res pondents

became home economics t e a c h e r s because they enjoyed the
subject,

9.9 per cent b e c a u s e

ation for life,

it was p r a c t i c a l p r e p a r ­

and 9.9 per cent because of a desire to

work with students.

H o w e v e r , over o n e - t h i r d

(3 5.9%)

of

the teachers did not respond to this item.
O n e — fifth
home economics

(20.3%)

of the r e s p o n d e n t s had taught

for sixteen or more years w h i l e 21.4 per

cent had t a u g h t two years or
(26.6%) of

less.

A b o u t o n e — fourth

the teachers had been in their present t e a c h ­

ing position

for two years or less and

9.4 p er cent

reported a p r e s e n t teaching tenure of s i x teen or more
years.
N e a r l y one-half

(46.9%)

of the t e a chers reported

affiliation w i t h three or m o r e p r o f e ss ional organizations
w i t h 86.5 per cent reporting at least two pr ofessional
memberships.

However,

7 5.5 per cent of

the teachers

1 36

reported no professional leadership experience in these
organizations within the last three years.
career projections,

In their

72.4 per cent of the teachers planned

to continue teaching home economics over the next five
years,

16.1 per cent planned to leave the field, and

11.5 per cent expected to leave temporarily and return
in a few years.
Most

(82.9%) of the teachers were teaching

in a

home economics department with more than one teacher
with 39.7 per cent reporting being in at least a fourteacher department.

Only one-tenth

(10.9%) of the

departments served a single type of student
girls only classes)

and 61.5 per cent of the programs

served at least three types of students.
respondents

(73.4%)

types of students.
programs,

(such as

Most of the

reported working with at least two
In the curriculum structure of these

aspects of the curriculum dealing with the

material environment of the family had the highest
reported incidence

(65.1%) of being offered primarily

as special classes or units and the lowest incidence of
being offered primarily on an integrated basis.

The

human development aspects of the curriculum were more
likely to be integrated into other classes or offered
on a combination of both an integrated and separateclass basis.

1 37

Fo r 16.1 per cent of the respondents,

profes sional

r e s p o n s i b i l i t i e s were c o n f i n e d primarily to c l a s s r o o m
teaching in con trast to the

81.8 per cent w ho reported

at least one e x t r a - c l a s s r o o m responsibility.
(25.0%)

O n e — fourth

of the teachers reporte d at least three p r o ­

fessional
teaching.
reported

r e s p o n sibilit ies

in addition to their c l a s sroom

Nearly two-fifths
teaching

as "specialized"

(39.1%)

of the teachers

schedules w h ich could be c l a s s i f i e d
rather than general or c o m p r e h e n s i v e

(such as Child Development rather than Hom emaking

I)

and over t h r e e — fourths r e p o r t e d teaching some classes
dealing with a specialized aspect of home economics.
Item score d i f f e r e n c e s .— A five-point scale
ranging from

"l"

(low)

to

"5"

(high) was used to d e t e r ­

m i n e the p e r c e ptions of the

150 home economics teacher

role expectat ions contai ned

in the instrument checklist.

There was no item for w h i c h perception s were identical
(confined to only one score value)

and only one item for

w h i c h scores were confined to only two score values.
Scores on most

items

(79.3%)

w e r e d i s t r i b u t e d along

the full range of score values and for nearly all items
(95.3%)

four of the five score values were used.
By themselves,

erally indicates
for

individual

the range of score values g e n ­

fairly high v a r i a bil ity of p e r c e p t i o n s

item expectations.

However,

the means

for 71.3 per cent of the items occurred in the scoring

138
range of 4.0 and above.

The findings

further reveal a

r e l a t i v e l y low incidence of low-scale values
"I" and

{options

”2") with item standard d e v i a t i o n s r a n ging from

0.269 to 1.513.
Using the standard d e v i a t i o n of the item composite
score as the measure of

item variabi lity,

the lower quar-

tile of thirty -eight item standard de v i a t i o n s was d e s i g ­
nated as

11high - c o n s e n s u s items" and

the upper quartile

of thirty-ei ght item standard de v i a t i o n s was d e s i g n a t e d
"low-consensus items."

When analyzed

tr i b u t i o n among the ten role sectors,
fifths

(58%) of the h i gh-consensus

in relation

nearly three-

items represented

role sectors dealing w i t h substantive d e v e l o p m e n t
Sector

I) and p r o m o t i n g learning

(Role Sector

item rela ting to p r o g r a m interpretation
a p p e a r e d in the set of high con sensus
relatin g to guidance
staff

to d i s ­

(Role

III).

No

(Role Sector VI)

items.

Role sectors

(Role Sector V ) , member of school

(Role Sector V I I ) , member of community

(Role

Sector V I I I ) , and i n t e nded recipients of i nstruction
(Role S e c t o r X) were each represented by one h i g h - c o n s e n ­
sus item.
By contrast,
to expecta tions
Sector VIII)

low-consensus

involving community me m b e r s h i p

and instructional rec ipients

with f ew low-consensus
development

items tended to relate

items relating

(Role S e c t o r

(Role

(Role Sector X)

to substantive

I) and p r o m o t i n g learning

139
(Role Sector

III).

and co u n s e l i n g
variable w i t h

Some of the e x p e c t a t i o n s for guidance

(Role Sector V) were also among the m o r e
13 per cent of the low-consensus items

relating to this role sector.
As reflected by h i g h - and low-consens us items,
the teachers'

perceptions

tended to be in higher a g r e e ­

ment c o n c e rning the "what" and

"how" of teaching

stantive d e v e l o p m e n t and pr o m o t i n g learning)
to teach

(sub­

than

(intended recipients of i n s t r u c t i o n ) .

"who"

Less

agreement also existed on expec tations relat i n g to c o m ­
munity m e m b e r s h i p as a p r o f e s s i o n a l

(Role Sector V I I I ) .

Role sector d i f f e r e n c e s .— Two a r e a s of d i f f e r e n c e
were c o n s idered

in regard to the role sectors.

The

first

involves the extent of v a r i a b i l i t y e x i s t i n g in the
several role sectors.

The second concerns the degree

of importance associated w i t h the various

role sectors.

The standard d e v i a t i o n served as the measure of
role sector variability.

U s i n g this

indicator,

of e x p e c tations dealing w i t h promoting learning
Sector III)

a nd substantive d e v e l o p m e n t

the sets
(Role

(Role Sector I)

were found to be the least variable w h i l e the sets of
expectations rela ting to c o m m u n i t y m e m b e r s h i p
Sector VIII)

(Role

w as found to be the most variable.

These

findings i n d icate that a m u c h higher level of agreement
exists among teachers' p e r c e p t i o n s re g a r d i n g

"how" and

"what" to t e a c h than for e x p e c t a t i o n s associated w i t h

140

o ther d i m e n s i o n s of their role.

By contrast,

much less

concensus e x i s t s concerning expectat ions relating to c o m ­
munity membership.
The d e g r e e of importance associated with each of
the ten role sectors was a p p r o ximated by the mean score
for each role sector.

An e x a m i n a t i o n of these scores

indicated that g r e ate r importance was a s c ri bed to the
set of e x p e c tations concernin g
(Role Sector

III)

the p r o m o t i o n of learning

and to the set of e x p e c t a t i o n s c o n ­

cerning profess ional me m b e r s h i p

(Role Sector

mea ns of 4.347 and 4.333 respectively.
(3.434 and 3.683)
bership

The lowest means

were as s o c i a t e d with c o m m u n i t y m e m ­

(Role Sector VIII)

(Role Sector X)

IX) with

and

instructional

recipients

respectively.

R e l a t i o n s h i p of pe r c e p t i o n s to bac kground v a r i ­
ables .— Pos sible
ceptions

relationships between respondents*

per­

for the ten role sectors and t w e n t y —one selected

backgro und va r i a b l e s were investigated t h r ou gh c o m p u ­
tat ion of P e a r s o n Product Mome n t c o r r e l a t i o n coefficients.
In general,

this analysis reveale d few instances of s t a ­

tistically s i g n ificant correlati ons

(.05 l e v e l ) .

few noted instances of s i g n i ficant correlations,

Of the
several

involved e x p e c t a t i o n s r e l ating to p r o f e s s i o n a l mem bership
(Role Sector X) w h i c h was significantly correlat ed with
age,

teaching experience,

educational attainment,

of profession al affiliation and leadership,

extent

certification,

141

and e x t r a - c l a s s r o o m responsibilities.
variables,

Only the two

c e r t i f i c a t i o n and c u r r icular mode for t e a c h ­

ing m a t eri al concerns of the family environment,

cor­

related w i t h as many as five role sectors.
E x p l oration of sel ected str uctural p r o p e r t i e s .—
Eight grou pings of role expectations were

identified

c orr e s p o n d i n g to the structu ral properties
e x p l oratory examination.
sub-sets"

and included:

These w ere de s i g n a t e d as

"role

(1) expectation s d e a ling wit h

mater ial c onsiderati ons of family life
shelter),

selected for

(food, clothing,

(2) e x p e ctations dealing with hum an de v e l o p m e n t

aspects of family life,
employm ent education,

(3) expectatio ns d e a l i n g w i t h

(4) professional e x p e c tations of a

socia l l y c ontrovers ial nature,
an individual-stude nt
c onventio nal

focus,

(5) expectation s r e f l ec ting

(6) e x p e c t a t i o n s c o n fined to

classroom activities,

(7) expectations

involving e x t r a —c l a s s r o o m responsibilities,

and

(8) e x p e c ­

tations associated with the personal image of the home
economics t e a c h e r .
These sub-sets were somewhat useful

in d i f f e r e n ­

tiating among c h a r a c teristi cs of high- and low-consensus
items.

For example,

consens us

a much higher pr o p o r t i o n of high-

items were associated with conventional c l a s s ­

r o o m responsibilities

(Sub-set 6) than was the case for

low-consensus

Furthermore,

items.

appr o x i m a t e l y three-

fifths of the low-consensus items d e a l t with

142

extra—classroom expectations

(Sub— set 7) in contrast to

slightly more than one-fifth of the high-consensus items.
The sub-set framework appeared to be less analyti­
cally useful w he n considered in its totality, however.
Although variability within the sub-sets did occur,

an

examination of the importance associated with each of
the sub-sets

(indicated by the mean scores ranging from

3.796 - 4.611)

revealed relatively little difference in

the average importance ascribed to the various sub— sets.
However,

as reflected in the sub-set m e a n s , expectations

dealing with the personal image of the home economics
teacher

(Sub-set 8) were rated of highest importance with

expectations relating to extra—classroom responsibilities
(Sub-set 7) receiving the lowest adjusted mean score.
Highest consensus

(lowest standard deviations)

occurred

for conventional classroom-related responsibilities
(Sub-set 6) with lowest consensus occurring in e m p l o y ­
ment education aspects of the home economics education
curriculum

(Sub-set 3).

The examination of correlation coefficients for
sub-set scores and the twenty-one background variables
yielded few statistically significant
relationships.

(.05 level)

The variables most prominently involved

in the few occurring significant correlations were
essentially the same as for the role sector analysis—
certification and the curricular mode for teaching the
material considerations of family life.

143

Conclusions
On the basis of the data obtained from the r a n d o m
sample of Michi g a n h o m e economics teachers,

the following

conclusion s are a d v a n c e d for consideration.
1.

As revealed by the role percep tion scores,

the

teachers g e n e r a l l y a s s o c i a t e a numerically e x t e n ­
sive and r e l a t i v e l y complex array of expect ations
w i t h the p r o f e s s i o n a l role of the home economics
teacher.

Few items

less than 2.99

(8.7%)

had mean scores of

indicating that most of the c h e c k ­

list e x p e c t a t i o n s were c o n s idered valid for the
home economics
2.

In general,

teacher role.

the role p e r c eptions appear to be

mor e h o m o g e n e o u s than heterogeneous.
some per c e p t u a l v a r i ability was
percent age

(71.3%)

found,

A l t hough
the high

of item mean scores above 4.0

indicates that a large pr o p o r t i o n of the e x p e c ­
tations were con s i d e r e d to be fairly important
by a large p r o p o r t i o n of the teachers.
3.

Identified perceptual v a r i a b i l i t y was generally
not s y s t e m a t i c a l l y a c c o u n t e d for by the analytical
variables

(background characteristics)

this study.

used in

F e w stat i s t i c a l l y significant c o r ­

relations

(.05 level) w e r e found betwe en

teachers*

r o l e p e r c e ptions

(role sector scores)

and the t w e n t y —one background variables selected

144

for analysis.

Of these variables,

c e r t i fication

and cur ricular m ode for t e a c h i n g the m a t e r i a l
aspects of home economics had

the highest i n c i ­

d e nce of s i g n ificant c o r r e l a t i o n
role s e c t o r s ) .
some

Other v a r i a b l e s correla ting with

(but not all)

cational

(five out of ten

role s e c t o r s

attainment,

included e d u ­

extent of professional

a f f i l i ation and leadership,

teaching experience,

age,

and e x t r a - c l a s s r o o m responsibilities.

These

most

frequently correlated significantly w i t h

e x p e c tations relating to p r o f e ssional m e m b e r s h i p
(Role Sector I X ) .
4.

H i g h — and low-consens us items differed s y s t e m a t i ­
c a l l y in c h a r a c t e r when e x a m i n e d

in r e l a t i o n to

the role sector association and clas s i f i c a t i o n of
structural pr o p e r t i e s

(role sub-sets).

However,

these d i f f ere nces generally were not extended
the role sectors or sub-sets as totalities,
suggesting that the d i f f erences

to

thus

in high— and low-

co n s e n s u s items did not p a r a l l e l the c l a s s i f i ­
c a tion systems

(role sectors and sub-sets)

the high- and low-consensus

and/or

items ware not s u f ­

ficiently pow erful to overcome the "equalizing
effects" of the intermediate consensus items.

145
5.

F r o m an analytic al perspective,

the c l a s s i f i c a t i o n

system of selected structural proper ties
sub-sets)

was m u c h more useful

among high- and l ow-consensu s

(role

in d i f f e r e n t i a t i n g
items than in

revea ling clearly defined d i f f e r e n c e s when
vi ewed in its totality.
D i s c us si on
At least two concerns mer it di s c u s s i o n in r e l a t i o n
to the g e n eral

item v a r i a b i l i t y

findings.

The first

involves a c o n s i deration of the q u a n t i t y of exp ectations
associated w i t h the home economics t e a cher role.

The

second c o ncern relates to the degr e e of d i f f e r e n t i a t i o n
potential contained

in the scale used to determine the

role perceptions.
The relatively limited incid ence of low-item
score values
variances,
perceived

("I*1 and

suggest

"2")

and the rel a t i v e l y l o w - i t e m

that the sample of teachers g e n e r a l l y

the 150 e x p e ctations as e s s e n t i a l l y valid for

the professi onal

role of the home e c o n o m i c s teacher.

Since the set of 150 expectat ions was

formulated as a

"possibility model"

rather than a p a r t i c u l a r type of

"ideal role model,"

the findings raise questions c o n ­

cerning

the q u a ntity and scope of e x p e c t a t i o n s associ ated

with the home economics teacher role.

Questions need

to be raised regarding the extent to w h i c h the present

146

set of expec tations constitu tes a " r e a s o n a b l e ” e x pec ­
tation for the home economics teacher in the context of
the p r es ent and emerg ing educational s e t t i n g and factors
such as extent of p r e p a r a t i o n and in-service assistance
pr o v i d e d teachers.

More specifically,

to w h a t extent is

the scope of this set of home economics t e a c h e r role
expecta tions co m p a r a b l e
to e x p e c tations

(quantitatively a n d qualitatively)

for the roles of other te a c h e r s ?

Or,

is

the present set of e xpectations a role s p e c i f ication
which,

though o p t i m a l l y desirable,

(if not

impossible)

to enact w i t h c o n s i s t e n t proficiency?

The f ive-point scale used
ceptions

is h u m a n l y difficult

for d e t e r m i n i n g p e r ­

focused upon the d e g r e e of impo rtance which

m i g h t be ascribed

to each of the given expectations.

The scale ranged from "No,
the home econ omics teacher"

should not be e x p e c t e d of
to "Yes,

is of g r eat

importance for the home ec o n o m i c s teacher to do."
this scale,
"3" — "5")

teachers had three

(3) o ptions

(scale values

for d i f f e r e n t i a t i n g among d e g r e e s of importance

ascribed to any g i v e n item considered

(by the teacher)

be a valid e x p e c t a t i o n for the p r o f essional
home economics teacher.
("2")

W ith

This

to

role of the

left one s c a l e option

for "undecided" ratings and one scale option

("1")

to de s i g n a t e e x p e c t a t i o n s c o n s i d e r e d i n a p p r o p r i a t e for
the home economics

teacher.

Since the i t e m scores i n d i ­

cated that this sample of teachers p e r c e i v e d m ost of the

147

150 expec ta ti on s to be generally valid,
be raised whether the u p p er three values

the q u e s t i o n may
C'3" - ”5")

of

the rating scale re p r e s e n t e d sufficient d i f f e r e n t i a t i o n
p ot en ti al

for this g r o u p of teachers.

Alt ho u gh the incidence is r e l a t i ve ly low,

the

o c c u r r e n c e of some s ys te ma ti ca l ly p a t t e r n e d c or re la ti on s
pro vi d es

some support for the idea that sufficient

v a r i a b i l i t y did exist among role p e r c e p t i o n s to per mi t
at least some statis ti ca l
C h a p te r

analysis.

As presented in

III, except for a few cases, most of the d e s c r i p ­

tive char ac te ri st ic s e x h i b i t e d a fairly wide range of
variability.

The first exception related to the v a r ia bl e

"marital status" w h e r e relatively
were

included in the sample.

few unmarried teachers

The second pos si bl e e x c e p t i o n

involves the reason for becoming a home economics
w h i c h had a high i nc idence

(35.9%)

teacher

of nonresponse.

Thus, despite the relatively d i v e r s e sample of
home eco no mi cs teachers,

few of the demogr ap hi c v a riables

sys te m a t i c a l l y acc ou nt ed

for d i f f er e nc es among role p e r ­

cep ti o ns as measured in this study.

F a i lu re to o b ta in

a c c o u nt a bl e d i f f e r e n t i a t i o n could be a function of at
least three

(3)

factors,

the first of w h i c h relates

the set of selected b a c k g r o u n d var ia bl es which,
reality,

economics

in

may not be a s s o c i a t e d with the teachers*

fessional role p e rceptions.

to

pro­

Previous studies of home

teacher role a lso revealed an absence of

148
statistically significant relationships between role
perception and selected analytical variables (teaching
effectiveness and job satisfaction; 253 vocational and
non-vocational t e a c h e r s ) .
indicate,

254

What these findings may

is that home economics teachers'

professional

role perceptions may be associated with some set of
variables not identified in this studyvariables relating to the teachers'
home economics,

For example,

early images of

their social status and that of their

p a r e n t s , or geographic location may have revealed more
significant correlations with role perceptions.
Secondly,

the diversity among role perceptions

may have been insufficient to obtain correlation c o e f ­
ficients at a level approaching significance for all
variables.

This insufficient perceptual diversity may

in turn stem from

(1) a type of analytical distribution

(in this case the role sectors) which systematically
"averages" high- and low-diversity items,

thereby c o n ­

cealing differences w hen examining the data in grouped
form, or

(2) a set of perceptions which are, in fact,

highly homogeneous.

In other words,

home economics

teachers may generally assess professional role e x p e c ­
tations in a similar manner.

253

254

H a s t i n g s , o£. c i t .
Page, o p . c i t .

While the explanation for

149
this is not found in this study,

some s p e c ul at io n might

be adv an ce d regarding p o s s i b l e similarities

in the o v e r a l l

approach to pr ofessional s oc ia li za t io n of the teachers or
about s imilarities in o t h e r aspects of their social b a c k ­
grounds w h i c h continue to influence their profes si on al
role expectations.
The third factor to w h i c h the lack of accountable
d i f f e r e n t i a t i o n might be attributed,

involves the m e a s u r e ­

ments used for the set of v a r i a bl es i n v e s ti g at ed in the
study.

C o n s i de ri ng the limited p r e c e d e n t available from

previous research on home ec on om i cs teacher role,

the

research efforts of this study m ust be treated as
exploratory.

Thus, the m e a s u r e s of role percep ti on s and

selected background v a r i a b l e s merit a c c e pt an ce only on
a tentative basis.

The p r o b l e m of ach ie vi ng s t a t i s t i ­

cally signifi ca nt relati on sh ip s b e t w e e n role perceptions
and the selected variables may derive f ro m the respective
measures used.

In their p r e se nt state,

the measures are

r el atively untested thus limiting somewhat the confidence
whi ch can be placed in the information o b t a i n e d
initial

from this

trial.
A n ot he r dime ns io n of the c o r r e l a t i o n prob le m

should a lso be recognized.

W it h the n u mb er of c o r ­

relations o btained in this study,

some could have

occurred by chance.

of course,

This

factor,

further

limits the interpretation of the study findings.

150
Implications
Provisi on al though they m a y be,

the f i n di n gs of

this study pro v id e some basis for c o n s id er in g t w o sets of
implications.

The first of these involves i mp li ca ti on s

r e g a r d i n g the a p p l ic a ti on or implementation of the find­
ings

in pr of es si on al practice.

relates to implications

The second c o n s i d e r a t i o n

for further research.

Since the p ro fessional role e x p e ct at i on s i de n­
tified for this study w ere c on sidered valid b y this
sample of respondents,

questions co n c e r n i n g the q u a n t i t y

and s cope of e x p e c t at io ns as s o c i a t e d w ith h ome ec onomics
t e a c h e r role m i gh t be raised.
level of

"expectation overload"

A l t h ou gh the c r i t ic al
is not known,

p r o b l e m of "being all things to all people"

the

seems to

be a p o s s i bi li ty in v i e w of the findings of this study
and c o n s i de ri ng the findings of prev io us studies s u g ­
g e s t i n g that roles c on taining extr em el y diverse,
patible,

i n co m ­

and/or e x t e n s i v e expecta ti on s m a y p r e s e n t

p r o b l e m s to those at te m pt in g to ena ct t h e m — s uch as
c o n f l i c t of i nc ompatible role expectations,
excess of a worker's capacity,

d e m a n d s in

and ambiguity to indicate

a few. 255
The foregoing suggests a c o n s i d e r a t i o n of at
least two poss ib le ad ju stments to pr ofessional role

255

Snoek, o£.

c i t . , p.

364.

151
r e d e f i n i t i o n and c l a r i f i c a t i o n for home e c o n o m i c s t e a c h ­
ing:

(1) g r e at er selectivity r eg arding a m o r e

set of p r o f e s si on a l role expectations, or
the single-role c o n ce pt ua li za ti o n,

limited

(2) rej ec t in g

systematically moving

toward a framework, of p o s i t i o n d i f f e r e n t i a t i o n s to
a ccommodate an increasing arra y of p r o f e s s i o n a l role
e xpectations

for home ec on o mi cs teaching.

I mp le me nt in g the first possib il it y w o u l d involve
e st ab li sh in g a set of "professional pri or it i es " w h i ch
w o u l d be s o m e w ha t co ns istent for the p r o f e s s i o n as a
whole.

It would by necessity have to be "limiting" and

w o u l d raise qu e s t i o n s reg ar di ng what would h a p p e n to the
r e s p o n s i b i l i t i e s and e x p e c t at io n s
role
etc.)

"eliminated"

(assumed by other p ro f essionals,

from the

ignored entirely,

as well as problems c o n c e r n i n g what the l im itation

c r i t e r i a should be.
I mp le me nt in g the s e c o n d p o s s i bi li ty es se nt ia ll y
w o u l d result in having m ore than one kind of home e c o ­
n o mi c s t e a c h e r — w h i c h is alre ad y a reality in some
situations and increasingly re c ognized in c e r t i f i c a t i o n
discussions.

This would mean,

e x pectations of self and o t h e r s

for example,

that role

for the h ome economics

e m p l oy me nt e d u c a t i o n teacher would be r ec o g n i z e d as
q u i t e di ff e re nt than those for the home e c o no mi cs
teacher for f am i l y life.

This w ould also m e a n that

c hanges wo uld n e e d to be c o n s i d e r e d for the pr e - s e r v i c e

152

and in-service p r e p a r a t i o n of teachers

for the d i f f e r ­

e n t i a t e d positions b oth in terms of c o n t en t and in
r e l a t i o n to internship and other
r e l a t i n g to teacher preparation.

"field experiences"
Implem en ti ng the

s ec o n d p o s s i b i l i t y also raises fundam en ta l q u e s t i o n s
of w h a t the p r o f e s s i o n a l l y recogn iz ed

s pe ci al iz at i on s

w o u l d be and the e xt e n t to which c o n t i n u i n g the p r e s e n t
" g e n er al iz ed role" w o u l d be w a r r a n t e d

in some situations.

The findings of this study also raise some
q u e s t i o n s regarding the basis for the h o m o g e n e i t y of
p e r c e p t i o n s among this r a nd om sample of teachers.
limited evidence linking
ience,

"experiences"

ed uc a tional attainment,

a f f i l i a t i o n and leadership,
bilities,
was

etc.)

The

(teaching e x p e r ­

extent of pr o f e s s i o n a l

e x t r a —c l a s s r o o m r e s p o n s i ­

to w h a t little role p e r c e p t i o n d i f f e r e n c e

found suggests that the process of changing role

e x p e c t a t i o n s is c l os e ly related to c h a n g i n g the e x p e r ­
iences of the teachers.

This w o u l d also suggest c o n ­

v e r s e l y that the g r eat t e n d e nc y toward h o m o g e n e i t y of
e x p e c t a t i o n s could well be a fun ct io n of h o m o g e n e i t y of
e x p e r i e n c e since the d i f f e r e n c e s in "experiences"
r e p o r t e d by the teachers were not ext en si ve except
for a few variables.
T h e foregoing d i s c u s s i o n is not to a d v o c a t e an
i m m e d i a t e p r o f e ss io na l r e d i r e c t i o n on the basis of these
research

findings.

Rather,

it is m e r e l y prop o se d

for

153
c o n s i d e r a t i o n in view of some add it io na l evidence w h i c h
suggests that,

as a group,

home e c o n o m i c s teachers tend

to a s c r ib e v a l id it y and im po rt an c e in sim il ar m a n n e r to
a rather e x t e n s i v e set of e x p e c ta ti o ns w h i c h m ay be far
too o v e r w h e l m i n g to i m p l e m e n t e f f e ct iv el y given our
present c o n c e p t u a l i z a t i o n of home e c o n o m i c s teacher r ol e
and the e x i s t i n g programs to prepare p e r s o n s for this
p r o f e ss io na l role.

The p r o b l e m of p r o f e s s i o n a l role

c l a r i f i c a t i o n and a cc ou n t a b i l i t y becomes critical w h e n
the p e r s i s t i n g encounter w i t h too m a n y , and p ossibly
conflicting,

e xp ectations c a n be resolved only on the

basis of individual teacher,
consistent,
findings,

criteria.

rather than p r o f e s s i o n a l l y

On the basis of th ese study

it would appear that this m a y w e l l be p r e ­

sently o c c u r r i n g since sc few of the an a l y t i c a l v a r i a b l e s
accounted for v ar i at io ns among the teachers'

role p e r ­

ceptions .
The primary i m p l ic at io n for f u r th er r e s e ar ch
relates to further testing of the instrument.
nature o f the present findings,

G i v e n the

it is es se nt i al to

d et er mi ne w h e th er the tend en cy to h o m o g e n e i t y of role
percep t io ns

is truly a fun ct io n of the t e a c hi ng p o p u ­

lation or of the in st rument used in this
The
ceptions,

study.

five-point scale used for d e t e r m i n i n g p e r ­

focused upon the degree of im p ortance w h i c h

might be a s c r ib ed to e a c h of the g iven expectations.

154

The scale ranged from "No, should not be expected of the
home economics teacher" to "Yes, is of great importance
for the home economics teacher to do."
teachers had three

(3) options

With this scale,

(scale values

"3" - "5")

for differentiating among degrees of importance ascribed
to any given item considered

(by the teacher)

to be a

valid expectation for the home economics teacher.
left one scale option
one scale option

("2")

("1")

This

for "undecided" ratings and

to designate expectations c o n ­

sidered totally inappropriate for the home economics
teacher.
As previously noted,

the item scores indicate

that this sample of teachers perceived most of the 150
expectations to be generally valid,

thus serving to

functionally narrow the scale options to the upper three
values.

This raises the question of whether these

options were sufficient to adequately discriminate among
teachers 1 perceptions.

This may suggest the possible

need for a scale having a greater range of differentiation
such as a five-point scale of "strongly disagree to
strongly agree" with a m i d —value for "undecided" ratings
or a scale extending beyond a five-point range.
Several possible research implications are of
secondary interest.

The first relates to the nature of

the expectations themselves.
consensus

Since items of intermediate

(second and third quartiles of standard

155
deviations)
items

differe d somewhat from high- and low-consensus

(as reflected in dist r i b u t i o n s among role sectors

and s u b - s e t s ) , the nature of the d i f f e r e n c e seems impor­
tant to determine.

This may warrant a factor analysis of

items in e a c h of the quar tiles to a s c e r t a i n some of the
c h a r a c t e r i s t i c s which may be associated w i t h items of
high,

low,

a nd intermediate consensus.

The present r e s e a r c h does n o t address the problem
of c o m p a r i n g t e a c h e r s 1 normative c o n s i d e r a t i o n s of role
e x p e c tations w i t h e x p e c tations held by "significant
others"

(administrators,

students,

etc.)

taJ ions as evidenced in actual practice.

or w i t h expecSince it is

presumed that normative co n c e p t u a l i z a t i o n s of e x p e c ­
tations d o not occur in isolation,

a d d i t i o n a l research

relating expectations h eld by si g n i f i c a n t others for
home ec o n o m i c s teachers and observations of actual
practice w o u l d be useful

in d e t e rmining the extent to

w h i c h home economics teachers'

role p e r c e p t i o n s are

congr uent w i t h expectations held by significant others
and with role enactment.

The set of e x p e c tations

tified in the present study could serve as a basis
such ad d i t i o n a l research.

iden­
for

BIB L I O G R A P H Y

BIBLIOGRAPHY

Adams, E va Walker.
"Supervising T e a c h e r s 1 P e r c e ptions of
Their Role and Degree of Professional Commitment."
Unpublished D o c t o r ’s thesis, The P e n n s y l v a n i a State
University, 1966.
A G uide for the D e v e l o pment of C o n su mer and H o m e m a k i n g
E d u c a t i o n . Lincoln, Nebraska:
Dep a r t m e n t of Home
Economics Education, C o l l e g e of A g r i c u l t u r e and
H ome Economics, U n i v ersity of Nebraska, 1969.
Bates,

Frederick, L.
"Position, Role and Status:
A
Reformulation of Concepts."
Social Forces, XXXIV
( M a y , 1956), 313-21.

Beavers,

Irene.
"Competency Cluster s in Home Economics."
Ame rican Vo c a t i o n a l Journal, XLV (January, 1970) ,
43-44.-------------------------

Beavers,

Irene,and Shipley, Frances.
"Task A n a l y s i s in
Three Home R e l ated Occup ations."
American
V o c a tional J o u r n a l , XLII (December, 19 67), 22-23.

Bentley, J o s e p h C . , ed.
The C o u n s e l o r ' s Role:
C o m m entary
and Readings.
Boston : Hough”ton M i f f l i n C o m a p n y ,
1968.
Best,

Gary A.
"Home Economics for the M e n t a l l y Retarded."
Journal of H o m e Economics, LXI (June, 1969), 44950.

Biddle, Bruce.
"Teacher Roles." E n c y c l o p e d i a of E d u ­
cational R e s e a r c h . E d ited b y Rooert L . E b e l .
4th Edition.
N e w York:
The M a c m i l l a n Company,
1969.
Biddle, Bruce J . , et a l . "Bibliogra phies on Role Terms,
Role Conflict and the Role of the T eacher."
Studies in the Role of the Public School T e a c h e r .
V o l . B.
Columbia, Missouri:
Social Psychology
Laboratory, Un i v e r s i t y of Missouri, 1961.

156

157
Biddle,

Bruce J., and Thomas, Edwin J., eds . Role T h e o r y :
Con cepts and R e s e a r c h . N ew York:
John W i l e y ana
Sons , Inc . , 19<T<r.

Boleratz, Julia M.
"Learning by Discovery:
An Experi mental
Study to M e a sure Its E f f e c t i v e n e s s for T e a c h i n g
V a l u e Concepts."
Journal of Experimental E d u c a ­
tion , XXXVI (Winter^ 1967), 13-21.
Boots,

Helen B.
"The Retar ded T e e n a g e r in the Home
Economics Program."
Journal of Home E c o n o m i c s ,
LX (November, 196 8), 7 3 0-32.

Brabble,

Brim,

E l i z a b e t h Williams.
"Attitudes of Sup e r v i s i n g
T e a chers Toward Selected Concep ts and P r a c tices
A s c r i b e d to Their Role in the Student T e a c h i n g
P r o g r a m . ” Un p u b l i s h e d M a s t e r ' s thesis. The
P e n n s y lvania State University, 1966.

Orville G . , Jr., and Wheeler, Stanton.
zation after Childhood:
Two E s s a y s .
John W i l e y and S o n s , 1966.

Broudy,

Sociali­
New Y o r k :

Harry S.
"Criteria for the P r o f essional P r e p a ­
ration of Teachers."
J o u r nal of Teacher Education,
XVI (December, 196 5), 408-15.
"

Bullock, William, Jr.
"The R e l a t i o n s h i p of Educationa l
T r a i n i n g and Years of A d m i n i s t r a t i v e E x p e r i e n c e
to Role P e r c ep tions of High School Prin c i p a l s . "
The Journal of E d u c ati onal R e s e a r c h , LXIII
( S e p t e m b e r , 196?), 3-5.
Byrd,

Flossie M.
"A De f i n i t i o n of Home Economics for the
7 0 ’s."
Journal of Home Economics, LXII (June,
1970) , 4 41 - 15“

Chadderdon, Hester.
"Evaluation and Research."
The
Bul letin of the Natio nal A s s o c i a t i o n of S e c o n d a r y School Principals, XLVIII (December, 19 64)^
66-72 .-- --- --Charters, W. W . , Jr.
"The Social Background of Teaching."
Han dbook of Researc h on Teaching.
Edited by N. L.
G a g e . Chicago^
Rand M c N a l l y and Company, 196 3.
Cogswell, Betty E.
"Socialization Into a Role:
A Study
of the Rehabilit ation of Paraplegics."
Unpublish ed
Doctor's thesis,
U n i v e r s i t y of North Carolina,
1965 .

158

Cogswell, B e tty E.
"Socialization into the Family:
An
Essay on Some Structural P r o p e r t i e s of R o l e s . "
Sourcebook in M a r r i a g e and the F a m i l y . E d i t e d by
M a r v i n B . S u s s m a n . 53 e d . B o s t o n : H o u g h t o n
M i f flin Company, 1968.
Co m m i s s i o n on T e a c h e r Education.
T e a c h e r Competence:
el
Nature
and S c o p e . San F r a n c i s c o : C a lT
i fornia
Teach e r s Association, 1957
> P <

Conafay,

Coon,

?

Its

Kat herine R.
"A High School P r o g r a m in C h i l d
Care."
A m e r i c a n Voc ational Journal, XLI {April,
1966), 33-54.

Beula T.
Home Economics Instruction in the S e c o ndary
S c h o o l s . N e w Y o r k : The C e nt er for Applied Research in Education, Inc., 1965.

Corrigan, Dean C., and Garland, Colden B.
"Role A n a l y s i s
Applied to Internship Processes. "
In ternship in
Te a cher E d u c a t i o n . 47th Y e a r b o o k of The A s s o c i a t i o n
for Student T e a c h i n g . Washington, D.C.:
The
A s s o c i a t i o n for Student Teaching, 1968.
"Curriculum Decisions:
F u r the r E x p l o r a t i o n of Bases."
Illinois T e a c h e r of Home Economics, IX (1965-66),
292-300.------------------------------Dobry,

Alberta.
"Occupational Programs in Home E c o n omics."
A m e r i c a n V o c a t i o n a l Journal, X L I V (October, 1969),
56-58.

Dommer,

Carolyn.
H o s p i t a l i t y Educatio n C u r r i c u l u m D e v e l o p ment P r o j e c t . Final R e p o r t , P r o j e c t No^ 801,
Grant No. O E G - 3 -7-9792111-2679.
East Lansing,
Mich.:
R e s earch and D e v e l opment Program in
V o c a t i o n a l - T e c h n i c a l Education, College of E d u c a ­
tion, M i c h i g a n State University, 1970.

D o w n i e , N. M., and Heath,
2d e d . N e w York:
Drabick,

Drake,

R. w.
Basic Statistical M e t h o d s .
Harper and R o w , 1965.

Lawrence W.
"Perceivers of the Teacher Role:
The T e a c h e r Educator."
Journal of Teacher
E d u c a t i o n , XVIII (Spring^ 1 9 6 7 ) , 5 l - S T .

W i l l i a m E.
"Perceptions of the V o c a tional A g r i c u l ­
ture T e a c h e r ’s P rofessional Role in M i c h igan. "
U n p u b l i s h e d Doctor's thesis, M i c h i g a n State
University, 1962.

159
East, Marjorie.
"Family Life By the Year 2000."
of Home E c o n o m i c s , LXII {January, 1969),

Jour nal
13-18.

Egan, Mary C.
"To Serve is to Know."
Journal of Home
E c o n o m i c s , LXI (January, 1969), i d -16.
E h m a n , Laura M.
"Home Economics Shares in the Guidance
Function."
American Vo c a t i o n a l J o u r n a l , LXII
(October, 1967), 34-36 .
F e deral Security Agency.
O f f i c e of Education.
Boys and
Girls St udy Hom emaking and Family L i v i n g . V o c a ­
tional D i v i s i o n Bulletin N o . 24 5, Home Economics
Education Series No. 27.
Washington, D.C.:
U.S.
Go v e r n m e n t Printing Office, 1952.
Fetterman, Elsie.
The D ev e l o p m e n t of a Work O r i e n t a ­
tion P r o g r a m for Home Economics R e l a t e d O c c u p a ­
tions, 1 9 6 4 - 1 9 6 6 " H a r t f o r d : Home Economics
Education S e r v i c e , C o n n e c t i c u t State Department
of Education, 1966.
Fine,

Sidney A.
"Guidelines for Designing N e w Careers. If
Journal of Home Economics, LXII (February, 1970) ,
103-7.-----------------------

Fishburn, C. E.
"Learning the Role of the Teacher."
Journal of T e a cher Education, XVII (Fall, 1966),
329-31.------------------------Flanegan, Catherine P., and Ridley, A gnes F.
"A Profile
of Students Enrolled in Home Economics Course for
Gainful Em p l o y m e n t and for Homemakinq. " J o u r n a 1
of Home E c o n o m i c s , XLI (May, 1969) , 363-65“!
Fleck,

Henrietta.
Economics.
1963.-----

T o w a r d Bett e r Teaching of Home
N e w Y o r k : The MacM illan C o m p a n y ,

F o r u m 14.
"Changing Families in a Changing Society."
White House C onference on Children 1970.
Washing­
ton, D.C.:
U.S. G o v e r n m e n t Printing Office, 1971.
Fults,

Anna Carol, and Zunich, Michael.
"Money M a n a g e m e n t
Practices of Teenagers."
Journal of Home
Economics, LI X (January, 1967) , 4 5-57.

Gagne,

Robert M.
The Conditions of L e a r n i n g .
Holt, R i n e h a r t and WinstorT, T9"S"5""!

New York:

160

Getzels, J. W . , and Guba, E. G.
"The Structure of Role
and Role Conflict in the Teaching Profession."
Journal of Educational Psychology, XXIX (October,
195?),' 550-45.
-------- ------Girtman,

Gross,

Guba,

Carolyn.
"The Program, The Teacher, and F H A . tl
American Vocational Journal, XLIII (March, 1968),
25-27.------------------------

Neal; Mason, Ward S.j and McEachern, Alexander W.
Explorations in Role A n a l y s i s . New York:
John
Wiley and Sons, I n c ., 1958.
E. G., and Bidwell, C. E.
Administration R e l a t i o n ­
ships . Chicago:
Midwest Administrative Center,
University of Chicago, 1957.

Hall, Olive A., and Paolucci, Beatrice.
Teaching Home
E c o n o m i c s . 2d e d . New York:
John Wiley and
Sons, Inc., 1970.
Hansen,

Donald A.
"Functions and Effects of 'Subprofessional' Personnel in Counseling."
Counselor
Development in American S o c i e t y . Edited Ey John
M c G o w a n . W a s h i n g t o n , D T c T : Off ice of Manpower
and Training and Office of Education, 1965.

Hastings, Geraldine.
"The Relationship of Role P e r c e p ­
tions to Teaching Effectiveness and Job S a t i s ­
faction of Home Economics Teachers."
Unpublished
Doctor's thesis. The Pennsylvania State U n i v e r ­
sity, 1964.
Hatcher,

Hazel M., and Andrews, Mildred E.
Adventuring
in Home L i v i n g . Book 2.
Boston:
D~
Heath
and C o m p a n y , 1959.

_________ . The Teaching of Home E c o n o m i c s .
Houghton Mifflin Company, 1963.

Boston:

Havighurst, R. J., and Neugarten, Bernice L.
E d u c a t i o n . Boston:
Allyn and Bacon,

Society and
l9 5 7 V

Hilton, Mary Alice.
"Cybernation and Its Impact on A m e r i ­
can Society."
Technology and the C u r r i c u l u m .
Edited by Paul wT f T W i t t . N e w YorlcT: Teachers
College Press, 1968.
Hook, Nancy C., and Paolucci, Beatrice.
"The Family as
an Ecosystem."
Journal of Home Economics, LXII
(May, 1970), 315^1?:

161
Horn,

Fern M.
"Using Independent Study in Home Economics."
Il l i nois T e a c h er for C o n t e m p o r a r y Roles, XII
(S p r i n g , 1969), 293-301.

Horn, M a r i l y n J.
"The Rewards of Commitment."
Journal of
Home E c o n o m i c s , LI (February, 1969), 8 3-88.
Hostetler, Margaret, and Lehman, Ru t h T.
"How Wel l Do I
K n o w Families?"
A m e r i c a n Vo c a t i o n a l Journal,
XLI (May, 1966), 27-29.
Hughes,

Huitt,
Hurd,

Ruth P.
"Development and Evaluation of a C u r r i c u ­
lum Package on Preparation for a Dual Role."
Journal of Home E c o n o m i c s , LXI (May, 1969) , 350-58 .
R a lp h K.
"Finding L e g i slative Solutions."
Journal
of Home E c o n o m i c s , LX (October, 1968), 6 35-4 0 .

Helen G.
"A Look To The Future."
Journal of Home
E c o n o m i c s , LX (January, 1968) , 4 4 -4 5 .

Hurt, M a r y Lee, and Alexander, Margaret.
"New C h a l l e n g e s
for Home Economics E d u c a t o r s ."
Journal of Home
E c o n o m i c s , LXI (December, 1969) , 771-75.
"Is The Home Economics P r o gram in Your School in The Style
of The '40's or The f60's?"
Illinois T e a c h e r of
Home E c o n o m i c s , IX (1965-66) , 316-19.
Jeffers,

Camille.
"Hunger, H u s t l i n 1 and Homemaking."
Journal of Home Economics, LXI (December, 1969),

TS'5-61.-------------------Joyce,

Jung,

B ruce R.
The T e a cher and His S t a f f . Washington,
D.C.:
Commission on Teache r Education and
P rofessional Standards and C e n t e r for The Study
of Instruction, National Education Association,
1967 .
Laura A. H.
"Practices of the Chapter A d v i s e r of
The Future Homemakers of America Organizati on."
Unpubli shed M a s ter's thesis. The Florida State
University, 1966.

Kreutz,

Shirley.
" Relationship of Selected Factors to
T e a cher Recognized Problem s in Teaching Home
Eco nomics to Boys."
U n p u blished Doctor's thesis.
The Pennsylvani a State University, 1966,

162
L a c o g n a t a , Anthony.
"Faculty A c a d e m i c - R o l e Expectations."
The Journal of Social Psychology, LXVI (1965) ,
337-44 .---------4-----Lattes-Casseres, Virginia.
"Teaching Home M a n a g ement
Through Simulation and O t h e r Methods:
An E x p e r i ­
mental Study."
U n p u b l i s h e d D o c t o r ’s thesis,
M i c h i g a n State University, 1968.
Lauscher, Floren ce E.
"Where Are the Students?"
of Home E c o n o m i c s , LIX (February, 1967),
Lawson,

Journa1
102-11.

Dorothy.
"Education for Improved Fami l y Living."
The Bul letin of the National A s s o c i a t i o n of S e c o n ­
da r y School P r i n c i p a l s , XLVIII (D e c e m b e r , 196 4) ,

15-47.----

K--

LeBaron,

Helen R.
"Professional Interaction:
Key to the
Future."
Journal of Home Economics LI (September,
1967), 4 99-302"

LeBaron,

Walt.
"Technological Forces and the Teacher's
C h a nging Role."
The J o u rnal of T e a cher E d u c a ­
tion, XX (Winter, 1^69), 451-64.

Levande,

Diane Sax, and Marshall, W i l liam H.
"Students'
Needs and Teachers' P e r c e p t i o n s . ” Journal of
Home E c o n o m i c s , LIX (May, 1967), 374-73.

Linton,

Ralph.
The Study of M a n .
C e n tury C o ., 1936.

Lipham,

James M.
"Personal V a r i a b l e s of Effecti ve A d ­
ministrators."
A d m i n i s t r a t o r ' s N o t e b o o k , No. 1,
IX.
Chicago:
Midwest A d m i n i s t r a t i o n C e n t e r ,
U n i v ersity of Chicago, 1960.

New York:

Loughary, John W . , e d . M a n - M a c h i n e Systems
N e w York:
Harper^ 1966.

A p p l eto n-

in E d u c a t i o n .

L o w r a n c e , M a r g i e V.
"Home Economics:
A Force in HomeSchool Relationships."
The Bulletin of the
National A s s o c i a t i o n of Secondary School P r i n c i ­
p a l s , XLVIII (December, 1§64), 28-37.
Mallory,

Berenice.
"Auxiliary Workers:
Key to Enlarqing
Our P o t e n t i a l ." Journal of Home E c o n o m i c s , LI
(October, 1968), 62 3-28.

_________ . "Home Economics T o d ay."
American Vocational
J o u r n a l , XLII (February, 1967), 30-3 3.

163

Mather,

Mary E.
"The V i d e o Tape Recorder:
A Versatile
T ool in Home Ec o n o m i c s Education."
Illinois
T e a c h e r for C o n t e m p o r a r y Roles, XII (Pall7 3T968),
75-?'? .---------- ---- --------

M c F a d d e n , Bill i e Swartz.
"Stumbling Blocks in Home
Eco nomics C o o p e r a t i v e O c c u p a t i o n a l Programs."
Illinois Teacher for C o n t e m p o r a r y Roles, XII
(Fall, 1566) , 75-77.-------- c
'------McGrath,

Earl J.
"The Imperatives of Change for Home
Economics."
J o u r n a l of Home E c o n o m i c s , LX
(September, 196 8), 505-11.

_________ , and Johnson, J a c k T.
The C h a n g i n g M i s sion of
Home E c o n o m i c s . N e w YorJTi
T e a cher s College
P r e s s , 1968.
McKeachie, Wilbert J.
"Higher Education. "
The New
M e d i a and E d u c a t i o n . Edited by Peter H. Rossi and
Bruce J . B i d d l e . Garden City, N.J.:
Anchor
Books, 1966.
Meis,

Ruby L.
" T e a c h e r s 1 Attitudes T o ward People of
Di v erse Backgrounds, Knowledge of Disa d v a n t a g e d
and Professional Convmitment. " Unpublished
Doc tor's thesis. The Pennsylvania State U n i v e r ­
sity, 1967.

Midj&as,

R u t h E. Whitmarsh.
"From R e s e a r c h to C u r r i c u l u m
in C h ild Care."
A m e rican V o c a t i o n a l Journal,
XLI (October, 1*66), 3#-39.

National A s s o cia tion of Seconda ry School Principals.
Home Economics in the Second ary S c h o o l . W a s h i n g ­
ton"^ D .C .: N a t i o n a l A s s o ciatio n o? Secondary
School Principals, 1953.
Nelson,

Helen Y.
"An Ev a l u a t i o n of Sec ondary School
Occupational Home Economics Programs."
Journal
of Home E c o n o m i c s , LX (June, 1968) , 435-4(!).

_________ . Review and S y n t h e s i s of R e s e a r c h on Home
Eco nomics E d u c a t i o n . 5H e d . C o l u m b u s , O h i o :
The Center for V o c a t i o n a l - T e c h n i c a l Education,
The Ohio State University, 1970.
Nunn,

Helen C. R.
"An E x p l o ra tory S t u d y of Adult H o mem a k i n g Education in Relation to Teacher P r e p a r a ­
tion and Program Planning."
Unpublished D o c t o r ' s
thesis, New York State College of Home Economics,
C o r n e l l University, 1966.

164
O'Donnell, Beatrice.
Ten M i c h i g a n Communities Report on
Educational Program for W a g e - E a r n i n g Programs
Related to Home E c o n o m i c s . Professional E d u c a ­
tion Series, H .E . 5^ Home Economics Education.
East Lansing, Mich.:
C o llege of Education,
M i c higan State University, 1967.
Oettinger, K a t h e r i n e B.
"Family Planninq:
A Critical
Issue."
Journal of Home E c o n o m i c s , LXI
( October, 1969), 6 09-14.
Ostler,

Page,

Ruth-Ellen.
"A Survey of Beliefs and Pr a c t i c e s
Relative to Teaching Home Economics in New York
State."
U npublished D o c tor's thesis, Syracuse
University, 1967.

Edna Earle.
"Role P e r c e p t i o n s of South Carolina
Home E c o n o m i c s Teachers ."
Unp u b l i s h e d M a s t e r ' s
thesis, W i n t h r o p College, 1966.

Parsons,

Talcott.
The Social S y s t e m .
The F r e e P r e s s , 1951.

Glencoe,

111.:

_________ , and Shils, Edward.
T o w a r d a General T h e o r y of
A c t i o n . Cambridge, M a s s . : Harvard P r e s s , 19 52.
Parks, Mary Ada.
"Need for T e a chi ng Home Economics
Students an Awar eness of the Water Pollutio n
Problem."
Unpublished Mast er's thesis. S o u t h e r n
Illinois University, 1966.
Paxton,
Ray,

Kay.
XLII

"They Care."
(April, 1967),

A m e r i c a n V o c a t i o n a l Journal,
3Tfc-4o^

Elizabeth M.
"Professional Involvement in Education.
Journal of Home Economics, LXII (December, 1970),
----------------------------

Reel,

Mildred.
"FHA'ers Are C o n s u m e r Conscious."
Ameri can Vo c a t i o n a l Journal, XLIV (April,
49 -Tl.---------------------------------

1969) ,

Reinwald, Clio.
"Education for Employment."
The Bulletin
of the National A s s o c i a t i o n of S e c o n d a ry-School
P r i n c i p a l s , XLVIII ( D e c e m b e r , 1964), 28-37.
Ridley,

Agnes F.
G a i nful E m p l o y m e n t in Home E c o n o m i c s :
Phase I . C o n t ract No. RCU 67-1.
Tallahassee,
F l a . : S t a t e Department of Education, 1967.

165
Rogers,

Roy H.
"Improvements in the Construct ion and
Analysis of F a m i l y Life C y c l e Categories.
Kalamazoo, Michigan:
W e s t e r n Michigan U n i v e r ­
sity, 1962.

Rowden,

D e b o r a h C.
"A Beginning Home Economics T e a c h e r ’s
P r o b l e m of Setting up a C u r r i c u l u m w i t h Emphasis
on P u p i 1 - P a r e n t - T e a c h e r C o o p e r a t i o n . "
Unpublished
M a s ter's thesis. Southern Illinois University,
1967 .

Rowe, Geor g e P.
"The De velopmental Conceptual Framework
and the Study of the Family."
Emerging Conceptual
F r a m e w o r k s in Fami l y A n a l y s i s . Edited by F^ Ivan
Nye and Felix MT B e r a r d o . N ew Y o r k : The
M a c M i l l a n Company, 1966.
Sarbin,

Shear,

Theodore.
"Role Theory."
Handbook of Social
P s y c n o l o q y . Vol. I.
Edited by Gardner Lindzey
R e a d i n g , M a s s .:
A d d i s o n - W e s l e y Publishing Company,
I n c ., 19 54.
Twyla, and Ray, Elizabeth.
"Home Economics L e a r n ­
ing Packages."
Journal of Home E c o n o m i c s , LXI
(December, 1969)^ 768-70.

Simpson,

Elizabeth.
"Challenges in C u r r i c u l u m D e v e l o p ­
ment."
Journal of Home Economics, LX (December,
1968), 76T-7 3 .

Slayton,

W i l l i a m L.
"Serving U r b a n Families."
of Home E c o n o m i c s , LX (October, 1968),

Sledge,

M a r y Helen.
"Home Experiences as De terminants
F a mily Living."
Unpublished Master's thesis,
Oklah oma State University, 1966.

Journal
62 9-34.
in

S n o e k , J. Diedrick.
"Role Strain in Diversified Role
Sets."
The A m e r i c a n J o urnal of S o c i o l o g y , LXXI
(January^ 196 6), 363-72.
Soles,

Stanley.
"Teacher Role E x p e c tatio ns and the
Internal O r g a n i z a t i o n of S e c o n d a r y Schools."
The
Journal of Educational Research, LVII (January,
1964), 227-35 .--------------------

Sorenson, A. Garth; Husek, T. R.; and Yu, Constance.
"Divergent Concepts of T e a cher Role:
An A p p r o a c h
to the M e a sure of Teacher Effectiv eness."
Journal
of Educational Psychology, L IV (December, 1963),
2 &T-S4 .
---- --- 1----

166
Spitze,

Thai,

Hazel Taylor.
"Adult Ed u c a t i o n to Strengthen
F a m i l y Life."
Illinois T e a c h e r for C o n t e m p o r a r y
R o l e s , XIII (M ar c h - A p r i l , 1970) , 202-8 .

H e l e n M . , and Guthrie, Lois J.
"Consumer Education:
Dynamics of Teaching."
J o u r n a l of Home
E c o n o m i c s , LXI (December-] 1969) , 762-67 .

Thomas,

Edwin J.
"Role Conceptions, O r g a n i z a t i o n a l Size
and Community Context."
Role T h e o r y : Concepts
and R e s e a r c h . Edited by Bruce J. Biddle and
Edwin J. T h o m a s . New York:
John W i l e y and
Sons, Inc., 1966.

Thomas,

V i r g i n i a F.
"Functions of the Home Ec o n o m i c s
Teacher."
A m e ric an V o c a t i o n a l Journal, XLIII
(May, 1968), 23-24.

Thomas,

W a lter L.
"Values and A m e r i c a n Youth."
Journal
o f Home E c o n o m i c s , LXI (December, 1969) , 74 8-54.

T w y m a n , J. Paschal, and Biddle, Bruce J.
"Role C o n f l i c t
of Public School Teachers."
The J o u r n a l of
P s y c h o l o g y , LV (January, 1963T^ 18 3-98 .
Wallen,

Whyte,

N o rm an E., and Travers, Robe r t M. W.
"Analysis
and Investigation of T e a c h i n g Methods."
Handbook
of Research on T e a c h i n g . Edited by N. L. G a q e .
C h i c a g o : Rand McNally a nd Company, 196 3.
W i l l i a m F., e d .
"Where W o r k e r s and C u s t o m e r s Meet."
Industry and S o c i e t y . N e w York:
McGraw-Hill
Book C o m p a n y , 19 46.

APPEN DICES

APPENDIX A
SUMMARY OF T E A C H E R INTERVIEW S C H ED ULE

APPENDIX A
SUMMARY OF TEACHER INTERVIEW SCHEDULE
1.

In your opinion, what are some of the most desirable
and least desirable ways in which the high school
home economics teacher can be involved in the o p e r a ­
tion of the overall school program?
(In addition to
teaching home economics, of course.)
(a)

2.

Desirable

Most Effective

(b)

Least

Effective

Greatest Emphasis

(b)

Least

Emphasis

What do you consider to be some of the most desirable
and least desirable ways in which the high school
home economics teacher can contribute to the total
home economics profession?
(a)

5.

Least

In your opinion, what home economics-related learnings
should receive the greatest emphasis and which the
least emphasis in t o d a y 's FTigh school home economics
program?
(a)

4.

(b)

What do you consider to be some of the most effective
and least ef feetive ways in which the home economics
teacher develops im "image" of the home economics
program outside of school?
(a)

3.

Most Desirable

Most Desirable

(b)

Least

Desirable

What are your greatest hopes and cone,rns regarding
what might be expected of the high school home
economics teacher in the future?
(a)

Greatest Hopes

(b)

167

Greatest Concerns

168
For parts c - e, u se rating scale at left
low
1
2

3
4

For each of the above questions, how
do you think the p o s ition of the home
economics teacher g e n e r a l l y :
(c)

rates at present?

(c)

(d)

rated

(d)

(enter number)
5 years ago?

(enter number)
(e)

will rate 5 years
from now?

5
6
7
8

9
10
high

ADDITIONAL COMMENTS:

(e)
(enter number)

APPEN DIX B
LIST OP JURY MEMB ERS

APPENDIX B
LIST OF JURY MEMBERS

Miss A l b e r t a Dobry, Instructor
Department of F a m i l y Ecology
101 H u m a n Ecoloav Building
M i c h i g a n State university
East Lansing, M i c h i g a n
48823
Miss Ma r g u e r i t e Lofink, C o n s ultant
Division of Vo c a t i o n a l Ed ucation
M i c h i g a n D e p a r t m e n t of Education
Box 928
Lansing, Mich igan
48904
Dr. Ruby Meis
Home Econ omics Education
104 W e l c h Hall
Eastern Michigan University
Ypsilanti, M i c h i g a n
48917
Dr. Twyla M. Shear, Associate Professor
Home Econ omics Edu cation
The P e n n s ylvania State University
State College, Pennsylvania
16801

169

APPENDIX C
GUIDELIN ES FO R J U R Y REVIEW

APPENDIX C
G U I D E L I N E S FOR JURY REV IEW

I.

B A C K G R O U N D INFORMATION F O R JURY

I—A : O v e r v i e w of S t u d y . Refer to attached
brief o u t 1 ine of p r o p o s e d study (green s h e e t ) .
I-B:
I n s trum ent-developme nt g o a l s . The p r i m a r y
goal, as c onceptualized By the writer, FS to formulate
a ch e c k l i s t of responsibilities w h i c h compr e h e n s i v e l y
samples the "realm of possibility" r e g a r d i n g the kinds
of e x p e c t a t i o n s w h i c h m a y be held^ for the role of the
high school home e c o n o m i c s teacher.
G i v e n these p o s s i ­
ble role expectations, the study will then deal with
r e s p o n d e n t s 1 p e r c e p t i o n s of the importan ce which should
be a t t a c h e d to the exp ectations ite mized in the c h e c k l i s t . The resulting role perception scores will then
Be a n a l y z e d in terms of r e s p o n d e n t s ' a c a d e m i c and p r o ­
fessional preparation, type of teachin g assignment, and
o ther backgr ound variables.
It is important to note that the basic emphasis
is upon developing an instrument, the c o n tent of w h ich
reflects a valid s p e c t r u m of present and emerging p r o ­
fessional responsibilities, functions, and activities
w h i c h m a y be as s o c i a t e d with the p r o f e s s i o n a l role of the
home economics teacher at the secondary level . This
means, that the total "set" must c o n t a i n items r e f l ec ting

As may be noted in what h i g h school teachers of
home economics (in Michigan) are observed or report doing,
responsibilitie s suggested in the p r o f e s s i o n a l literature,
and w h a t various "significant others" (teacher educators,
state supervisors, school administrators, counselors, etc.)
may s u g gest (implicitly as well as explicitly) in the w a y
of d e s i r e d functions and activities for w h i c h the home
e c o n o m i c s teacher should be responsible.

170

171
"traditional" expecta tions (which m a y or may not be
u n i v e r s a l l y desirable) as well as e xpectations w h i c h may
be emerqing in the process of the changes being made in
educationa l approaches.
Thus, the set of items appearing
in the checklist is N OT presented as a ‘'model of some
ideal
w i t h respect to what a home economics t e a c h e r
ought to do.
Rather, the task of the research is to find
out, given a set of representative expectations, the d e ­
gree of "oughtness" which home ec o n o m i c s teachers c o n ­
sider important.
S uggesting that the set of r espons ibilities
contains traditional as well as e m e r g i n g expectation s
rests upon the assumption that the concepts of " t r a d i ­
tional" and "emerging" represent some types of o r i e n t a ­
tions to home economics teaching (a notion for w h ich
there is some support in the l i t e r a t u r e ) . Consequently,
a secondary task of this study is to examine the f e as i­
bility of d e v e l o p i n g some framework with which to
categorize the various role expectatio ns in te rms of
the o r i e n t a t i o n
which the item in quest i o n reflects.
An attempt has been m ade to formulate a framework c h a r a c ­
terizing "traditional," "conventional," and "emerging"
o r i e n t a t i o n s to home economics teaching.
This f r a m e ­
work is o u t l i n e d in Section II.
It is, of course, a limitation of this research
(as it is for m a n y role perception studies) that it e x ­
cludes an investigation of what home economics teachers
actually are expected to do by oc c u p a n t s of c o m p l e ­
m e n tary roles.
However, if a profile (explicit and
syst e m a t i c a l l y developed) can be ob tai n e d regarding the
kind of importance teachers attach to various r e s p o n s i ­
bilities, functions, and activities, then there will
be some kind of "conceptual map" against which to plot
further study of expectat ions held for home e c o n omics
teachers by "significant others" together with possible
comparisons w i t h actual role performance.
I-C:
Task of the j u r y . G i v e n the pre l i m i n a r y
form of the c h e c k l i s t , the most important task of the
jury m e m b e r is to render professional judgment r e g a r d ­
ing the vali dity of the i t em s— individually and
collectively.
In other words, profe ssional judgment
is requested regarding the degree to which an item
is co n s i d e r e d to reflect an ex p e c t a t i o n as s o c i a t e d with
the pr ofessional role of the high school home economics
t e a c h e r .2
2

As noted in footnote #1.

172
In assessing the items, the following funda­
mental question must be considered:
Does sufficient
evidence exist to support a claim that a given item, in
practice or in theory, represents an expectation which
may be associated with the professional role of the home
economics teacher at the secondary school l e v e l ? ^
It is in response to this question that the evaluations
of the jury members are desired.
The rating scale and
its use are outlined in Section II.
In addition to the validity judgments, the
jury member is asked to rate each item in terms of its
"traditional-emerging" orientation to home economics
teaching.
The orientation framework is outlined in the
jury instructions in Section II.
I-D:
Organization of the i n s t r ument. The items
in the checklist have been categorized using a tensection typology designed to represent sectors or d i m e n ­
sions associated with the professionil role of the high
school home economics teacher.
To some extent, these
"role sectors" represent basic functions for w hich a
home economics teacher may be held responsible.
The proposed typology was developed from an e x a m ­
ination of home economics teacher responsibilities and
activities obtained from the literature review, teacher
interviews, consultations with thesis advisors, and the
writer's observations and interpretations from a variety
of professional experiences.
The proposed typology will
tentatively be used in analyzing the teachers' responses
to items in the checklist.
In reality, teacher responsibilities do not
exist in a form easily categorized into truly r epresenta­
tive segments.
Consequently, any specification of
teacher responsibilities represents an abstraction, the
purpose of w h ich is to provide a conceptual tool whic h
will be useful in structuring a rather nebulous complex
of ideas.
Any attempt to devise a conceptual typology
of teacher responsibilities is further complicated by the
3

Thus the jury member must take into consideration
the actual professional setting (in this case the home
economics programs in Michigan) , the professional litera­
ture dealing with the duties and role of the high school
home economics teacher, the views of professionals and
others who hold expectations for what the home economics
teacher is to be responsible, and, of course, the jury
member's own observations and interpretations regarding
the role of the high school home economics teacher.

173
problem of some activities relating to more than one
function or area of professio nal concern.
Consequently,
it is di f f i c u l t (if n ot for all prac tical purposes
impossible) to devise cate gories w h i c h are m u t u a l l y
exc lusive in a pure sense.
Instead, one can only
attempt to deal wit h "central tendencies ."
It is
in this context that the following typolog y is presented.
Role Sectors

4

1.
Serving instructional " c l i e n t e l e ” : Those
individuals and/or groups toward whom the home economics
teacher bears direct educational and instructional re­
s p o n s i b i l i t y — the " a u d i e n c e ” w h i c h depends upon the
high school home economics teacher for educational
assistance.
2.
Program d e v e l o p m e n t : that set of r e s p o n s i ­
bilities^ f u n c t i o n s , an d activities pr i m a r i l y involved in
d e t e rmining the home economics p r o g r a m as a t o t a l i t y —
e specially those r e s p o n s i bilities for (1) c o n s i d e r i n g
appropriate p r o g r a m - d e v e l o p m e n t factors and (2) a p p r o ­
priate approaches and/or techniques to employ.
3.
Defining educatio nal p u r p o s e s : S p e c i ­
fying the kind o"f education al outcom es For w h i c h the
home economi cs teacher may be held a c c o u ntable in terms
of content and desired student behavior.
(To some
extent, defines home e c o n o m i c s ) .
4.
Promotin g student l e a r n i n g : those r e s p o n s i ­
bilities ~un3ertaTcen by the home economics t e acher in
managing the various instructional interacti ons to
achieve d e s i r e d educational outcomes.
(Structuring an
e n v i ronment for learning.)
5.
M a n a g e m e n t of de partment f a c i l i t i e s : o v e r ­
seeing the o v e rall d e p a r t m e n t facilities xn o r d e r to
(1) d e velop an a p p r o p r i a t e physical setting in which
the v a r i ous aspects of instruction m a y be carried out,
(2) being "accountable" for the use and upke ep of the
facilities and supplies, and (3) c o n d u c t i n g the general
affairs of the d e p a rtme nt in a b u s i n e s s l i k e manner.
6.
Student g u i d a n c e : cou n s e l l i n g with students
(beyond g r o u p contact in the classroom) and w o r k i n g w i t h
the g u i d a n c e / c o u n s e l l i n g services in the school.

^Areas of p r o f e ssional responsibility.

174
7.
Member of school's total professional Mt e a m " :
responsibilities and activities expected of the home
economics teacher as a member of the total school staff
(in addition to teaching home economics c l a s s e s ) .
8.
Interpreting the home economics p r o g r a m :
communicating the aims, activities , policies, and needs
of the home economics program to the various "publics"
involved; generally projecting the image of the home
economics program in the school and community.
9. Member of the c o m m u n i t y : community-related
responsibilities of the home economics teacher as a
result of being a professional in the community.
10.
Representative of the professions of
teaching and home e c o n o m i c s : expectations relating to
carrying out responsibilities to the total educational
and home economics professions as well as serving as
a representative of the professions to the general public.
II.

INSTRUCTIONS FOR JURY

II-A : O v e r v i e w . As previously indicated, the
jury is being requested to make two (2) assessments of
the items appearing in the preliminary form of the
checklist.
Scoring keys have been developed for these
assessments.
The third dimension of the jury task is
optional and related to qeneral comments which the jury
member may wish to make in addition to the validity
and orientation assessments.
1. Validity assessment— this is considered to be
the most important a s s e s s m e n t . The scoring key
and instructions for its use appear on the
following page .5
2.
Orientation as sessment— this is essentially
all exploration of the feasibility of using an
orientation framework to c e t e q o n z e i Lems in the
checklist.
The proposed "traditional-emerging"
framework and the corresponding scoring key are
outlined on the last p a g e . 5

5

A separate loose-leaf copy is provided for use
with the checklist.

175

3.
Ad d i t i o n a l comme nts (optional) — although
the r e q u e s t for your professional judgment applies
to the validity and o r i e n t a t i o n assessments, any
additional comments r e g a r d i n g c l a rity of meaning,
redundancy, etc. will be welcomed.
Your comments
may be m a d e near the item in question, along
the lower margin, or on the back of the page.
II-B.

Key for A s s e s s i n g

Item V a l i d i t y ^

D i r e c t i o n s ; In the column to the LEFT of each item,
C I R C L E the number indicating the degree to w h i c h
Y OU consider? the statement to be a professional e x p e c t a ­
t ion associated w i t h the role of the high school home
economi cs t e a c h e r :
Key
1.

Do not c o n s i d e r item to be an expectation
associated w i t h the p r o f e s s i o n a l role of the
high school home economics teacher

2.

Undecided as to whether this expectation m a y be
associated w i t h the p r o f e s s i o n a l role of the high
school home economics teacher.

3.

Expectation is rarely as s o c i a t e d with the professional
role of the hig h school home economics teacher

4.

Expectation is o c c a s i o n a l l y associated w i t h the p r o ­
fessional role of the high school home economics
teacher

5.

Expectation is frequently associa ted w i t h the p r o ­
fessional r ole o? the h i g h school home e c o n omic s
teacher

6.

Expectation is always (or n e a r l y a l w a y s ) a ssociated
with the professional roTe of the High school home
economics teacher

separate loose-leaf c o p y of this page is also
included with the checklist.
7
As m ay be noted in observa tions and reports of
home economics p r o g r a m s in Mi chigan, general and specific
r e s p o n sibilities suggested in the professional l i t e r a ­
ture, views of professiona ls and others who hold e x p e c t a ­
tions for home economics t e a cher responsibilities, and
the jury member's own o b s e r vations and interpretations
reg arding the role of the high school home economics
teacher.

ir-C: Framework for Orientation to Home Economics Teaching8

Directions: In the column
to the RIGHT of each item,
Traditional Orientation. The family viewed as a relatively independent (and CIRCLE the number indicating
largely private) social unit to provide the material aspects of the home and the type of orientation^
to care for children;
which YOU believe would be
Program emphasis upon preparing girls solely for the homemaking role; import­ associated with the item:
ant for the home economics teacher to (1) demonstrate and supervise the prac­
Key
tice of proper methods of home production of basic material goods and serv­
ices needed by the family (food, clothing, household articles) and (2) to
1. Undecided as to the
transmit scientific approaches to child rearing and housekeeping.
orientation associated
Conventional Orientation. Shift to the "consuming” role of the family;
with this item
increased attention given to the human dimension (general tendency to
project a view of the family in which the material environment is con­
2. Item primarily associated
sidered separately from the social environment);
with a traditional^
orientation to home
Expansion of home economics offerings to include some boys and some consid­
economics
eration given to the dual role of women; important for home economics
teacher to see that students are exposed to the information and criteria
3. Item primarily associated
necessary for selecting and using the many material goods and services
with a conventional^
available to meet the needs of the family and its members; expanded con­
orientation to home
sideration given to principles of personal development, preparation for
economics
marriage, and family living,
4. Item primarily associated
Qnerging Orientation. The family viewed as an interdependent life support
with an emerging^ orien­
system— linked reciprocally with both the natural environment and the
tation to home economics
social organizations;
5. Item is not associated
Instruction to involve a variety of individuals and groups in the study of
with any particular
the components of the natural and social environment upon which the family
orientation^ to home
(in its varied forms) is dependent and those factors (mass media, economic
economics
conditions, role conflicts, etc.) impinging directly upon the family which
6. Item could oe associated
the family must manipulate in order to perform its functions as a facili­
with more than one
tating, mediating, adapting, and confronting system as it creates opportuni­
orientation* to he
ties for the development of its members; importance of applying management
economics
components and approaches to the social as well as material culture of the
family; emphasis upon developing skills (managerial as well as social and
manipulative) needed to maximize or expand personal and/or family resources
®A separate loose-leaf
and to promote desirable social interactions.
copy of this page is also
included with the checklist.
9,
Consult framework in
left column.

APP ENDIX D
HOME ECONOMICS T E A C H E R ROLE
P E R C E P T I O N C H E C K LIST

AP P ENDIX D
HOME ECONOMICS T E A C H E R ROLE
PE R C E P T I O N CHECK LIST

1/71

P le a s e c o m p le te t h i s c h e c k l i s t ,
p la c e i n sta m p e d
e n v e l o p e , a n d r e t u r n b y : _____________________________________
to :
M rs . C a r o ly n M c K in n e y
c / o D r . N o rm a B o b b i t t , 1 0 1 Human E c o l o g y B l d g .
M ic h ig a n S ta te U n iv e r s it y
_______ E a s t L a n s i n g , M i c h i g a n
18823

HOME

E C O N O M IC S

TEACHER

ROLE

P E R C E P T IO N

CHECK L IS T

E X P L A N A T I O N OP C H E C K L I S T :
T h is r a t i n g d e v ic e c o n s is t s o f a s e r ie s o f s t a t e ­
m e n ts a b o u t r e s p o n s i b i l i t i e s and a c t i v i t i e s
w h ic h may p o s s i b l y be a s ­
s o c i a t e d w i t h t h e p r o f e s s i o n a l r o l e o f t h e home e c o n o m ic s t e a c h e r .
These
s ta te m e n ts re p re s e n t a v a r ie t y o i p o s s ib le e x p e c ta t io n s .
YOU a r e a s k e d t o
s t a t e t h e i m p o r t a n c e w h i c h YOU 1 h i n k e a c h e x p e c t a t i o n m e r i t s .
D I R E C T I O N S FOR C O M P L E T I N G C H E C K L I S T :
T ry to " m e n
f r o m y o u r im m e d i a t e s c h o o l s i t u a t i o n a n d a s s u m e
p r o f e s s i o n a l r o l e o f t h e home e c o n o m ic s t e a c h e r
be.
(T h u s , w h e th e r you a re a c t u a l ly p e rfo rm in g
flu e n c e yo u r r a t in g . )

KEY

ta lly rem o ve " y o
t h a t YOU a r e d e
a s YOU t h i n k i t
a n y ite m s h o u ld

u rs e lf
fin in g th e
o u g h t to
not in ­

a.

U s i n g t h e KEY b e l o w , r a t e e a c h s t a t e m e n t f r o m " 1 " t o " S " i n t e r m s
o f t h e d e g r e e t o w h i c h YOU c o n s i d e r t h e
ite m
to be im p o r ta n t t o
p e r f o r m e d b y t h e home e c o n o m ic s t e a c h e r a t t h e s e c o n d a r y l e v e l .

b.

C IK C L E t h e n u m b e r
P e n t i 1 o r pen m ay
each ite m .

c.

T he re a re no " r i g h t "
o f th e im p o rta n c e o f

FOR R A T I N G S :
th e n u m e ric a l
1
2
3
1
5

-

of
be

y o u r r a t in g a t th e r i g h t o f each s ta te m e n t.
u s e d , b u t c i r c l e o n ly u ne (13 r a t in g
fo r

o r "w ro n g " a n s w e rs - e a ch ite m is th e b e s t

R a tin g v a lu e s ra n g e fro m
v a lu e s a re a s fo llo w s :

"1 "

to

y o u r fra n k
a n s w e r.

" E > . "

T erm s

to

assessm ent

d e s c rib e

N o , s h o u l d n o t b e e x p e c t e d o f t h e home e c o n o m ic s t e a c h e r
U n d e c id e d a s t o w h e th e r t h i s s h o u ld be e x p e c te d
I s o f 1 i m i t e d i m p o r t a n c e f o r t h e home e c o n o m ic s t e a c h e r t o d o
I s s o m e w h a t I m p o r t a n t t o r t h e home e c o n o m ic s t e a c h e r t o d o
I s o f g r e a t i m p o r t a n c e f o r t h e home e c o n o m i c s t e a c h e r t o d o

1.

C onduct

v is ita tio n s

2.

P a tro n iz e

3.

G u id e s t u d e n t s i n u t i l i z i n g
e x is tin g avenues fo r r e g is te r in g
le g itim a te
co n su m e r c o n c e rn s and g r ie v a n c e s a b o u t p r o d u c ts , s e r v ic e s , an d
b u s in e s s p r a c t ic e s .
.
.
.
.
.
.
.
.
.
.
.
.
.

1.

R e q u ire h ig h s ta n d a rd s o f q u a l i t y
s t u d e n t s m ake f o r p e r s o n a l a n d / o r

lo c a l

to

s tu d e n ts ’

m e rc h a n ts ..

.

hom es.
.

.

.
.

.
.

.
.

and w o rk m a n s h ip
fa m ily u se .
.

.
.

in

PLEASE TURN TO PAGE 2

177

,

.

.

ite m s

w h ic h

.

.

.

.

1

C IR C L E
2
3

One
i

S

178

Page 2

1
2

5.

-

S h o u ld n o t
be e x p e c te d
U n d e cid e d
=
=
=
—
O r g a n iz e c la s s ro o m a c t i v i t y
in
w e ll-p re p a re d ,
th o u g h f l e x i b l e
c o n d u c i v e t o o p tim u m l e a r n i n g *

C IR C L E
a
s y s te m a tic m a n n e r, e v id e n c in g
p ro c e d u re to c re a te a c lim a te
.
.
.
.
.
.
.
.

7.

In c r e a s e s tu d e n t c o m p e te n c e in d i f f e r e n t i a t i n g am ong ty p e s o f
d e c is io n s
( t e c h n ic a l, s o c ia l, e t c . ) and a p p ly in g c o rre s p o n d in g
d e c is io n -m a k in g s t r a t e g ie s .
.
.
.
.
.
.
.
.
.

10.

11.

12.

13.

I 1* .

15.
16.

17.

18.

17.

70.

21.

to

Somewhat im p o r ta n t
O f g r e a t im p o rta n c e

G iv e

h.

a s s is ta n c e

-

6.

8.

s p e c ia l

**
5

s tu d e n ts

n e e d in g

in d iv id u a l

h e lp .

.

.

.

1

.

.

.

I n c r e a s e s t u d e n t u n d e r s t a n d in g o f a l t e r n a t i v e m eans o f a l l o c a t i n g
r e s o u r c e s t o m e e t i n d i v i d u a l a n d f a m i l y n e e d s and c o m m itm e n ts u n d e r
v a r y i n g s o c i a l a n d e c o n o m ic c o n d i t i o n s .
.
.
.
.
.
.
.

.

th e use o f s ta n d a rd iz e d
needs o f th e fa m ily and

p la n s f o r m e e tin g
i t s m e m b e rs .
,

C o u n se l in d iv id u a l s tu d e n ts re q u e s tin g
p e r s o n a l a n d /o r f a m il y p ro b le m s .
.
.

h e lp in
. .

th e
.

2

3 * * $

1 2

3 * * $

1

.

2

3

1

G u id e s t u d e n t s in e x a m in in g t h e im p a c t u p o n i n d i v i d u a l a nd f a m i l y
d e v e lo p m e n t o f c r i t i c a l s o c i a l p ro b le m s (s u c h a s d r u g a b u s e , o v e r ­
cro w d e d h o u s in g , e tc . ).
.
.
.
.
.
.
.
.
.
.
A d v o c a te
m a te r ia l

One

a

.

1

2

*

3

2

3

*

$

+

$

*

*

*

$

b a s ic

r e s o lv in g
.
.
.

,

,

.

.

.

1

2

3

**

$

th e ir
.

1

2

3

*

*

$

D ir e c t s tu d e n ts in i d e n t i f y i n g p r o d u c t s , m a t e r i a l s , and p r a c t ic e s
u s e d b y f a m i l i e s w h ic h c o n t r i b u t e t o e n v ir o n m e n t a l p o l l u t i o n ; e x a m in e
ways o f re d u c in g such p o llu t io n .
.
.
.
.
.
.
.
.
.
.

1

2

3

*

*

S

R e l a t e home e c o n o m ic s s u b j e c t m a t t e r
i n t o home e c o n o m ic s c l a s s e s t h e w o r k
D e v e lo p s t u d e n t c o m p e te n c e in
e x p r e s s in g c o n s id e re d o p in io n
In d iv id u a liz e

le a rn in g

to o th e r
s tu d e n ts

a re a s
do in

e x c h a n g in g p e r t i n e n t
am ong c l a s s m e m b e rs.

m a te ria ls

fo r

s tu d e n ts .

G u id e home a n d c o m m u n ity e x p e r ie n c e s a nd p la n
i n t e g r a l p a r t o f home e c o n o m ic s i n s t r u c t i o n .

id e a s
.
.

fo r
.

o f s tu d y ; in te g ra te
o th e r s u b je c ts .
,

.

.
th e s e
.

C o o rd in a te and s u p e rv is e w o rk e x p e rie n c e s f o r s tu d e n ts
e c o n o m ic s o c c u p a t io n a l e d u c a t io n c l a s s e s . .
.
.
.
S u p p ly a c h ie v e m e n t,
s t u d e n t s ' p e rm a n e n t

fo llo w - u p , a n d /o r p ro g re ss
school re c o rd s ,
.
.

A s s is t in d iv id u a l s tu d e n ts
in s e c u r i n g e m p lo y m e n t.
.
C o m m u n ic a te
p ro b le m s tc

in
.

M anage own r e s o u r c e s and a f f a i r s
p e rs o n a l and fa m ily l i f e . .
.

of
.

PLLAbE.

TURN

TU

.

a c h ie v e
.
.

PAGE

3

3 * * $

.

.

.

.

.

.

1

2

3

*

*

$

,

,

.

1

2

3

*

*

$

as
,
in

an

home
.

in fo rm a tio n
.
.
.
.

to

1 2

.

le a rn in g p ro g re s s
.
.
,

e ffe c tiv e ly
.
.
.

3 * * $

and
.

.

.

.

1

2

3

8

5

fo r
.

in v e s tig a tin g
jo b o p p o r t u n it ie s
.
.
.
.
.
.

in v a r io u s w ays e v a lu a tio n
s tu d e n ts and p a r e n ts .

1 2

.
and
.

.

and
.

g o a ls
.

of
.

.

.

.

.

.

1

2

3

8

$

1

2

3

*<

$

1

2

1

3

2

8

3

8

$

$

179

Page 3
1 2 -

KE Y
S h o u ld n o t b e e x p e c te d
U n d e c i-d e d

3
4
5

- Of l i m i t e d im p o rta n c e
- Somewhat Im p o r ta n t
- O f g r e a t im p o rta n c e
C IR C L E

22.

In fo rm and
e c o n o m ic s

d is c u s s
p ro g ra m

w ith a d m in is tra to rs needs and
( c u r r ic u lu m , b u d g e t, e tc . ) . ,

p la n s f o r
,
.
.

th e
.

1

23.

M a in ta in a s y s te m a tic f i l e
o f re fe re n c e s and illu s t r a t i v e m a te ria ls
i n a m a n n e r r e a d i l y a v a i l a b l e t o t e a c h e r s a n d s t u d e n t s ....................................................... 1

24.

E m p lo y a p p r o p r i a t e s y s te m s o f b o o k e e p in g , o r d e r i n g , i n v e n t o r y i n g ,
and c a t a l o g i n g t o m ake a n d a d m i n i s t e r f i n a n c i a l a n d o p e r a t i o n a l
p l a n s f o r t h e home e c o n o m ic s d e p a r t me n t .
.
.
.
.
.
.
.

25.

26.

27.

28.

29.

30,

31.

32.

.

1

S h i f t e m p h a s is a w a y f r o m home p r o d u c t i o n a n d c a r e o f m a t e r i a l g o o d s
( c l o t h i n g , h o u s e h o ld it e m s , e t c . ) to w a rd s e l e c t i o n and a d a p t a t io n
o f c o m m e rc ia l p r o d u c t s .
.
.
.
.
.
.
.
.
.
.
.
.

1

A s s i s t s t u d e n t s i n b e c o m in g a w a re o f own a n d f a m i l y ' s v a lu e s a n d th e
w ays i n w h ic h v a lu e s in f lu e n c e th e d e c is io n s a n d a c t io n s o f p e o p le .
A s s is t in i n i t i a t i n g
te a c h e rs on a lo c a l

a n d /o r c o n d u c tin g m e e tin g s
o r a re a b a s is .
.
.
.

A id s tu d e n ts in a c q u ir in g p e rs o n a l q u a l i t i e s
su cce ss (g ro o m in g , r e l i a b i l i t y , e t c . ) .
.

o f

home
.

needed
.
.

fo r
.

e c o n o m ic s
.
.

.

1

e m p lo y m e n t
.
.
.
.

1

In c r e a s e s t u d e n t c o m p e te n c e I n i d e n t i f y i n g hum an a n d n o n -h u m an
re s o u r c e s as m eans o f a c h ie v in g g o a ls .
.
.
.
.
.
.
See t h a t t h e
fu n c tio n a lly

home e c o n o m ic s d e p a r t m e n t i s a t t r a c t i v e l y a n d
a r r a n g e d and p r e s e n t s a n ' ' i n v i t i n g ’' a p p e a r a n c e .

.

G u i d e s t u d e n t s i n u n d e r s t a n d i n g t h e conwnon a n d d i f f e r e n t n e e d s ,
s t r e n g t h s , and w e a k n e s s e s o f th e v a r i e d t r a d i t i o n a l and e m e rg in g
" e x p e r im e n t a l" (co m m u n e s, e t c . ) f a m il y f o " » c c r . i th e im p a c t o f
th e s e f a m i l y fo rm s upon human d e v e lo p m e n t.
.
.
.
.
.
I d e n t if y b e h a v io rs
r e fe r s tu d e n ts to

34.

D e v e lo p s t u d e n t u n d e r s t a n d in g o f th e b e n e f i t s a n d " c o s t s " (hu m a n a s
w e ll a s m a t e r i a l ) a s s o c ia te d w it h a l t e r n a t i v e w ays o f c o m b in in g m u l­
t i p l e s o c i a l r o l e s ( s t u d e n t and w o r k , e m p lo y m e n t a n d m o th e r h o o d , e t c . ) .

37.

home

o f s tu d e n ts th a t in d ic a te need f o r s p e c ia l h e lp ;
p ro p e r s p e c i a l i s t , and f o l l o w u p as n e e d e d ..
,

Conduct

36.

1

.

33.

35.

On*

home

e c o n o m ic s

c la s s e s

fo r

th e

e ld e rly .

.

.

.

.

.

.

Use s e ts o f r e a d v - p re p a r e d b e h a v io r a l o b j e c t i v e s a n d /o r " le a r n in g
p a cka ge s" d is t r ib u t e d by p u b lis h e rs a n d /o r e d u c a tio n a l o rg a n is a tio n s .

. 1

C o n fe r r e g u la r ly w ith c o u n s e lo rs
i n t h e home e c o n o m i c s p r o g r a m .

,

P re p a re

a c o u rs e

o f

s tu d y

fo r

re g a r d in g e d u c a tio n a l o p p o r tu n itie s
. .
.
.
.
. .
.
.

each

c la s s

ta u g h t.

.

PLEASE TURN TO PAGE 4

.

.

.

1 2

3

4

5

1 2

3

4

5

1 2

2

1

2
1 2

3

3

4

5

3

4

5

4
3

5
4

5

180

Page >4

1
2
38.

39.

**0.

* tl.

*♦ 2 .

**3.

*4*4.

-

S h o u ld n o t b e e x p e c te d
4 * Somewhat im p o r t a n t
U n d e c id e d
5 - O f g r e e t Im p o rta n c e
1
------ ------------ — --------------P r o v id e h o n e e c o n o m ic s i n s t r u c t i o n f o r s p e c i a l e d u c a t io n a n d / o r
.
.
.
.
.
.
h a n d i c a p p e d a t u d e n t a ............................................................. .
G u id e s t u d e n t s i n e x a m in in g t h e v a r i e d
o p p o r t u n i t i e s i n home e c o n o m ic s . . .

S e le c t a n d u s e s k i l l f u l l y a w id e v a r i e t y o f
and a id s a p p r o p r ia t e t o te a c h s m a ll g r o u p s ,
s tu d e n ts on an in d iv id u a l b a s is .
.
.
.
Assum e r e p r e s e n t a t i v e s h a re
s u p e r v is io n a s s o c ia te d w ith

S u p e rv is e

50.

51.

52.

51.

5*4.

o c c u p a tio n a l
.
.
.

.

.

I n s t r u c t io n a l a p p ro a ch e s
la r g e c la s s e s , and
.
.
.
.
.
.

n o n -te a c h in g
.
.

home
th e

e c o n o m ic s

in s tru c tio n

a c tiv itie s

o f

s tu d e n t

fo r

h ig h

school

.

s t a f f in
.
.

te a c h e rs

in

g ir ls ..

home

D e m o n s tra te p r o f i c i e n c y in g u id in g s tu d e n t le a r n in g
s e t t i n g s o t h e r t h a n t h e home e c o n o m ic s c l a s s r o o m ( s )

.

R e g u la r ly in s p e c t th e o p e r a t in g c o n d i t i o n o f c la s s r o o m e q u ip m e n t
p ro m p tly r e q u e s t any needed s e r v ic e a n d /o r r e p a ir s .
.
.

Use
th e

r e l i a b l e s o u rc e s o f in f o r m a t io n and
v a r i o u s p h a s e s o f home e c o n o m ic s . .

A s s is t s tu d e n ts
d iffe rin g
liv in g

re s e a rc h fin d in g s
.
.
.
.

t o a c q u ir e new p a t t e r n s o f b e h a v io r
and le a r n in g e n v iro n m e n ts .
.

to
.

M a in ta in a w e ll-g ro o m e d a p p e a ra n c e ; a v o id
good s t y l e and t a s t e , a v o id in g d i s t r a c t i n g

p u :a ^l t u r n

*4

3

*

2

3

5

4

*

5

4

5

.

1

2

3

<4

5

.

1

2

3

**

5

.

2

3

*

4

5

1

2

3

*4

5

**

5

.

.

1

2

3

.

.

1

2

3

*4

5

2

3

*4

5

3

**

5

3

*4

5

1

and
.

■

1

.

.

1

2

com m on

in
.

cope

te a c h in g
.
.

2

1

2

3

**

5

w ith
1

-

1

2

3

2

*

4

5

3

*4

5

in

i r r i t a t i n g h a b its ;
fa s h io n e x tre m e s .

TO PAGE 5

3

2

1

Show u n d e r s t a n d i n g o f a d o l e s c e n t p e e r c u l t u r e a n d e x h i b i t p a t i e n c e
and s y m p a th y to w a r d s t u d e n t v i e w p o i n t a n d e r r o r .
,
.
.
A d j u s t i n s t r u c t i o n t o a c c o m m o d a te s t u d e n t d i f f e r e n c e s
i n t e l l e c t u a l a b i l i t y , m o t iv a t io n , and a c h ie v e m e n t.

1

1

e x p e rie n c e s i n
in th e s c h o o l.

a

2

a n d /o r

e c o n o m ic s .

L e c tu re s k i l l f u l l y
to s tu d e n ts f o r p u rp o se s o f p ro v id in g
b a c k g ro u n d o f in fo rm a tio n and s t im u la t in g i n t e r e s t .

One

1

P o s te r t h e d e v e lo p m e n t o f i n d i v i d u a l a nd g r o u p co m p e te n c e t o u s e
d e a to c ra tlc p ro c e d u re s In i d e n t i f y i n g and w o r k in g o u t s o lu t io n s
t o k e y s o c i a l p ro b le m s u n d e r ta k e n f o r c la s s s t u d y .
.

**5.

•4 9 .

.

O rg a n is e , w e ll in a d va nce o f an a n t ic ip a t e d c r i s i s , in f o r m a t io n
d is c u s s io n p ro g ra m s l o r p a r e n ts , a d m in is t r a t o r s , e tc . r e g a r d in g
to p ic s t h a t a re l i k e l y to be c o n t r o v e r s ia l.
.
.
.

P ro v id e

*4S.

and

o f c o m m itte e w o rk a nd s tu d e n t
th e t o t a l s c h o o l p ro g ra m . .
.

E x h ib it r a p p o r t and w o rk e f f e c t i v e l y w it h
th e t o t a l s c h o o l o rg a n is a tio n .
.
.
.

*45.

*4 7 .

c a re e r
,

.

C IR C L E

•

•

d re s s
.
.

1

2

3

**

5

1

2

3

*4

5

in

181

Page 5

1 2 -

55 .

KE Y
S h o u Id n o t be
U n d e c id e d

3
4
5

e x p e c te d

-

O f l i m i t e d im p o rta n c e
Somewhat im p o r ta n t
O f g r e a t im p o rta n c e
C IR C L E

One

M a in ta in a n in fo r m a tio n a l f i l e
o f home e c o n o m i c s - r e l a t e d o c c u p a t i o n s
and c a re e r o p p o r tu n itie s f o r use by s tu d e n ts , c o u n s e lo rs , e t c .

1

2

3

4

5

56.

D ire c t

1

2 3

4

5

57.

P a rtic ip a te

1

2

3

4

5

58.

D e m o n s tra te b o th w r i t t e n and o r a l f a c i l i t y o f e x p r e s s io n , c o m m u n ic a t­
in g in fo rm s u n d e rs ta n d a b le by s t u d e n t s , p a r e n ts , and te a c h e r s .

1

2

3

4

5

A f f i l i a t e w ith lo c a l,
i n e d u c a t i o n a n d home

s t a t e , and
e c o n o m ic s ,

a s s o c ia tio n s
.
.
.

1

2

3

4

5

60.

L iv e

in

.

1

2

3

4

5

61.

D is p la y

1

2

3

4

5

62.

S e rve

63.

59.

64.
65.

66.

th e

in

s u p e rv is io n

th e

in

m e e tin g s

c o m m u n ity

s tu d e n ts '

te a c h e r

la b o ra to r ie s .

im p ro v e m e n t.

n a tio n a l p ro fe s s io n a l
.
.
.
.
.
.

te a c h in g .

p ro je c ts

c a re

in

th e

.

.

school

.

.

a n d /o r

.

.

c o m m u n ity .

.

5

Seek o p p o r t u n i t i e s t o s e rv e in d e p a r t m e n t a l and s c h o o l c u r r i c u l u m
p la n n in g and e v a lu a tio n e f f o r t s .
.
.
.
.
.
.
.
.

1

2

3

4

5

A s s is t s tu d e n ts in g a in in g a c t u a l d e c is io n -m a k in g
m a n a g in g som e o f t h e b u s i n e s s a f f a i r s o f t h e home

1

2

3

4

5

1

2

3

4

5

p re p a re ) s p e c ia l re fre s h m e n ts
.
.
.
.
.
.
.
.

1

2

3

4

5

and

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

W ork w i t h hom e e c o n o m i s t s i n o t h e r p r o f e s s i o n a l a r e a s t o i d e n t i f y ,
c l a r i f y , a n d i m p le m e n t m o re e f f e c t i v e home e c o n o m ic s p r o g r a m s i n
a l l a re a s o f need.
.
.
.
.
.
.
.
.
.
.
.
.

1

2

3

4

5

S u p p lv
a n d /o r

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

at

th e

re q u e s t

o f

c o m m u n ity

In c re a s e s t u d e n t c o m p e te n c e i n s e l e c t i n g
o f in fo r m a tio n in a l l phases o f p e rs o n a l
R e g u la rly p ro v id e
fo r s c h o o l a n d /o r

69.

L x h ih it e x p e rtis e
o f h o m e m a k in g a n d

74.

w h ic h

fo r

c h ild

4

P ro v id e

73.

w o rksh o p s

in

3

speaker

68.

72.

and

c h ild re n

2

guest

A d v is e

71.

c la s s

young

1

as

67.

70.

of

s tu d e n ts
home

in

(o r have s tu d e n ts
c o m m u n ity g r o u p s .
co u rs e

e c o n o m ic s

s e le c tio n

o ffe rin g s

fo r

in d e m o n s tr a tin g
fa m ily l i f e .
.

Use a v a r i e t y o f w a y s f o r s t u d e n t s
as a b a s is f o r p a ln n in g a d d it io n a l

and
and

g ro u p s .

e x p e rie n c e s th ro u g h
e c o n o m ic s c l a s s .

u s in g r e p u t a b le
fa m ily l i v i n g .

s c h e d u lin g .

" g ifte d "

or

.

h o n o rs

k n o w le d g e and s k i l l
.
.
.
.
.
to assess th e ir
le a rn in g s .
.

.

r e g a r d i n g home
mass m e d ic ..

.

in
.

a ll
.

turn

TO

e c o n o m ic s
.
.
.

PAOE 6

a s p e c ts
.

le a r n in g p ro g re s s
.
.
.
.

re s o u rc e fu l

p ro g ra m
.
.
.

D e v e lo p e d u c a t i o n a l e x p e r ie n c e s f o r s y s t e m a t i c a l l y p r e p a r i n g
s t u d e n t s f o r e m p lo y m e n t i n home e c o n o m i c a - r e l a t e d jo b s .

PLLAj L

.

s tu d e n ts ..

in f o r m a t io n a n d /o r c o n d u c t d e m o n s tra tio n s r e g a r d in g
c r e a t i v e h o m e m a k in g p r a c t i c e s f o r c o m m u n ity g r o u p s .

S u p p ly i n f o r m a t i o n a l m a t e r ia l
a c t i v i t i e s t o lo c a l p re s s and

s o u rc e s

1 8 2

Pag*
1

“

2 -

KE Y
S h o u ld n o t be
U n d e c id e d

3
9
5

e x p e c te d

- Of lim ite d
im p o rta n c e
- Somewhat im p o rta n t
- O f g r e a t im p o rta n c e
C IR C L E

75.

S im u la te s i t u a t i o n s a n d /o r c o n d it io n s r e s e m b lin g s tu d e n ts '
as th e s e t t i n g i n w h ic h t o e x a m in e a n d / o r a p p ly p r i n c i p l e s
p ro c e d u re s r e la t in g
t o home e c o n o m ic s i n s t r u c t i o n .
.
.

76.

E n co u rag e

77 .

D e v e lo p a home e c o n o m ic s p r o g r a m w h ic h
tio n o f s tu d e n ts ’ needs, p rin c ip le s o f
fa c to r s , and s u b je c t m a tte r.
.
.
.

70.

79.

80.

01

,

82.

B3.
89.

th e

d e v e lo p m e n t

S u p p o rt and p a r t ic ip a t e
r e c r e a tio n a l a c t iv it ie s
o f liv in g .
.
.
.
E s ta b lis h and
a c tiv itie s as
A s s is t

of

a c c e p ta b le

in a v a r ie t y
fo r p e rs o n a l
.
.
.
.

s o c ia l

te a c h e rs

C o n fe r w ith c o u n s e lo r s and
s tu d e n ts h a v in g d i f f i c u l t y

upon

re q u e s t..

s tu d e n ts .

o th e r te a c h e rs
in s c h o o l..

.

.

re g a rd in g
.
.

.

th e

.

p ro g re s s
,
.

S e rve as
p ro g ra m s

.

86 .

S u p p ly w r i t t e n
i n f o r m a t i o n a b o u t home e c o n o m ic s
c o u n s e lo r s , t e a c h e r s , and p a re n ts .
.
.
.

m e e tin g s

of

hom em aker

g ro u p :;.

.

.

W ork w i t h c o m m u n it y a g e n c i e s a n d o r g a n i z u I i o n s
d e v e lo p e d u c a t i o n a l p ro g r a m s i n home e c o n o m ic s
a s s is t a n c e f o r f a m i l y m em b e rs.
.
.
.
.
D ir e c t s tu d e n ts in
e x p a n d in g p e r s o n a l

c la s s e s
.
.
a s s is tin g
and o th e r
.
,

d e v e l o p i n g h o m e m a k in g s k i l l s
a n d /o r fa m ily re s o u rc e s .
.

as
.

to

.

.

5

2

3

3

9

8

5

5

3

9

5

3

8

5

of
.

.

1

2

3

8

5

1

.

.

2

3

.

8

1 2

1

2

5

3

8

5

3

8

5

1

2

3

8

5

1

2

3

9

5

to

.

.

1 7

.

1

89.

D e v e lo p s tu d e n t u n d e r s t a n d in g o t
th e k in d s o f s o c ia l and e n v iro n m e n ta l
c o n d it io n s o t th e f a m i l y w h ic h f o s t e r th e h e a lt h y p h y s i c a l , s o c i a l , and
e m o t io n a l d e v e lo p m e n t o f f a m i l y m e m b e rs ; d e v e lo p c o m p e te n c e in m e e tin g
som e o f t h e s e n e e d s .
.
.
.
.
.
.
.
.
.
.
.
.
.

90 .

P a r tic ip a te
i n te a m t e a c h i n g
a c tiv itie s
w ith
te a c h e rs and

and o t h e r c o o p e r a t i v e
in s tru c tio n a l
s t u d e n t s i n own and o t h e r s u b je c t a r e a s . .

PLEASE TIJKN TO PAGE 7

8

2

s tu d e n ts ,
.

a m eans of
.
.

3

2

1 2

.

fa m ilie s
ty p e s o f
.
.

1

1

.

.

5

.

school
.
.

.

8

.

e x p e rie n c e s , and
.
.
.
.

a c o n s u lta n t
to e le m e n ta ry a n d /o r j u n i o r h ig h
p l a n n i n g t o o f t e r home e c o n o m i c s i n s t r u c t i o n .

3

2

In c r e a s e s t u d e n t c o m p e te n c e t o l o c a t e a n d c o m m u n ic a te e f f e c t i v e l y w i t h
c o m m u n ity and s o c i a l s e r v i c e s w h ic h p r o v i d e v a r i o u s ty p e s o f p e r s o n a l
and fa m ily a s s is ta n c e .
.
.
.
.
.
.
.
.
.
.
.
.
E x h ib it u n d e rs ta n d in g o t s u b je c t m a t t e r , le a r n in g
f a c i l i t i e s o f o t h e r d e p a rtm e n ts in th e s c h o o l.

One

1 2

1

o th e r c o - c u r r ic u la r
e c o n o m ic s p r o g r a m .
.

.

A tte n d

88.

.

o f in t e lle c t u a l, c u lt u r a l, and
d iv e r s i o n and th e e n ric h m e n t
.
.
.
.
.
.
.
.
1

g u id e s tu d e n t o r g a n iz a tio n s a n d /o r
a n i n t e g r a l p a r t o f t h e t o t a l home

n e ig h b o rin g

among

.

r e f l e c t s a b a la n c e d c o n s id e r a ­
human l e a r n i n g , s o c io - e c o n o m ic
.
.
.
.
.
.
.
,

85.

87.

conduct

homes
and
.

2

3

3

8

8

5

5

1 83

Pag«
1
2

KEY
- S h o u ld n o t be e x p e c te d
- U n d e c id e d

3
4
5

- Of lim ite d
im p o rta n c e "
- Somewhat im p o r ta n t
- Of g re a t
im p o r ta n c e
C IR C L E

91.

93.
93 .

94 .

9b.
96.

97.

90.

99.

100

.

101 .

G u id e s t u d e n t s
p e rfo rm a n c e o f
C onduct

home

in u n d e rs ta n d in g th e
h o m e m a k in g t a s k s .
.

e c o n o m ic s

D e v e lo p s tu d e n t
a s s o c ia te d w ith

c la s s e s

c o m p e te n c e in
v a rio u s fo rm s

fo r

.

.

.

a n a ly z in g th e p u rp o s e s , u s e s ,
o f consum er c r e d it .
.
.
e c o n o m ic a n d
.
.
.

g u id e s
.

in
.

s ta tu s
.

.

.

1 2

3

4

and
.

r is k s
.
.

1 2

3

4

o f in s t r u c t io n a l o p tio n s in p e rs o n a l
fa m ily re s o u rc e s , and fa m ily r e la tio n s h ip s .

F o llo w lo c a l a n d /o r s t a t e c u r r ic u lu m
c l a s s e s i n home e c o n o m ic s .
.
.

s o c ia l
.
.

.

.

p la n n in g
.
.

o f th e
, .

and
.

,

.

I d e n t if y th e
o c c u p a tio n a l

e m p lo y m e n t n e e d s o f
p re p a ra tio n c la s s e s

th e c o m m u n ity w h ic h
i n home e c o n o m i c s .

In v o lv e p a re n ts in p la n n in g and e v a lu a tin g v a r io u s
e c o n o m ic s p ro g ra m and m a x im iz e t h e i r p a r t i c i p a t io n
in d a i l y a c t i v i t i e s .
.
.
.
.
.
.
.
.
.
A s s is t
in id e n t if y in g
c o m m u n ity .
.
.
.

T ra in s tu d e n ts to
used in p ro d u c in g

s o c ia l

and
.

o rg a n iz a tio n s

in

th e

c o m m u n ity .

.

P a r tic ip a te

105.

E s ta b lis h o p p o r tu n itie s f o r v is it o r s
a tte n d s p e c ia l c la s s s e s s io n s a n d /o r
a b o u t t h e home e c o n o m ic s p r o g r a m .

.

.

.

.

3

4

3

2

4

3

4

1 2

1 2

5

5

3

4

5

3

4

6

3

4

6

by
.

1 2

2

.

m a n ip u la tiv e s k i l l s
a n d /o r
fa m ily u s e .

3

4

1

2

3

.

1

2

6

4

5

3

. 1 2

4

5

3

4

5

a c tiv itie s .
(c o u n s e lo rs , p a re n ts , e t c . > t o
"o p e n h o u s e " e v e n ts to le a r n m ore
.
,
.
,
,
.
.
.

M a i n t a i n o p tim u m p h y s i c a l
needs s u c c e s s fu lly .
.
.

and

E x h ib it

p ro fe s s io n a l

c o m m itm e n t

1

.

.

A id s t u d e n t s in e x a m in in g t h e in te r d e p e n d e n t and r e c i p r o c a l n a t u r e
th e r e la t io n s h ip s o f th e f a m ily w ith i t s
p h y s ic a l and s o c ia l
e n v iro n m e n t.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

a

4

1 2

p a r t s o f th e home
w h e re f e a s i b l e
.
.
.
.
1

.

becom e p r o f i c i e n t in p e r fo r m in g
goods and s e rv ic e s fo r p e rs o n a l

ch u rc h

se rv e d
.
.

in t e r p r e t in g e d u c a tio n a l needs to th e
.
.
.
.
.
.
.
.
.

104.

in

m ay be
.
.

3

2

.

te c h n iq u e s used t o m ea su re and e v a lu a te
p r o f e s s io n a lly a c c e p ta b le s ta n d a rd s .
.

2

1

c o n d u c tin g
.
.
.

Assum e t h e i n i t i a t i v e
and le a d e r s h ip in i n t e r p r e t i n g
t h e t o t a l home
e c o n o m ic s p ro g ra m t o s t u d e n t s and th e g e n e r a l p u b l i c .
.
.
.
Be s u r e t h a t a p p r o a c h e s a n d
i n s t r u c t i o n a l o u tc o m e s m e e t

1

One

.

P r o v id e a b a la n c e d v a r i e t y
d e v e lo p m e n t, m anagem ent o f

103.

100.

h o m e m a k e rs .

th e
.

th e
.

J o in

107 .

u n d e rly in g
.
.
.

S u p p o rt e f f o r t s
to im p ro v e
te a c h in g p ro fe s s io n .
.
.

102.

106.

p rin c ip le s
.
.

to

a

.

m e n ta l h e a lt h ; m eet
.
.
.
.
.
code

o f

own
.

e th ic s .

PLEASE TURN TO PAGE 8

d e v e lo p m e n ta l
.
.
.
.

, 1

2

3

4

5

3

4

5

o f
.

.
.

1

1

2

2
1 2

3

4
3

5
4

5

184

Page a

1
2
109.

110.

111.

112.

113.

114.

115.

116.

117.

110.

119.

120.

121.

122.

123.

124.

•

S h o u ld n o t
U n d e c id e d

be

e x p e c te d

4
5

-

Som ewhat
Of g re a t

im p o r ta n t
im p o rta n c e

R equest a s s is t a n c e from s p e c i a l
and r e v i s i n g v a r i o u s a s p e c t s D f

~
“
c o n s u lta n ts in d e v e lo p in g
t h e home e c o n o m i c s p r o g r a m . .

I d e n t i f y and e n c o u r a g e s t u d e n t s
home e c o n o m i s t s ,
.
.
.
.

who
.

may
.

P a r t ic ip a t e in m e e tin g s , c o n fe re n c e s ,
p ro fe s s io n a l a sso ciatio n s.
.
.
.
Represent th e
we l l - b e i n g . .

school
.
.

in
.

com m unity
.
.
.

l ie
.

p ro sp ective
.
.
.
.

an d /o r
.
.

a ffa irs
.
.

.

com m ittees of
.
.
.

d ealin g
.
.

w ith
.
.

C IR C L E
.

.

.

1

.

.

fam ily
.
.

1 2

2

2

Be
in

knowledgeali le about r e c e n t p r o f e s s i o n a l
h o me e c o n o m i c s a n d e d u c a t i o n .
.

Teach job s k i l l s
to students
p re p ara tio n classes .
.
.

in

home
.

.

lite ra tu re
.
.
.

econom ics
.
.

and

b

3

4

5

4

1

5

2

3

4

5

and
.

research
.
.

o cc u p atio n al
.
.
.

2

3

Assume r e s p o n s i b i l i t y f o r i n i t i a t i n g
and p u r s u i n g own l o n g - r a n g e p l a n
fo r in c re a s in g p ro fe s s io n a l com petence through advanced e d u c a tio n ,
p ro fe s s io n a l le a d e rs h ip , c u lt u r a l endeavors , t r a v e l , e tc .
,
.
.

4 b

4

1

1

Keep w e l l in fo rm e d a bo ut c o n te m p o ra r y a f f a i r s o f
lo c a l, n atio n a l,
i n t e r n a t i o n a l im p o rta n c e w hich h o ld p a r t i c u l a r s i g n i f i c a n c e t o r
e d u c a tio n and f a m i l y w e l l - b e i n g .
.
.
.
.
.
.
.
.

3

3

.

One

.

,

1

2

3

4

5

1

2

3

4

5

1 2

3

4

5

U t i l i z e e f f e c t i v e p r o c e d u r e s t o i d e n t i f y , r e c o r d , and i n t e r p r e t d a t a
a b o u t t h e c o i m u n i t y and t h e n e e d s o f y o u t h a n d f a m i l i e s w h i c h may lie
m e t t h r o u g h t h e h o me e c o n o m i c s p r o g r a m .
.
.
.
.
.
.
.

1

2

J

4

5

Work w i t h f a m i l i e s as t o t a l
in s tru c tio n .
.
.
.
.

1

2

J

4

5

u n ite
.

in
.

p r o v i d i n g home
.
.
.
.

econom ics
.
.
.

.

f j p e c i l y p e r f o r m a n c e b e h a v i o r s e x p e c t e d ol s t u d e n t s who s u c c e s s f u l l y
c o m p l e t e v a r i o u s a s p e c t s o f t h e homo e c o n o m i c s p r o g r a m .
.
.
.

1

Gu i d e s t u d e n t s
in ex.(m ining is s u e s d e a l in g
t o l a m i l y p l a n n i n g and p o p u l a t i o n c o n t r o l .

1

w ith
.

a l t e r n a t i v e approaches
.
.
.
.
.

Aid s tu d e n t s
in i n t e r p r e t i n g
i n f l u e n c e s on t h e f a m i l y
s t i t u t i o n s o u t s i d e t h e home a n d e x a m i n e w a y s i n w h i c h
cope w ith th e s e in i Lucnces.
.
.
.
,
.
.
R e la te u n d e rs ta n d in g s in each
w ith s u f f i c i e n t c o n n e c tio n to
image o f t h e f i e l d . .
.
.

e x e r t e d by i n ­
fa m ilie s m ight
.
.
.
.

p h a s e o f home e c o n o m i c s t o o n e a n o t h e r
p r o v i d e t h e s t u d e n t s w i t h an i n t e g r a t e d
.
.
.
.
.
.
.
.
.
. 1

Kn ow a n d u n d e r s t a n d t h e p u r p o s e o f t h e v a r i o u s a u x i l i a r y
services
the scho ol, t h e i r r e la t io n
t o t h e t e a c h e r ' s r o l e , and work
e f f e c t i v e l y w i t h th e m .
.
.
,
.
.
.
.
.
.
P r o v i d e home
econ om ically

econom ics i n s t r u c t i o n
d is a d v a n ta g e d .

PLEASE

for
.

the
.

TURN

TO

s o c i a l l y and
.
.
.
.

PAGE

'i

.

.

2

3

2

4

J

5

4

5

1 7

3

4

5

2

3

4

4

2

3

4

5

of
.

.

1

1 2

3

4

4

185

Page 9
1
2
125.

126.

127.

126.

129.

130.

131.

132.

133.

139.

135.

136.
137.

138.
139.

190.

191.
192.

193.

KEY
- S h o u Id n o t be e x p e c te d
- U n d e c id e d
= = = = =

Use
th e

3
9
5

- Of lim ite d
im p o r ta n c e
- Som ewhat im p o rta n t
- O f g r e a t im p o rta n c e

s t y le show s and te a s t o in fo rm
home e c o n o m ic s p r o g r a m . .
.
.

C o n trib u te to re s e a rc h p ro je c ts
e d u c a tio n a l in s t it u t io n s a n d /o r

p a re n ts
.

and
.

th e p u b lic a b o u t
.
.
.
.
.

.

a n d /o r lit e r a t u r e sp o n so re d by
p ro fe s s io n a l o rg a n iz a tio n s ..

C IR C L E

One

2

3

4

5

3

9

5

3

9

5

1

.

C o n d u c t home e c o n o m ic s c l a s s e s f o r p a r e n t s o f y o u n g c h i l d r e n p a r ­
tic ip a tin g
in head s t a r t , d a y - c a r e , o r o th e r s im ila r p ro g ra m .
.

.

1

.

1

2

2

Use t e a c h e r a n d p u p i l d e m o n s t r a t i o n t e c h n i q u e s s k i l l f u l l y
to a c h ie v e
s tu d e n t le a rn in g
in s m a ll and la r g e g ro u p s and w ith I n d iv id u a l s .

1 2

3

9

5

G u id e s t u d e n t s in c o n s i d e r i n g th e d e v e lo p m e n t a n d e x p r e s s io n o f human
s e x u a lit y in ways th a t a re b e n e f ic i a l t o th e in d iv id u a l and s o c ie t y .

1

3

9

5

In v o lv e s tu d e n ts in th e r o u t in e c a re and
home e c o n o m ic s d e p a r t m e n t f a c i l i t i e s .
.
R e g u la rly
r e v is io n s

b e a u tific a tio n o f
.
.

th e
.

e v a l u a t e t h e t o t a l home e c o n o m i c s p r o g r a m m a k i n g
t o a c h ie v e u p - t o - d a t e e d u c a t io n a l o p p o r t u n i t i e s .

O r ie n t e m p lo y e rs r e g a r d in g
e x p e r ie n c e s f o r e m p lo y m e n t
S tre n g th e n s tu d e n ts ’
a c tio n s w ith p e rs o n s

.

s y s te m a tic
.
.
.

I n s t r u c t home e c o n o m ic s s t u d e n t s r e g a r d i n g
o f home e c o n o m ic s d e p a r t m e n t f a c i l t i e s .

m u tu a lly e f f e c t i v e
and c a p a b i l i t i e s . .

th e
-

p ro p e r
.
.

use
.

and
.

1

th e

home

s itu a tio n s

of

s tu d e n ts

ta u g h t

in

home

b t r i v e t o p r o j e c t a c o m p re h e n s iv e p i c t u r e o f th e
p ro g ra m a s w e l l as h i g h l i g h t s o f s p e c ia l e v e n ts .
S tru c tu re

la b o ra to ry

R e c o g n iz e , o b t a i n ,
m a te ria l re s o u rc e s

e x p e rie n c e s

e ffe c tiv e ly

o v e ra ll

home
.

e ffic ie n tly .

5

1 2

3

9

5

In te r­
.
1 2

3

9

5

.

.

1

.

1

.

2

3

2

1

9

3

2

e c o n o m ic s
.
.
1
.

5

9

c a re
.

.

9

9

3

2

9

3

2

5

9

3

9

1

2

3

9

5

P r e p a r e a p h i l o s o p h y o f home e c o n o m ic s e d u c a t i o n w h ic h r e c o g n i z e s
p u rp o s e s o f th e p ro g ra m and i t s r e l a t i o n s h i p t o th e t o t a l s c h o o l.

th e
.

1

2

3

9

5

g ro u p s

to

E x te n d i n v i t a t i o n s
o th e r g ro u p s in th e
use and c a re o f th e
D ire c t

th e

a c tiv itie s

b rin g

about

changes

in

th e

c o m m u n ity ,

.

u s e o f home e c o n o m i c s p r o g r a m f a c i l i t i e s
to
s c h o o l; in s t r u c t
th e s e p e o p le r e g a r d in g th e
fa c ilitie s
o f t h e hom e e c o n o m ic s d e p a r t m e n t .
of

te a c h e r

a id e s

in

home

e c o n o m ic s .

RLEA5L TURN TO RAGE 10

.

.

5
5

and
.

a c tio n

5
5

t e a c h i n g , p e r t i n e r t human
.
.
.
.

J o in

and use s k i l l f u l l y
in
fro m th e c o m m u n ity .
.

and

e c o n o m ic s .

3

3

D e v e lo p s t u d e n t c o m p e te n c e t o t e s t c o n f l i c t i n g
in fo rm a tio n
in c o n s id e r ­
in g c r i t i c a l d e c is io n - m a k in g p ro b le m s i n p e r s o n a l and f a m il y l i f e .
.
1
Know

2

1 2

th e ir ro le
in p r o v id in g s u p e rv is e d w o rk
e d u c a t i o n c l a s s e s i n home e c o n o m i c s . .

in te rp e rs o n a l s k ills
fo r
o f d iffe rin g
b a c k g ro u n d s

2

.

1 2

3

9

5

.

1

2

3

9

5

-

1 2

3

9

5

1 8 6

Page 10
KE Y
S h o u ld n o t be
- U n d e c id e d

1

-

2

3
e x p e c te d

-

Of

1

11 e d

** ~ S o m e w h a t
5 - Of g re a t

im p o rta n c e

im p o rta n t
im p o rta n c e
C IR C L E

144.

Use i n d i v i d u a l c o n c e rn s a nd p ro b le m s
s e le c t in g and s t r u c t u r in g le a r n in g s .

14b.

Teach

146.

H e lp s t u d e n t s
and l a b e l s i n

147.

c la s s e s

r o s te r th e
e x p re s s io n

th a n

fv

home e c o n o m ic s l e a r n i n g s a s
in
le is u r e - tim e a c t iv it ie s .

M a i n t a i n c o n t a c t s w it h t h e b u s in e s s c o m m u n ity
t i c u l a r w i t h e m p lo y e rs w ho m ay be p o t e n t i a l l y
e c o n o m ic s o c c u p a t io n a l p r o g r a m ..
.
.
.

150.

I n v o lv e s tu d e n ts in p la n n in g and im p le m e n tin g
a s p e c t s o f t h e home e c o n o m i c s p r o g r a m . .
.
lo c a l

in s tru c tio n

a d v is o ry

fo r

c o m itte e

boys.

fo r

th e

PE R G O N AL
D ire c t io n s :

P le a s e

b a s is
.
.

c o m p le te

3

check

lis t

.

.

o u tle ts fo r
.
.
.
.

1.
2.

of

Your

m a rita l
( a )
(1. )
(c )
(dl

3.

Num ber-

b irth ;

s ta tu s :

:,i n g le
M a rrie d
D iv o rc e d
Widowed
of

ti o n ;

PLEAGE

o r

W R IT E

CHECK

IN

(X )

.

.

.

.

th e
.

in s tru c tio n a l
.
.
.
.

home

b e fo re

ONE

te a c h in g

(a
(b
( c
(d
(e
Cf
5 .

e c o n o m ic :,

b e g in n in g

.

)
l
)
)
)
1

(a)
fb )
(c l
(d)
(e)
( f}

T URN

2

p ro g ra m .

th e

p e rs o n a l

o f ho™? e c o n o m i c s
CHE EK ( X ) UNU

2

TO

PAG E

d a ta

s e c tio n .

T h is b a c k w ill not

te a c h in g

Less th a n 1 ye a r
I - / ye a rs
J - 5 y i-.irs
b - 10 y e a r s
11 - 15 y e a r s
ID o r m o re y e a r s

Type o f t e a c h i n g
h old:
CHECK ( X )

( a ) be S3 t h a n 1 y e a r
(b ) 1 - 2 y e a r s
( c ) J - 5 ye a rs
(d ) b - 101 y e a r s
( e ) 11 - L 5 y e a r s
(f ) lb o r m o r e y e a r s

PLEALE

3

in g e n e ra l and in p a r ­
in v o lv e d
i n a home
.
.
.
.
.
.

T o ta l ye a rs
e x p e rie n c e :

YE AR

3

D ATA

s e p a ra te d

y e a rs in p re s e n t
CHI : c k ( X ) ONE

4

s e lf*

PI e a se c o n p le t e e a c h o t
t h e t o l l o w i n g i t ems u s r e q u e s t e d .
in fo rm a t io n is
F o r t h e p u r p o s e o7 g r o u p in ,- d a t a o n l y .
It
be used to i d e n t i f y
you o r y o u r s c h o o l.

Year

One

fo r

i n t e r p r e t and e v a lu a te g r a d e s , s t a n d a r d s ,
u s in g consum er goods and s e r v ic e s .
.

149.

a

th e
.

3

P ro v id e

E s ta b lis h

e c o n o m ic s

as
.

e c o n o m ic s .

to c r i t i c a l l y
s e le c tin g and

d e v e lo p m e n t o f
and c r e a t i v i t y

s tu d e n ts
.
.
.

148.

151.

home

o th e r

o f

c e rtific a te
ONE

w hich

you

now

Secondary p ro v is io n a l
Secondary v o c a tio n a l p r o v is io n a l
b e c o n d .iry " p e r m a n e n t"
b e c o n d u ry voca t io n a l " p e rm a n e n t”
'.p e c ia l o r tem porary c e r t i f i c a t e
o t h e r ( l i n t >__ __________________

11

187

Page 11
6.

S up p o se t h a t yo u a r e fo r c e d t o s e l e c t th e s in g le
m o st s i g n i f i c a n t re a s o n f o r y o u r c a r e e r c h o ic e .
P L E A S E S T A T E A T T H E R I G H T T H E ONE < 1 ) MOST I M ­
P O R T A N T REASON WHY YOU BECAME A HOME ECO NO M ICS
TEACHER.

7.

H ig h e s t

CHECK

9.

L is t
Name

10.

d e g re e

c o m p le te d :

fl.

(a )
(b )

B a c h e lo rs
M a s te rs

(c )
(d )

E d u c a tio n a l s p e c ia lis t
O th e r ( l i s t )

a ll

and

c o lle g e s

L o c a tio n

a tte n d e d

of

and

(a )
(b )

NO
YE S

( lis t

<a )
(b )
(c )
(d )
each

d e g re e

In s titu tio n

A re you c e r t i f i e d
t o te a c h in
C H E C K ( X ) ONE R ES PO NS E UELOW

11 - 1 2 .

Num ber
beyond

(X) ONE

your

fir s t

d a te

any

o f

your

te a c h in g

o f c r e d i t s w h ic h
h ig h e s t d e g re e :

None
1 - 1 0 s e m e s t e r OR 1 - 1 5 q u a r t e r c r e d i t s
1 1 -2 0 s e m e s te r
lb -3 0 q u a r te r c r e d it s
M o r e t h a n 2 0 s e m e s t e r OR 3 0 q u a r t e r c r e d i t s

e a rn e d :
G ra d u a tio n
Ma j o r

d e g re e

u n d e rg ra d u a te

p ro fe s s io n a l

11.

M e m b e rs h ip

- -

P la c e
w h ic h

12.

L e a d e rs h j.p

--

P l a c e a C HE CK ( X ) a t t h e R IG H T o f
w h ic h y o u h a v e h e ld o f f i c e a n d / o r
w ith in
th e la s t
th re e y e a r s .

a CHECK ( X ) a t t h e
yo u p r e s e n t ly h o ld

LETT o f e a c h
m e m b e rs h ip .

(a )
(b )
(c )
id)
(e )

o rg a n !z a tio n

in

each o rg a n iz a tio n in
c o m m itte e a s s ig n m e n t

L e a d e r s h ii £

L o c a l te a c h e rs ' o r g a n iz a tio n .
M ic h ig a n /A m e ric a n r e d e r a t io n o f T e a c h e rs
A m e r i c a n Ho m e E c o n o m i c s A s s o c i a t i o n
M ic h ig a n /N a tio n a l E d u c a tio n A s s o c ia tio n
A m e ric a n V o c a t io n a l A s s o c ia t io n .
M ic h ig a n O c c u p a tio n a l E d u c a tio n A s s n ..
D e p t . o f Ho m e E c o n o m i c s / H E A .
.
.
.
O th e r ( l i s t )

W h ic h o f t h e f o l l o w i n g d o y o u e x p e c t w i l l
c a r e e r in th e n e x t f i v e ( 5 ) y e a rs ?
CHECK
_______
_______
_______
_______
_______

rr i n o r ; ?

a ffilia tio n s

M e m b e rs h ip

13.

M in o r(s )

m in o r)

Your

(a j
(b )
(c )
(d )
(e )
( f)
(g )
(h )

you ha ve e a rn e d
CHECK ( X ) ONE

be m o s t
( X ) ONE

.(a)
•(b)
.( c )
,(d >

<e )

,<f )
< K

>

(h )

c h a ra c te r is tic

of

your

p ro fe s s io n a l

C o n t in u e t e a c h i n g home e c o n o m ic s
T e m p o r a r i l y le a v e t e a c h i n g w i t h p la n s t o r e t u r n i n a fe w
ye a rs
Change t o jo b o t h e r th a n h ig h s c h o o lhomee c o n o m ic s te a c h in g
( l i s t ) ____________
P e rm a n e n t r e t ir e m e n t
O t h e r ( p l e a s e l i s t ) ________________________________________________________________________________

PLEASE TURN TO PAGE 12

188

Page 12

14.

H o w La a d m i n i s t r a t i v e
C H E C K ( X ) ONE
(a )
(b )
(c )
(d )
(e )

15,

Num ber
school

L is t

fo r

home

e c o n o m ic s

d e s ig n a te d

In

your

s c h o o l?

Jo n o t h a v e a f o r m a l l y d e s ig n a t e d home e c o n o m ic s
c h a irm a n o r s u p e rv is o r
F u l l - t i m e hom e e c o n o m ic s
c h a irm a n ( n o te a c h in g r e s p o n s i b i l i t i e s )
P a r t - t i m e home e c o n o m ic s c h a ir m a n
T e a c h e r i s d e s ig n a t e d as c h a irm a n
O t h e r ( p l e a s e l i s t ) ___________________________________________________________________________________

o f in s tru c tio n a l s ta ff
( in c lu d in g y o u r s e lf ) :

( a ) F u ll-tim
( b ) P a rt-tim
( c ) S tu d e n t
<d ) T e a c h e r
lb .

r e s p o n s ib ility

b e lo w

e home e c o n o m ic s
e home e c o n o m ic s
a id e s
a id e s ( a d u l t s )

p r e s e n t l y w o r k i n g i n t h e home
C l RCL.E T H E NU M BE R A P P R O P R I A T E
te a c h e rs
te a c h e rs

(a
(b
(c
(d

)
)
)
)

0
0
0
0

1
1
1
1

2
2
2
2

e c o n o m ic s p ro g ra m
FOR EA C H CATEGORY
4
i*
u
4

3
3
3
3

io r
bor
Sor
bor

F irs t

m ore
m ore
m ore
m ore

SCHOOL DAY
s e m e s te r
F o u rth Q u a rte r

1

}

1

1

1

1

1

I

1
|
1
|

1
1

1

1

1 7 -1 6 .

P e rso n s
in yo u r

your

your

P E R IO D

t e a c h in g s c h e d u le f o r t h i s s c h o o l y e a r:
NAME O r C L A U S E S AND O TH ER D U T I ES SCHEDULED D U R I N G
1 s t.
s e m e s te r
2 nd .
Q u a rte r
|
Second Q u a rte r
T h ird Q u a rte r

in

f o r whom
s c h o o l.

. . . .

in s tru c tio n

is

p ro v id e d

by

th e

to ta l

17,

I n t h e c o l u m n a t t h e LEFT b e l o w , CHECK ( X ) e a c h
in s tru c tio n
in
t h e t o t a l home e c o n o m i c s p r o g r a m

la .

In th e
ta u g h t

Ho me

E c o n o m ic s

c o lu m n a t th e
t h i s y e a r.

R IG H T b e l o w ,

CHECK

(X )

each

P ro g ra m

home

e c o n o m ic s

g ro u p w h ic h r e c e iv e s
in y o u r s c h o o l t h i s y e a r .
g ro u p

w h ic h

Taught

(a)
( !j )
(c)
(d )
(e)
(f)
(g)

home e c .
i n s t r u c t io n f o r high school g i r l s .
h o me e c .
i n s t r u c t i o n f o r h i g h s c h o o l boys .
home e c .
i n s t r u c t i o n f o r a d u l t homemakers .
home e c o n o m i c s i n s t r u c t i o n l o r m e n
.
.
.
.
h o me e c .
in s t r u c tio n f o r s p e c ia l edu. students
home e c .
in s tru c tio n lo r "honors" students.
h o me e c .
i n s t r u c t i o n f o r o u t - o f - s c h o o l youth .
( d r o p o u t s , unwed m o t h e r s , e t c . )
( h ) O ther ( l i s t )

PLEASE TURN

TO

PAGE 1 3

p ro g ra m

by

( a )
<b)

<c)
(d )

(e>
<f >
(ft)
(h )

you

You

have

189

Page 13
19

-

20.

Horae e c o n o m i c s

fe a tu re s

and

your

p ro fe s s io n a l

re s p o n s ib ilitie s

19.

I . i t h e c o lu m n a t t h e LEFT b e l o w , CHECK ( X ) e a c h f e a t u r e w h i c h
p r e s e n t i n t h e home e c o n o m ic s p r o g r a m i n w h ic h y o u t e a c h .

20.

I n t h e c o l u m n a t t h e R IG H T b e l o w , C H E C K ( X )
w h ic h y o u h a ve been r e s p o n s ib le t h i s y e a r .

School
_______
_______
_______
_______
_______
_______
_______
_______

21.

p ro g ra m

Key:

1
2
3
4
5

(a )
(b )
(c)
<d)
(e )
( f)
(g )
(h )

EACH
-

p ro g ra m

P ro g ra m

How i s e a c h o f
HOME ECONOMIC S
C IR C L E

each

Your

is

fe a tu re

fo r

R e s p o n s ib il i t *

H o m e e c . c l a s s e s r e i m b u r s e d f r o m s t a t e v o c a t i o n a l f u n d s . ( a ) _______
C o n d u c t h o m e v i s i t a t i o n s o n a r e g u l a r b a s i s ....................................... ( b ) _________
O c c u p a t i o n a l p r e p a r a t i o n c l a s s e s i n h o m e e c o n ................................. ( c ) _________
S t u d e n t t e a c h e r s i n h o m e e c o n o m i c s ..................................................................( d ) _________
S u p e r v i s e d w o r k e x p e r i e n c e f o r s t u d e n t s ................................................ ( e ) _________
A d v i s o r y c o m m i t t e e f o r h o m e e c o n o m i c s p r o g r a m ........ .......................... ( f ) _______
Ho m e e c . - r e l a t e d s t u d e n t o r g a n i z a t i o n ( s ) ................................................ ( g ) __________
A f f i l i a t i o n w i t h c o m m u n ity a c t i o n p r o g r a m ( s ) P le a s e
d e s c r i b e ) ____________________________________________________________________ ( h ) ________
th e f o llo w in g s u b je c t a re a s
PROGRAM I N YOUR SCHOOL?
NUMBER

FROM T HE

p re s e n tly

o ffe re d

to s tu d e n ts

KEY WHICH A P P L I E S

N o t i n c l u d e d i n home s c . p r o g r a m a t t h e p r e s e n t t i m e
S p e c ia l c la s s (s e m e s te r, q u a r t e r ly , o r y e a r ly o f f e r in g )
S e p a r a t e u n i t i n a home e c o n o m ic s c l a s s
In te g ra te d
i n t o s e v e r a l u n i t s o r c l a s s e s i n home e c o n o m ic s
O th e r (p le a s e l i s t )

(a )
(b)
t o
(d)
(e)
(f )

C h ild d e v e lo p m e n t.
. . . .
....................................
F a m i l y l i v i n g .............................................................................
Ho m e m a n a g e m e n t ........................................................................
S e x e d u c a t i o n .............................................................................
F a m ily h e a l t h - home n u r s i n g
..............................
C o n s u m e r e d u c a t i o n ............................................................
< g > H o u s i n g - h o m e p l a n n i n g ................................................
( h ) Home f u r n i s h i n g s - I n t e r i o r d e c o r a t i n g
.
( 1 ) F o o d s ......................................................................................................
< k ) C l o t h i n g ............................................................................................

THE

THANK

YOU TOR

.
.
.
.
.
.

.(
.(
.(
.(
.(

a
b
c
d
a

)
)
)
)
)

.<f)

.
.
.

-(g)
.(h )
. ( j )

2
2
2
2
2
2
2
2
2
2

end:

YOUR A S S I S T A N C E

3
3
3
3
3
3
3
3
3
3

4
4
4
4
4
4
4
4
4
4

5
S
5
5
5
5
5
5
5
5

in

th e

APP EN DI X E
LIST O F

ITEMS IN E AC H ROLE SECTOR

APPENDIX E
LI S T OF ITEMS IN EACH ROLE SECTOR
Role Sector I ; Substant ive Development
3, 4, 7, 8, 9, 10, 12, 14, 26, 28, 29, 31, 34, 39, 44, 51,
64, 65, 76, 82, 88, 89, 91,
93, 103, 106,
116, 120, 121,
129, 133, 135, 146, 147.
Role Sector II;
Program Development.
22, 25, 35, 77, 79, 95, 96, 99, 100, 109,
140, 144, 150, 151.
Role Sector III:
Promoting Learning
1, 5, 6, 15, 16, 17, 20, 32, 37, 40, 47,
58, 70, 74, 98, 122, 128, 136, 138, 139.

117, 119,

49,

50,

52,

131,

53,

Role Sector IV;
23, 24, 30, 48,

Department Management:
75, 130, 135, 142.

Role Sector V:
11, 18, 19, 36,

Guidance and Counselin g
55, 67, 81, 86.

Role Sector VI:
43, 61, 73, 97,

P r o gram Interpretation and Public Relations
105, 125, 137, 149.

Role Sector VII:
M e mber of School Staff
13, 41, 42, 63, 66, 80, 83, 84, 90, 123,

145.

Role Sector VIII:
Member of Community
2, 60, 62, 71, 85, 87, 101, 102, 112, 114,
Role Sector IX:
Professions
21, 27, 54, 57,
115, 126.
Role Sector X:
33, 38, 45, 46,
148 .

141.

M e m b e r of the Education and Home Economics
59,

69, 78, 94,

108,

110,

111,

113,

Instructional Recipients
56, 68, 72, 92, 118, 124,

127,

132,

143,

190

107,

APPENDIX F
LIST OF ITEMS

IN EACH ROLE SUB- SET

APPENDIX F
L IST OF ITEMS IN EACH ROLE S U B - S E T
Role Sub-set 1;
Material Aspects of Home E c o n o m i c s
Curriculum
4, 10, 12, 25, 30, 48, 88, 91, 93, 103, 125, 130, 134,
146, 147.
Role Sub-set 2:
Human D e v e l o p m e n t Aspects of Home
Economics C u r r i c u l u m
3, 7, 8, 9, 14, 26, 28, 29, 31, 34, 44, 51, 64, 82,
106, 120, 121, 129, 133, 135.

89,

Role Sub-set 3;
Emplo yment E d u c a t i o n A s p ects of Home
Economics C u r r i c u l u m
17, 19, 28, 39, 74, 99, 116, 132, 149.
Role Sub-set 4;
Socially C o n t r o v e r s i a l Exp e c t a t i o n s
3, 9, 12, 26, 31, 35, 43, 44, 51, 82, 87, 112, 120, 129,
141.
Role Sub-set 5:
I n dividu al-student O r i e n t a t i o n to Home
Economics T e a c h i n g
1, 6, 11, 15, 32, 67, 81, 110, 136, 144.
Role Sub-set 6:
Conventional C l a s s r o o m - r e l a t e d
Responsibilities
4, 5, 23, 30, 37, 40, 45, 48, 49, 50, 58, 65, 66,
91, 103, 110, 128, 130, 134, 138, 144, 146.

88,

Role Sub-set 7:

89,

E x t r a - c l a s s r o o m Respon s i b i l i t i e s
1, 2, 3, 11, 12 t 13 , 16,r 17, 19 , 20 , 22,, 24 , 2 7, 32, 3 3,
36, 38, 4 1, 42, 43, 46, 47, 56, 57, 62, 63, 71 f 72, 73 9
74, 79, 8 0, 82, 84, 85, 87, 90, 94, 97, 99, 10 0 , 111 9 112
118 , 126 r 127 , 1 32, 136,f 139 , 1 41, 143, 145 , 1 49 , 15 1 .

Role Sub-set 8:
Teacher21, 54, 69, 107,

Personal Image of the Home Economics
108.

191

APPENDIX G
BRIEF O U T L I N E OF P R O P O S E D STUDY:

"PERCEPTIONS

OF P R O F E S S I O N A L ROLE HELD BY HIGH S C H O O L HOME
ECO NOMICS TEACHERS

IN MICHIGAN"

APPENDIX G
BRIEF OUTLINE OF PROPOSED STUDY:

"PERCEPTIONS

OF PROFESSIONAL ROLE HELD BY HIGH SCHOOL HOME
ECONOMICS TEACHERS IN MICHIGAN"1

2/71
B r ie f

Pf o f ess Iona 1

F o c u s
for

of

the

S t u d y ,

O u t l i n e

H eld

The

o f

sio n a l

r o l e

w r i t e r

an d
the

a c a d e m i c

the
by

r o l e

s t u d y

to

Sctnu>l

P r o c e d u r e s

<]omJu<:

t in g

d<;als

w i t h

school

h o m e

o b t a i n

■.maly?*'

p e r c e p t i o n s

w h i c h

t he

teac h e r

an y

and

p r e p a r a t i o n ,

in

P h a s e 1 - trust r t a n e n t
k 1 i «%t11 b y w r i t e r

i[

-

A.

p r o f e s ­

d e v e l o p e d

-•

may

be

the

b y

the

J o uu d

i n d i c a t i n g
and

b a s i c

be-

t h eir

type

involved.

< i)

t h ret-

revisio n

h a s ii

pha sns :
tv r c e p t ion
ing to

i n t e r v i e w s w i t h home e c o n o m i c s
jury
review ;
pilo t
testin g of

of

form at

and

ht U i( t f d

s a m p l e

oi

procedures

uf

-

ad

C o l l e c t i o n

S a m p 1e :

R a n d o m l y

Miitifd

i

the

r e g a r d i n g

w i n c h

it in i ,

h e l d

T h e

k J i-i L

v;iri.4bl>

e x p e r

p e r i o p t ions

Developm ent:
development
t ' ‘ R c T«.
I rom r ! > re v i ev o f
l i t e r h<it«
r e in

possible

D a t a

i hc<

p r e s e n t l y

te ^ h in g
n-f h o m e e c n n n m l c s aci d ( 2 )
t e a c h i r s ; i lis t r umont v a l i d a t i o n by

P h a s e

a

M ich igan "^

t e a cher*

p e r c e p t i o n s

s e l e c t e d

i n volves

in

i d e n t j f y i itr.

r e l a t i o n s h i p s

,ir»

of

I i . il I k t s

t*iontnn ji s

on

t e a c h i n g

they

s t u d y

Chec

Instrum ent
for
ml n 1a t r a I i o n .

" P e r c e p t i o n s

F^t o n u m i t :

r e s p o n s i b i l i t i e s

and

p r o f e a s 1o n * 1
fl( L i v i t i o M

h i g h

to

Study:

Hor ne

re s e a r c h
th e

fl)

r o l e

p r o f bak Inna 1

-

Pr o p o s e d

t e a c h e r

Id e n t i f y

t e ac h e r s'
and

of

Mkgh

of

ar e

r a t i n g

('2}

by

p r o p o s e d

c n n t e m p o r a r y

p u r p o s e s

t w e e n

Role

a s

u ] J -

1 9 6 9 - 7 0

1

hi g h

inn-

r e g i s t e r

sc h o o I

of

liomr

c e r t i f i e d

/'in

t e ac h e r s

c. M i i o m i i A

te.iihjog

d e a i g -

t e ac h e r s

p e r s o n n e l

on

in

M i c h i g a n .

B,

P r o c e d ti r e s :
lect e d

in

I n st r u m e n t s

the

p o s t a g e - ;*a I d
d e n t s

as

samp l e

envelope-;

.ippropri

a d v a n c e

n«H

and

inn

be

m a i l e d

be

r e l u m e d

p r ov i d e d ;

il i ;

icat

iI

will
w i l l

the

t e ac h e r s
b y

liv-np

t e a c h e r ' s

t h e m

of

a d m i n i s t r.i I ■>v s

school
of

fnJ

to

s e ­

in

n u n r e s p o n -

to

r e c e i v e

" o l oc t i on

for

the

st u d y .
P h as e

- Data

[il

A*

D a t a

A n a l y s i s

o b t a i n e d

-i ■

a n a l y z e d
and

in

p r e p a r a t i o n

t h e ir

s t ud y
the

(Hrs. )
E d u c a t i o n ,
4 8 6 2 J ;

Phone:
B e i n g

d e g r e e
the

of

t h e s i s

of

a d v i s o r

w i t h

.*

copy

oi

the

M c K i n n e y ,

U n i v r r s i t y .

io n s

wi

and
p r o p o s a l

iter's

g u i d a n c e

g o v e r n i n g

s c h o o l s

,

v.s

.■»

all

the

t h e s i s

M m

will

be

i d e n t i f i e d

t-ukcn

uf

A p p r e c i a t i o n

pn t i il ipa n t s
sis

.distract

in

the

s utrma r iz In g

study.

D o c t o r a l

(211

(ho

Ities

H o w e v e r ,

c»f

ized

r e se a r c h

IJn i v e r s i c y ,

t e a c h e r 1- n o r

■ or it r 1 b u t

s i m mu r
lerl

of

pnl

S<-i*e

study.

aspi-rts

he

H e t « i

C a n d i d a t e ,

L e x i n g t o n ,

E

H u m

E c o n o m i e s

l,.msingh M i c h .,

5 1 7 - 1 1 2 - 0 4 7 3 .
u n d e r t a k e n

D o c t o r

C o l l e g e

H l h i g i n

the

w i l t

the

a p p r o v a l

a c c o r d a n c e

r e c e i v e

pfwisner

S l a t e

in

the

re s e a r c h

w i l l

m a j o r

C a r o l y n

M i c h i g a n

study

w i t h

nt

r e p o r t i n g

of

the

i n d i v id u a L

N e i t h e r
In

S u n m a r y

i n d lc i t e d

p r e s e n t e d

i uTTtni 1 1 e e

H*

in

ami

of

H u m a n
and

as

p u r t f a l

P h i l o s o p h y
E c o l o g y

c h a i r m a n

-at

Fulfillment

HSU.

< formerly
of

th e

Dr,

C o l l e g e

w r i t e r ’s

192

of

th e

B e a t r i c e
of

H o m e

fluidance

ri-quircmeots

Pdidui

r j ,

F,t o i r n m U

ronvnittee.

for

P m f e s - s o r
s >

s e r v e s

the
In
as

APPENDIX H
R E Q U E S T FOR PILOT STUDY P A R T I C I P A T I O N

MICHIGAN

C O L L E G E

O P

STATE

H U M A N

E C O L O G Y

UNIVERSITY

. O E P A R T M E N T

O P

h a s t

FA M I L Y

l a n s i n o

E C O L O G Y

•

m i c h i o a n

- H U M A N

E C O L O G Y

BUILD E N G

March 6, 1971

TO:

Selected Home Economies Teachers

In Michigan

FROM:

Carolyn Donner McKinney, Doctoral Candidate
Home Economics Education, MSU

SUBJECT:

Study of Home Economics Teachers*
of Professional Role

Perceptions

Your assistance Is requested In conducting a study of pro­
fessional role perceptions held by Michigan home economics
teachers,
A summary of the overall study appears on the
green sheet w h i ch has been enclosed for y our reference.
This particular request Is for your assistance with pilot
testing the 'Home Economics Teacher Role Perception C h e c kl is t "
and background Information Items,
Specifically, this will
Involve your attention to the following:
1.

Completing the "H. E.T. Role Perception Check­
list" (consists of circling responses)

2.

Supplying selected background Information
(checklist and short-answer type items)

3.

Indicating any Items or Instructions which you
find to be unclear or which you think should
be revised or eliminated.

All materials will be supplied to you.
You will not be re­
quired to Identify y ourself or your school.
In addition,
names of teachers and schools
will not be used In analyzing
or reporting data.
This will be the only request m a d e to
you to participate In the study.
However, you will, along
w i th all other participants In this pilot phase, receive a
summary of the study when it Is completed.
Your responses and evaluations are critically Important in
refining the Instrument for future use.
Thus, I do hope
that you will be able to review the materials during the
week of March 29 - April 2, 1971.
At this time, it Is
essential to have confirmation regarding your possible
participation,
A form (white) and post-paid envelope have
been supplied for your convenience in replying.
Your
cooperation is greatly appreciated.
Enclosures

(3)
193

APPENDI X J
REPLY F O R M F OR PILOT STUDY PARTICIPAT ION

Please complete this form, place in
self-addressed, stamped envelope,
and return by:____________________
to: Mrs, Carolyn McKinney
3540 Merrick Ct,, #240
Lexington, Ky, 40502*
Please Check (X) One:
YES, I will be able to complete therole perception checklist
during the week of March 29 - April 2, 1971, (You will receive
the materials by March 26 or 27,)
______ NO, I will not be able to participate

as requested.

Please Complete Address Information:
Mrs.
Miss
last' 'name
first name

______
phone

Name of School in which Teaching______________________________________
Your PREFERRED
Mailing A d d r e s s ______________________________ _____________
number
street
city
zip code
THANK YOU FOR YOUR ASSISTANCE

•address during term break only

APPENDIX K
COVER LETTE R FOR PILOT STUDY

MICHIGAN
C O L L E G E

O F

H U M A N

March 24,

STATE
E C O L O G Y

UNIVERSITY
• D E P A R T M E N T

O F

F A M I L Y

hast lansing

E C O L O G Y

- Michigan 4hsij

* H U M A N

E C O L O G Y

B U I L D I N G

1971

TO:

Home Economics Teachers P a r t i c i p a t i n g In Pilot
Study of Home Economics Teacher Role

FROM:

Carolyn D o m m e r M c K i n n e y

Thank you so m u c h for a g r e e i n g to a s s is t In pilot testing these
research materials.
Since a home economics teacher*s s c h e d u l e
is always so busy, I d o u b l y a p p r e c i a t e y o u r go ing "beyond the
regular call of p r o f e s s i o n a l duty" to p a r t i c i p a t e In this study
The two-fold p u r p os e of this pilot study is (1) to obtain, from
presently employed home ec on om ic s teachers, responses for p r e ­
liminary Item anal ys is and (2) to o b ta in teachers* comments and
frank critic is m s of the Instruments in an effort to e l i m in at e
the ^ b u g s " b e f o r e the m a t e r i a l s are revi se d for the final d a t a
collection.
The set of c h e c k l i s t items repres en ts a r a t h e r ex­
tensive s p e c i f i c a t i o n of p o s s l b l e e x p e c t a t i o n s w h i c h m i g h t b e
held for the p r o f e s si on a l role of the h o m e economics teacher.
(If n o t h i n g else, we m ight oe impressed w i t h the c o m p l e x i t y —
and, ad di ti on a l items a l r e a d y have b een d e l e t e d from the p r e ­
liminary l i s t * )
lour responses will be ex ce pt io na l ly Important since the t e a ch —
ers * views In the pilot study re present individual and c o l l e c ­
tive "recomme nd at io ns " for changes, thus s e r v i n g as a c r i t ic al
"research b a r o m e t e r , "
Co mp r e h e n s i v e t h o u g h the c h e c k l i s t may
be, its effect c an n o t be overwhelming.
Thus, y o u r frank a p ­
praisal of the c o n t e nt and length will be p a r t i c u l a r l y a p p r e ­
ciated.
It is es timated that the c h e c k l i s t and personal d a t a
sections c a n be com pl et e d In ab out l£ hrs. —
a ss um i n g that the
respondent quldcly circles a rating and does not "study" many
Items,
Since this estimate is based on so few trials, yo u r
time report is q u i t e vital,
A separate page Is provided for
recording y o u r evaluation.
In addition, p l e a s e feel free to
make any notes or comments in margins, etc.
It Is very important that y o u mall the m a t e r i a l s no later than
midnight Friday, April 2.
In the event that y o u r sc he d u l e has
become more c r o w de d than y o u earlier anticipated, retu rn the
materials w i t h w h a t e v e r y o u have completed.
I a p p r e ci at e y o u r c o o p e r a t i o n and c o n t r i b u t i o n s In this research
effort.
If y o u ha v e any problems or qu e s t i o n s rega rd in g the
materials, p l e as e tel ep ho ne me —
collect* (517** 3 32-047 3 ).
Enclosures:

Role Ch ec kl is t A Personal D a t a Form
E v a l u a t i o n Form
Postage-paid, retur n enve lo pe
195

(combined)

APPENDIX L
PILOT

STUDV

E V A L U A T I O N FORM

APPENDIX L
P I L O T STUDY E V A L U A T I O N F O R M

Please complete this form and return w i t h
"Home Economics Teacher Role Perception Checklist"
E s t i m a t e d time

involved

in c o m p leting e a c h section:

a.

Checklist Items:

(time)___

b.

Personal Data Information:

(time)

W h a t are your recom m e n d a t i o n s reg arding the length of
the checklist?
CHECK (X) ONE
______ a. Leave checklist in present form.
b. Reduce chec klist to a m a x imum o f
mme
150 items.
Reduce checklist to a m a x i m u m of
12 5 items.
Reduce checkli st to a m a x i m u m of
100 items.
Other (explain)____________________
Cl a r i t y of directions:
______ a.
______ b.
______ c.

CHECK

(X) ONE

Direct ions clearly und erstood at first reading.
Directions un d e r s t o o d when read a second
time.
Directions u n d e rstoo d after cons i d e r a b l e
study.
(Explain)__________________________________

______ d . Uncertain about the m e a ning of the directions.
(Explain)____________________________________________
Did you have a ny d i f f i c u l t y in i n t e r preting and/or
u s i n g the KEY for rating the checklist items?
C H E C K (X) ON E
______ a .
______ b.

No
Yes

(Please e x p l a i n ) ___________________________

Did you have any di f f i c u l t y in interpr eting and comp l e t i n o the information reque sted in the personal data
SGCti^n?
CHECK (X) ONE
a . No
______ b. Yes

(Please e x p l a i n ) ______________________________

197
6

-

Isthere
any part of the personal data section which
you find to be offensive, a violation o f privacy,
or
object to answering?
CHECK (X) ONE
_____

a . No
b. Yes

(Please explain)__________________________

PLEASE ADD ANY COMMENTS WHICH YOU CONSIDER APPROPRIATE

APPENDIX M
A N N O U N C E M E N T M E M O R A N D U M TO A D M I N I S T R A T O R S
FORM A

MICHIGAN

STATE

UNIVERSITY

b ast la n u n g

•

m ic h jo a n

4* * i»

COLLEGE O F H IJM AN ECO LOG Y - DEPARTM ENT OF FAMILY ECO LO GY • H U M A N ECO LOG Y BUILDING

ifour assistance Is requested in conducting a study of views
held for various aspects of the professional role of the
home economics teacher.
The proposed research, as outlined
in the enclosed summary (green sheet), is an attempt to
Identify and assess teacher perceptions of professional
responsibilities.
It is hoped that the results will be of
value in clarifying the role of the home economics teacher
and in identifying needed changes in the preparation of home
economics teachers.
Since conducting the study involves
obtaining responses from part of your instructional staff,
this announcement Is provided for your advance information.
The home economics teacher(s) listed on the enclosed form
(white) has been selected to participate in the study.
In
addition to completing a checklist on role perception, each
participant will be asked to supply some background infor­
mation concerning academic and professional preparation,
teaching experience, and responsibilities for various home
economics functions.
It is Important to emphasize that
teachers will not be required to identify themselves or
your school on any of the research materials.
Names of
teachers and schools will not be reported in the study.
(Participant codes will be used only for corresponding
with teachers and to supply a summary of findings at the
conclusion of the study.)
At this time it is essential to have an accurate check on
the correct placement of the teacher, thus this request for
your official confirmation of the present teaching a s s i g n ­
ment.
A form (white) and return envelope have b ee n supplied
for your convenience in replying.
Your cooperation in pro­
viding this information is greatly appreciated.
Sincerely,
(Mr s. ) Carolyn Dommer McKinney, Doctoral Candidate
Home Economics Education, Michigan State University
Enclosures

(3 )

198

APPENDIX N
A N N O U N C E M E N T M E M O R A N D U M TO A D M I N I ST R AT OR S
FORM B

MICHIGAN

C O L L E G E

O H

H U M A N

STATE

E C O L O G Y

UNIVERSITY

■ D E P A R T M E N T

O P

F A M I L Y

h a st

l a n s in g

E C O L O G Y

•

Mi c

* H U M A N

h ig a n

<«n*i

E C O L O G Y

B U I L D I N G

TO:

Principals of school employing home economics
teachers selected to pa rt ic ip at e In stud y of
home economics teachers* role p er c e p t i o n s *

FROM:

(Mrs.) C a r o l yn McKinney. Doc to ra l C an didate
Home Economics E du cation

SUBJECT:

I n f o r ma t io n reg ar di ng teacher s e l e c t i o n and
participation

The home economics teaoher(s) listed below has been s e l e c t e d
to p a r t i c i p a t e in a study of profes si o na l role perceptions
held by M i c h i g a n h ome economics teachers.
It Is hoped that
the results of this research w ill be of value In cl ar ifying
the role of the h ome economics teacher.
Since c o n d u c t i n g the study Involves ob t aining responses from
part o f y o u r I n st ru ct i on al staff, this a n n o u n c e m e n t Is p r o ­
vided for your a d v a n c e Information,
Additi on al i nf ormational
mat er i al r e g a r d i n g the study has also b een sent to central
a d m i n i s t r a t i o n In y o u r school system to o b t a i n the c o n f i r m a ­
tion of the p r e s e n t t e a c h i n g a s s i g n m e n t and to o bt a i n any
"official cl e a r a n c e " w h i c h ma y b e neoessary.
Each of the
teachers will b e con t ac te d d i r e c t l y by the r e s e a r c h e r and
the school is n o t obl ig a te d in any way to inform the teachers
or to ensure t h e i r participation.
Each of the teachers p a r t i c i p a t i n g in the study will c o m p l e t e
a home economics role p e r c e p t i o n c h e c k list and a personal
d ata form.
The l a tt e r is to b e used only for g r o u p i n g and
a n a l y z i n g c h e c k list d a t a and s am p l e description.
Teachers
will n o t be as ked to supply t h e i r names or schools on eith er
the c h e c k list o r personal d a t a form.
Selected Teacher(s)

♦ r e f e r to enclosed g r e e n sheet
199

APPENDIX O
REPLY F ORM FOR T E A C H E R A S S I G N M E N T C O N F I R M A T I O N

A P P E ND IX O
REPLY F ORM FOR TEACHER ASSIGNMENT CONFIRMATION
Please complete this form# place in
self-addressed, stamped envelope,
and return b y : ________ _______________
to:
Mrs. Carolyn McKinney
211 Lexington Ave.
E. Lansing, Michigan
48823

1.
2.

Directions
Check (X) "a" if the teacher presently teaches
home economics at this school.
Check (X) "b" if the teacher no longer teaches
home economics at this school.
PLEASE GIVE THE
NAME OF THE PERSON WHO HAS REPLACED THIS TEACHER.
_____ a .
___________
b.

_______________________________________

{Name of replacement teacher)
_____
_______

_______
_______

a.
b . ____________ _____ ______________ __
{Name of replacement teacher)
a.
b.
(Name of replacement teacher)

Please explain below any special policies governing the
participation of the above teachers in the proposed
study (in addition to the enclosed notification to ad­
ministrator and comparable information to the t e a c h e r ) .
Unless notified of the need to meet additional conditions,
it will be assumed that the research materials can be sent
directly to the teacher during the period March 15 April 15, 1971.

THANK YOU F O R Y O U R ASSISTANCE

200

^

APPENDIX P
A N N O U N C E M E N T LE TT E R T O TEACHERS

MICHIGAN

STATE

UNIVERSITY

pjw t

l a n s in o

* Mic

h ig a n

4««2;

COLLEGE O F H U M A N EC O L O G Y • D EP A R T M E N T O P FAMILY EC O L O G Y • H U M A N ECO LO GY B U IL D IN G

Your a s s i s t a n c e Is requested In c o n d u c t i n g a s t u d y of the p r o ­
fessional role of the home economics teacher.
As you knew,
the total field of home economics c u r re nt ly Is engaged in a
critical review of pro gr am s and n e ed ed mo di fi c at io ns to re­
spond effectively to present and future challenges.
In c o m ­
p rising a signif ic an t segment of the total profession, home
economics educators play an Important part In d e t e r m i n i n g the
future of home economics.
Thus, it is vital that home e c o n o m ­
ics teachers have an o p p o r tu ni ty to express t h eir views c on ­
cerning w h a t the p r o f e s si on al role of the home economics tea­
cher s h o ul d be.
Such is the object of the p r e s e nt study.
You are a m o n g the 250 Mic hi ga n home economics t e a c he rs s e l e c t ­
ed for the study.
Y o u r p ar t ic ip at io n is e x c e p ti on al ly impor­
tant s i n c e the teachers* views repr es e nt individual and c o l ­
lective r e c o m m e n d a t i o n s , thus s e r vi ng as a c r i ti ca l " b a r o m e t e r ”
of p ro fessional opinion.
To ensure that the study outcomes
are truly representative, the c o n t r ib ut io n of each selected
teacher is needed.
P a r t i c i p a t i o n In the study involves completing the "Home E co ­
nomics T e a c h e r Role P er c e p t i o n Checklist" (circle responses)
and s u p p l y i n g some b a c k g ro un d information r e g ar d in g y ou r a c a ­
demic and profes si on al preparation, teaching responsibilities,
and professional experiences.
It is important to emphasize
that the personal d a t a will be used only for s a m p l e d e s c r i p ­
tion a n d for g r o u p i n g and a n a l y z i n g checklist re sp on s es —
you
will not be asked to identify y o u r s e l f or school o n the forms.
You should receive the materials on April 16-19, 1971.
Postage-paid envelopes will be supplied for returning the com­
pleted forms by April 29.
Since the home eco n om ic s teacher's schedule Is a l r e a d y a busy
one, a s s i s t i n g with projects such as this means g o i n g beyond
the "everyday call of p ro fessional duty,"
I will appreciate
greatly y o u r profes si on al and personal co nt ributions to the
forthc o mi ng study.
Sincerely,
( M r s . ) Caro ly n D o m m e r McKinney, Doctoral C an didate
Home Economics Education, M i c h i g a n State University

201

APPENDIX Q
P OST CARD N O T I F I C A T I O N OF REC EI PT
OF RES EA RC H PACKET

APPENDIX Q
POST CARD NOTIFICATION OF RECEIPT
OF RESEARCH PACKET

PLEASE COMPLETE A ND RETURN THIS CARD IMMEDIATELY
Check
_____

(X) O n e :
a.

I will c omplete and return the role
check list by April 29, 1971.

b.

I cannot return the materials by the
above date.
PLEASE INDICATE AT THE LEFT
WHEN YOU CAN RETURN THE
________
COMPLETED CHECK LIST.
(date)
Address at which you prefer to receive the
report of the study (Summer, 1971) .
Number

Street

City______________________ State__________________ Zip

202

APPE ND IX R
F IRST F OL LOW-UP

APPENDIX R
FIRST FOLLOW-UP

April 2 3, 1971
JUST A R E M I N D E R .............
Several days ago you received a check list concerning
the role of the home economics teacher.
Your opinions
are vital to the success of this research and I will
appreciate your cooperation in completing the check
list and returning it promptly.
This reminder is being sent to all teachers, so if you
have already returned the check list, please accept my
appreciation for your assistance.
Thank y o u ,

Carolyn McKinney, Doctoral Candidate
Home Economics Education
Michigan State University

203

APPENDIX S
SECOND FOLLOW-UP

MICHIGAN

STATE

UNIVERSITY

h a st la n s in g

•

io o o o a m

a b b is

COLLEGE O F H U M A N EC O L O G Y • D E P A R T M E N T O F FAMILY E C O L O G Y • H U M A N E C O L O G Y B U IL D IN G

May l f 1971

TO:

Teachers p a r t i c i p a t i n g In "Study of Professional Role
Perceptions Held by M i c h i g a n Home Economics Teachers*1

PROM*

(Mrs.) C a r o l y n Domnier M c K i n n e y
D o c t or al Candidate, Home Economics

Education

R ec en t l y you were sent a check list c o n c e r n i n g the role of
the home economics teacher.
T his r e s e ar ch is being co nducted
to d e t e r m i n e p r o f e s s i o n a l role p e r c e p ti on s held by home
economics teachers.
The r e s p on se of each selected t e a c h e r
Is needed to g u a r a n t e e that the findings are truly r e p r e s e n ­
tative of the vi e w p o i n t s of M i c h i g a n h o m e economics teachers.
Your personal r e s p o n s e is, therefore, vital to the succ es s
of the research.
This is y our o p p o r t u n i t y to register your
opinions r e g a r d i n g the importa nc e of various expectations
which may be held for home economics teachers.
Enclosed is
a second check list in the event that the previous one has
been misplaced.
The informa ti o n w h i c h y ou provide w ill be
treated c o n f l d e n t l f a l l y and will not be Identified w i t h you
In a n y w a y d u r i n g the analysis o r In the final report.
If you have r e t u rn ed the previous check l ist in the last day
or two, please d i s r e g a r d this l e t t e r and accept my s i n c e r e
a p p r e c i a t i o n for y o u r c o o p e r a t i o n in the study.
It Is upon
this type of a s s i s t a n c e that e f f e c t i v e r e s e a r c h depends.
Enclosures:

Role c h e c k list
R e t u r n envelope

204

APPENDIX T
ACKNOWLEDGMENT LETTER TO STUDY PARTICIPANTS

MICHIGAN
C O L U C E OP H U M A N

STATE
HLOLCK’. y

UNIVERSITY

• D E P A R T M E N T

O F

r m

F A M I L Y

u in s in o

E C O L O G Y

■ Mic h ig a n

- HUM AN

u r is

ECO LO GY B U I L D I N G

T h a n k y o u so very m u c h for c o m p l e t i n g and r e t u r n i n g the
"Home Economics Teacher Role P e r c e p t i o n C h e c k l i s t . " The
success of any research depends In great m e a s u r e upon the
c o o p e r a t i o n of the respond ents w h o s e Investment of time
and e n e r g y are considerable.
I very m u c h a p p r e c i a t e y o u r
a s s i s t a n c e In this a t t e m p t to Identify and d e s c r i b e the
profe ssional role of the home economics t e a c h e r and hope
that this experience has In some w ay provided some pro­
fessional enrichment In return for t he Important c o n t r i ­
bution w h i c h you have so ge n e r o u s l y made.
The final results of the study will (hopefully) be a v a i l ­
a ble by the end of July, 1971.
As previo us ly Indicated,
you will receive a summary of the s tudy as a token of y o u r
p e r s on al c o n t r i b u t i o n to this research.
Sincerely,

(Mrs.) C a rol yn Dommer McKinney
Doctoral Candidate, Home Economics
M i c h i g a n State University

205

Education

APPENDIX U
SUMMARY OF ITEM SCORES

APPENDIX U

36.— Suumary of item scores
Frequency

2

3
4
5
6
7
B
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

192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
191
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192
192

Minimum

Maximum

Value

Value

1.00
1.00
1.00
1.00
1.00
4.00
1.00
1.00
2.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
3.00
1.00
1.00
1.00
3.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
2.00
1.00
1.00
1.00
1.00

5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5 .00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
" .00
^ .00
5 -00
S. 00
5.00
5.00
5.00
5.00
5.00

206

Mean

2.4218750
3.58Q5417
4.7604167
4.3958333
4.8020833
4.9218750
4.2187500
4.5937500
4.6197917
2.9062500
3.9583333
4.3854167
4.3333333
4.5937500
4.0625000
3.4659686
3.8177083
3.3697917
3.2552083
4.2031250
4.6510417
4.9322917
4 .6875000
4.3281250
3 .4635417
4.7343750
3.3645833
4.5572917
4.3125000
4.6250000
4.2291667
4.5156250
2.4322917
4.4479167
2.9270833
4.0885417
4.6145833
4.0104167

207

TABLE 36.— Continued,

Item
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83

Frequency
192
192
192
192
192
192
191
192
191
192
192
192
192
191
191
191
192
192
192
192
192
192
192
191
192
192
191
192
192
191
192
192
192
192
192
191
192
192
192
191
190
192
192
192
192

Minimum
Value

Maximum
Va lue

1.00
2 .00
1.00
1.00
1.00
1.00
3 .00
1.00
1.00
3.00
1.00
2 .00
1.00
2.00
2.00
1.00
1.00
1.00
1.00
1. 00
1 .00
1 .00
1.00
1.00
1 .oo
1.00
1.00
1.00
1.00
1.00
1.00
2.00
1.00
1.00
1.00
1.00
1.00
2 .00
2.00
1.00
1.00
1.00
2.00
1.00
1.00

5 .00
5 .00
5.00
5 .00
5.00
5.00
5.00
5 .00
5 .00
5.00
5.00
5.00
5.00
5.00
5 .00
5 .00
5 .00
5 .00
5.00
5.00
5.00
5 .00
5.00
5.00
5.00
5 .00
5.00
5 .00
5 .00
5 .00
5.00
5.00
5.00
5 .00
5 .00
5 .00
5.00
5.00
5 .00
5 .00
5 .00
5.00
5.00
5.00
5 .00

Mean
4.3854167
4.7395833
4.1145833
4.6145833
4.005208 3
4.1822917
4.9214660
4.3229167
3.6125654
4.7552083
4.4114583
4.8906250
4.5520833
4.8062827
4.7905759
4.7434555
3.8385417
3.5729167
4.4531250
4.4635417
3.9218750
2.7760417
4 .1614583
3.2722513
4.2135417
3.9583333
4.6020942
2 .2343750
3.2500000
4.1623037
4.0937500
4.4427083
4.2447917
2.8802083
3 .7552083
4.1151832
3.6458333
4.6458333
4.8229167
4.3246073
3 .4263158
4 .2135417
4.7239583
4.2812500
4.0677083

Standard
Deviation
0 .757093
0.526617
0 .930797
0 .668980
1.173429
0.967048
0.306268
0.992061
1.238271
0.529223
0.820212
C .400936
0.684454
0.491145
0.550708
0 .650624
1.184531
1.397416
0.669368
0.914527
1.043123
1. 513240
0 .856129
1.252036
0.932948
1 .120178
0.655981
1.3964 30
1.414214
0.978637
1.102858
0.684036
0.829732
1.334686
1.115091
1.079634
1.134690
0.596309
0.490641
1.051000
1 .269230
0.880994
0.562203
0 .888591
0 .806128

208

TABLE 36.— Continued.

Item

Frequency

Minimum
Value

Maximum
Value

1. JO
84
192
5.00
85
192
1.00
5 .00
191
5 .00
1.00
86
87
190
5 .00
1.00
5.00
2.00
88
190
2.00
89
190
5.00
1.00
90
190
5 .00
91
192
5 .00
1.00
191
5 .00
1.00
92
191
2.00
93
5.00
2.00
94
192
5 .00
95
192
5 .00
1.00
96
191
5 .00
1.00
97
192
1.00
5 .00
98
192
5 .00
1.00
1.00
99
192
5.00
1.00
192
5 .00
100
191
1.00
101
5 .00
5 .00
1.00
102
192
2.00
103
192
5.00
104— -omitted due to typographical error
5 .00
1.00
105
191
1.00
106
191
5.00
1.00
107
192
5 .00
192
5.00
2.00
108
5 .00
2.00
109
192
5 .00
2.00
110
192
1.00
192
5.00
111
112
191
1.00
5.00
192
5 .00
1.00
113
192
5 .00
2.00
114
1.00
115
192
5.00
1.00
192
5.00
116
1.00
117
5 .00
191
1.00
lie
192
5.00
1. 00
119
192
5.00
192
5 .00
1.00
120
1.00
121
5.00
191
192
2 .00
5.00
122
191
5 .00
2.00
123
5 .00
1.00
124
191
192
5.00
1.00
125
1.00
5.00
126
192
1.00
5.00
127
192
5.00
1.00
128
192

Mean

Standard
Deviatioi

4.0625000
3.1510417
4.0942408
3. 3105263
4.6421053
4.6631579
4 .1315789
4. 5416667
2 .9581152
4.7958115
4 .5364583
4 .6666667
3.8429319
4 .1041667
4.3906250
4.2083333
3.6041667
3.8638743
2 .6718750
4.2135417

1.090775
1.426415
0 .995526
1. 330710
0.624301
0.601770
0 .919255
0.677486
1.360466
0.518280
0 .693065
0 .696538
1.034377
1.197547
0.873409
0.996503
1.265566
1.152710
1.266417
0.838363

4.0471204
4.3350785
4.8281250
4.7656250
4.3437500
4.7395833
4.0520833
3.5026178
4.5156250
4.6927083
4.5833333
4.3229167
3.874 3455
2.8906250
4.1250000
4 .1510417
4 .3246073
4.4375000
4.2931937
4.2146597
3.2031250
3.4635417
3.0260417
4.6145833

1.032564
0 .816137
0.508195
0.571821
0.706412
0.526547
0.974758
1.348974
0.805586
0.573726
0.608262
0.986769
1.162991
1.400641
1.036001
1.127058
0.794303
0.713556
0.838486
1.156672
1. 251341
1.152609
1.441476
0.668980

209

TABLE 36.— Conti nued*
Item
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151

Frequency
192
192
192
191
191
191
192
192
192
192
191
192
192
192
190
192
192
192
191
192
192
192
192

Minimum
Value

Maximum
Value

1.00
1.00
1.00
1.00
1.00
3.00
2.00
1.00
1.00
3.00
2.00
1.00
1.00
1.00
1.00
1.00
1.00
2 .00
1.00
1.00
1.00
1.00
1.00

5 .00
5 .00
5.00
5 .00
5.00
5.00
5.00
5.00
5 .00
5.00
5.00
5 .00
5 .00
5.00
5 .00
5 .00
5.00
5.00
5.00
5.00
5.00
5 .00
5 .00

Mean
4.5520833
4.4062500
4.8333333
3.7486911
4.3612565
4.8481675
4.6250000
4.3593750
4.4479167
4.8437500
4.7172775
4.4739583
2 .7864583
2.8333333
4.1315789
4.5416667
1.8854167
4.7760417
4.6020942
4.4427083
4.0520833
4.2135417
3.1354167

Standard
Deviat ion
0 .810530
0 .793668
0 .504776
1.406633
0.858620
0.374144
0.674905
0.838233
0.777562
0.391751
0 .526823
0.849607
1. 322865
1.480531
1.027944
0.707724
1.161059
0.476515
0 .671836
0.841868
1.052246
0.862982
1.339061