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Z EE B RO A D , ANN A R B O R . Ml <18106 18 B E D F O R D ROW. L O N D O N W C1R 4 E J, E N G L A N D 7 907)43 HOWELL. HERBERT LEWIS A COMPARATIVE ANALYSIS OF MICHIGAN COMMUNITY COLLEGE ADJUNCT AND SKILL CENTER ANNUAL AUTHORIZED INDUSTRIAL TEACHERS IN TERMS OF PERCEIVED TEACHER COMPETENCIES. MICHIGAN STATE UN IV ERSIT Y. University Micnjrilms IntOTWUlOnAl w o n / h m i o m ), a n n a m b o h . u h b io g P H .D .. 1978 A COMPARATIVE ANALYSIS OF MICHIGAN COMMUNITY COLLEGE ADJUNCT AND SKILL CENTER ANNUAL AUTHORIZED INDUSTRIAL TEACHERS IN TERMS OF PERCEIVED TEACHER COMPETENCIES By H e r b e r t L. Howell A DISSERTATION Subm itted t o Michigan S t a t e U n i v e r s i t y 1n p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s f o r t h e deg re e o f DOCTOR OF PHILOSOPHY D ep ar tm en t o f V o c a t i o n a l and T e c h n i c a l Education 1978 ABSTRACT A COMPARATIVE ANALYSIS OF MICHIGAN COMMUNITY COLLEGE ADJUNCT AND SKILL CENTER ANNUAL AUTHORIZED INDUSTRIAL TEACHERS IN TERMS OF PERCEIVED TEACHER COMPETENCIES By H e r b e r t L. Howell The Problem The pu r p o se o f t h i s I n v e s t i g a t i o n was t o compare annual a u t h o r i z e d s k i l l c e n t e r and community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s 1n terms o f p e r c e i v e d t e a c h e r c o m p e t e n c i e s , and t o d e t e r ­ mine 1 f c e r t a i n s e l e c t e d v a r i a b l e s I n f l u e n c e d t h o s e c o m p e t e n c i e s . Because o f t h e I n c r e a s i n g numbers o f a d j u n c t and an nua l a u t h o r i z e d t e a c h e r s b e i n g needed and u t i l i z e d by t h e community c o l l e g e s and c a r e e r c e n t e r s 1n t h e S t a t e o f M ic h i g a n , t h i s s t u d y was u n d e r t a k e n t o a s c e r t a i n p r o f e s s i o n a l d e v e l o p m e n t n e e d s , u s in g t e a c h e r I n p u t as a b a s i s f o r p o s s i b l e c o m p a t i b l e g r o u p in g s f o r i n - s e r v i c e t r a i n i n g program s. Procedure The p o p u l a t i o n f o r t h i s s t u d y c o n s i s t e d o f 105 a d j u n c t com­ munity c o l l e g e and 42 a n n u a l a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s , as s u b m i t t e d by t h e i r r e s p e c t i v e deans and p r i n c i p a l s . Herbert L. Howell The d a t a - g a t h e r i n g in s t r u m e n t was d e v e l o p e d and p i l o t t e s t e d , and r e s u l t e d i n 9 m ajo r c a t e g o r i e s o f 51 t e a c h i n g c o m p e te n c i e s , which was s u b m i t t e d t o t h e p o p u l a t i o n . The d a t a were p r o c e s s e d , and a n a l y z e d by use o f t h e m u l t i ­ v a r i a t e a n a l y s i s o f v a r i a n c e , u n i v a r i a t e a n a l y s i s o f v a r i a n c e , and e x a m in a tio n o f means, i n o r d e r t o compensate f o r Imbalance between th e two t e a c h e r g r o u p s , and t o t e s t t h e d a t a w i t h d i f f e r e n t v a r i a b l e s , and th e i n t e r a c t i o n among t h e v a r i a b l e s . F in din gs Demographic Data A demographic comparison o f annual a u t h o r i z e d and a d j u n c t i n d u s t r i a l t e a c h e r s showed t h a t : (1) a h i g h e r p e r c e n t a g e o f s k i l l c e n t e r t e a c h e r s were v o c a t i o n a l l y c e r t i f i e d th a n were community c o l ­ leg e a d j u n c t t e a c h e r s ; (2) a h i g h e r p e r c e n t a g e o f community c o l l e g e a d j u n c t t e a c h e r s had t e a c h i n g c e r t i f i c a t e s t h a n d i d s k i l l c e n t e r t e a c h e r s ; ( 3 ) t h e m a j o r i t y o f t h e community c o l l e g e a d j u n c t t e a c h e r s had B.S. o r h i g h e r e d u c a t i o n a l d e g r e e s whe rea s t h e m a j o r i t y o f t h e s k i l l c e n t e r t e a c h e r s h e l d a s s o c i a t e d e g r e e s o r l o w e r ; (4) 1n terms o f c o m p a t i b l e y e a r s work e x p e r i e n c e , t h e r e was l e s s t h a n 7 p e r c e n t d i f f e r e n c e between t h e s k i l l c e n t e r and t h e community c o l l e g e t e a c h ­ e r s h aving f i v e o r more y e a r s e x p e r i e n c e , w i t h t h e s k i l l c e n t e r t e a c h e r s h a v i n g more work e x p e r i e n c e ; and ( 5 ) t h e s k i l l c e n t e r t e a c h e r s had a h i g h e r p e r c e n t a g e o f t e a c h e r s h a v in g more t h a n f i v e y e a r s o f t e a c h i n g e x p e r i e n c e th an d i d t h e community c o l l e g e t e a c h e r s . H erbert L. Howell Hypotheses The h y p o th e s e s were t e s t e d by p o s i t i o n , and f u r t h e r t e s t e d by u s i n g t h r e e I n d ependent v a r i a b l e s : (1) e d u c a t i o n , (2) c o m p a tib le y e a r s o f work e x p e r i e n c e , and (3) y e a r s o f t e a c h i n g e x p e r i e n c e . The r e s u l t s o f t e s t i n g f o r p o s i t i o n I n d i c a t e d c o m p a t i b i l i t y between t h e two t e a c h e r groups In a l l c a t e g o r i e s e x c e p t two— I n s t r u c t i o n a l Man­ agement and P r o f e s s i o n a l Role and Development. F u r t h e r t e s t i n g u s in g e d u c a t i o n as t h e In d e p e n d e n t v a r i a b l e I n d i c a t e d t h a t B.A. t e a c h e r s needed h e l p 1n Developing a Course o f Study. A ll t e a c h e r s needed h e l p 1n P l a n n i n g a U n it o f I n s t r u c t i o n . High school deg r e e d t e a c h e r s needed h e l p In S t i m u l a t i n g L ear ni ng Through B r a i n s t o r m i n g , Buzz Groups, and Q u e s t io n Box T e c h n i q u e s; I n t r o d u c i n g a Le sson; and Summarizing a L e ss on. Two t e a c h e r g r o u p s , t h o s e p o s s e s s i n g a h i g h sc hool diploma and t h o s e w i t h a B.A. d e g r e e , needed h e l p 1n S e l e c t i n g , O b t a i n i n g , and M a in t a i n i n g a Teac hing P o s i ­ t i o n i n Keeping w i t h T h e i r P r o f e s s i o n a l Q u a l i f i c a t i o n s . Using work e x p e r i e n c e as t h e I n d e p e n d e n t v a r i a b l e , I t was found t h a t t h o s e t e a c h e r s h a v in g f i v e o r l e s s y e a r s o f e x p e r i e n c e f e l t need f o r h e l p i n Managing and M a i n t a i n i n g t h e V o c a t io n a l Lab­ oratory. When u s i n g t e a c h i n g e x p e r i e n c e a s t h e I n d e p e n d e n t v a r i a b l e , 1 t was d i s c o v e r e d t h a t t h o s e t e a c h e r s havin g t h r e e o r f ew er y e a r s o f e x p e r i e n c e needed h e l p 1n t h e a r e a s o f Developing V o c a tio n a l Educa­ t i o n Programs, G o a l s , and O b j e c t i v e s ; D evel opi ng a Course o f S tudy; P l a n n in g a Unit o f I n s t r u c t i o n ; W r i ti n g a Lesson P l a n ; Summarizing Herbert L. Howell a Le ss on; Employing Oral Q u e s t io n i n g T e c h n iq u e s ; Determining S t u d e n t Grades i n a V o c a t i o n a l Program; E v a l u a t i n g I n s t r u c t i o n a l E f f e c t i v e ­ n e s s ; and Managing and M a i n t a i n i n g t h e Voca ti on al L a b o r a t o r y . ACKNOWLEDGMENTS The w r i t e r w is hes t o th ank a l l t h o s e who a s s i s t e d d i r e c t l y o r i n d i r e c t l y i n t h e c o m pletion o f t h i s t h e s i s . S p e c i a l a p p r e c i a t i o n and g r a t i t u d e a r e e x te n d e d t o Dr. Rex E. Ray, chairman o f t h e d o c t o r a l c o m n i t t e e , who u n s e l f i s h l y d o n a t e d innum era ble ho urs o f p a t i e n t g u id an ce d u r in g t h i s s t u d y . F urther, t o t h e o t h e r members o f t h e d o c t o r a l co m m itt e e -- D r . Frank B o b b i t t , Dr. Donald Burke, and Dr. Max R a i n e s - - I e x t e n d a s i n c e r e t h a n k - y o u . Your s u g g e s t i o n s and a s s i s t a n c e made t h e e x p e r i e n c e most m e a n i n g f u l . To Ms. J u d i t h T a y lo r from t h e O f f i c e o f R es ea rch C o n s u l t a t i o n f o r a l l t h e a s s i s t a n c e 1n d e v e l o p i n g , o r g a n i z i n g , and I n t e r p r e t i n g t h e s t a t i s t i c s n e c e s s a r y f o r t h e r e s e a r c h p r o j e c t , th a n k y o u . I am a l s o a p p r e c i a t i v e o f t h e e f f o r t s o f t h o s e dean s a s wel l a s p r i n c i p a l s who a c t e d as t h e c o m n i t t e e o f e x p e r t s i n t h e d e v e l o p ­ ment o f t h e q u e s t i o n n a i r e , as w e ll as t h o s e who to ok o f t h e i r tim e t o make up l i s t s o f t h e f a c u l t y e l i g i b l e t o p a r t i c i p a t e 1n t h e s t u d y . And t o t h o s e who made t h e s t u d y p o s s i b l e by a ns w eri ng and r e t u r n i n g t h e q u e s t i o n n a i r e s , t h e t e a c h e r s i n v o l v e d , I am e s p e c i a l l y a p p r e ­ ciative. F i n a l l y t o n\y f a m i l y , who gave up time t h a t r i g h t f u l l y be lo n g e d t o them, Karen, J u d y , Chuck, Debbie, D e n i s e , and Donna, t h a n k you a l l . But most e s p e c i a l l y t o n\y w i f e , L o l a , whose p a t i e n c e , 11 u n d e r s t a n d i n g , and en co ura gem en t made t h e s t u d y p o s s i b l e . impossible to t o t a l l y express It is my f e e l i n g s and g r a t i t u d e f o r a l l h e r s t r e n g t h , s u p p o r t , and h e l p . iii TABLE OF CONTENTS Page LIST OF T A B L E S ......................................................................................................... v1 LIST OF APPENDICES................................................................................................ 1x C hapter I. II. III. INTRODUCTION ............................................................................................ 1 The Purpose o f t h e S t u d y ............................................................ D e l i m i t a t i o n s ....................................................................................... L i m i t a t i o n s ............................................................................................ D e f i n i t i o n o f Terms .......................................................................... O r g a n i z a t i o n o f t h e Study ............................................................ Summ ar y..................................................................................................... 8 9 10 10 11 12 REVIEW OF THE LITERATURE................................................................. 14 Introduction ................................................................................... B a c k g r o u n d .................................... C h a r a c t e r i s t i c s o f E f f e c t i v e T e a c h e r s ................................. Community C o ll e g e T e ach ers ........................................................ C h a r a c t e r i s t i c s o f V o c a t io n a l T e a c h e r s ............................ I n - S e r v i c e T r a i n i n g Needs o f T e a c h e r s ................................. Summary ....................... . . . . . . . .......................................... 14 15 18 29 34 42 49 METHODOLOGY................................................................................................ 51 Data C o l l e c t i o n .................................................................... Data C o l l e c t i o n I n s t r u m e n t ................................................... Demographic Data .......................................................................... F i e l d T e s t i n g o f I n s t r u m e n t ................................................... P o p u l a t i o n ......................................................................... Data P r o c e s s i n g and C l a s s i f i c a t i o n ..................................... P r o c e s s i n g ....................................................................................... Data A n a l y s i s ................................................................................. . Demographic D a t a .......................................................................... Hypotheses t o Be T e s t e d ............................................................ S t a t i s t i c a l A n a l y s i s o f t h e Hypotheses ....................... Test J u s tif ic a tio n ..................................................................... S um mar y ..................................................................................................... 51 51 53 54 54 55 55 56 56 57 58 59 60 1v Chapter IV. V. Page ANALYSIS AND PRESENTATION OF DATA.............................................. 62 A D e s c r i p t i v e , Comparative A n a l y s i s o f Annual A u t h o r iz e d S k i l l C e n t e r I n d u s t r i a l T e a c h e r s and A d ju n c t Community C o l l e g e I n d u s t r i a l T e a c h e r s . . . C e r t i f i c a t i o n .................................................................................. E d u c a t io n a l B a c k g r o u n d ........................... Work E x p e r i e n c e .............................................................................. Teaching Experi en ce ..................................................................... T e s t o f H y p o t h e s e s ......................................................................... I n t r o d u c t i o n .................................................................................. T e s t i n g Methods .............................................................................. Hypothesis 1 .................................................................................. H y poth esis 2 .................................................................................. H ypothesis 3 .................................................................................. H ypothesis 4 .................................................................................. H ypothesis 5 .................................................................................. H y pothes is 6 .................................................................................. H y pothes is 7 ................................................................................... H y pothes is 8 .................................................................................. H y p o th e s is 9 .................................................................................. O th e r O b s e r v a t i o n s From Examination o f t h e Data . . S u m m a ry .................................................................................................... 62 62 63 64 65 65 65 67 68 70 76 80 83 87 88 89 89 95 96 SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS........................................................................ 98 S u m m a ry .................................................................................................... I n t r o d u c t i o n .................................................................................. Purpose o f t h e Study ................................................................ Data C o l l e c t i o n .............................................................................. P r ocedure s f o r Data P r o c e s s i n g .......................................... P r o c e d u re f o r A nalyzing t h e Data ..................................... C o n c l u s i o n s ....................................................................................... D e s c r i p t i v e Comparison o f Annual A u t h o r iz e d S k i l l C e n t e r I n d u s t r i a l T e a c h e r s and A djunct Community C o l l e g e I n d u s t r i a l T e a c h e r s ............................ R e s u l t s o f Hypotheses T e s t e d ................................................... I m p l i c a t i o n s o f t h e S t u d y ............................................................ Recommendations f o r F u r t h e r Study .......................................... 104 107 112 113 APPENDICES.................................................................................................................. 116 BIBLIOGRAPHY 145 .............................................................................................................. v 98 98 99 102 103 104 104 LIST OF TABLES T ab le Page 1. V o c a tio n a l and T e a c h e r C e r t i f i c a t i o n ........................................... 63 2. E d u c a t io n a l Background .......................................................................... 64 3. Years Work E x p e r i e n c e .......................................................................... 66 4. Years Te achin g E x p e rien ce ................................................................. 66 5. M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e by E d u c a t i o n , Years Work E x p e r i e n c e , and Years T e aching E x p e r i e n c e , R e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n ................................................................................................ 69 U n i v a r i a t e T e s t o f S i g n i f i c a n c e by E d u c a t i o n , Years Work E x p e r i e n c e , and Years Te aching E x p e r i e n c e , R e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n ................................................................................................ 70 T a b le o f Means f o r S i g n i f i c a n t Items R e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n by E d u c a t i o n ........................................................................................... 71 T a b le o f Means f o r S i g n i f i c a n t Items R e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n by Years T e achin g E x p e r i e n c e ........................................................... 71 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e by E d u c a t io n , Years Work E x p e r i e n c e , and Years Te aching E x p e r i e n c e , R e l a t i n g t o I n s t r u c t i o n a l P l a n n i n g ......................................... 72 U nivariate T e st o f S ig n ifican ce Relating to I n s t r u c t i o n a l P l a n n i n g by E d u c a t i o n , Years Work E x p e r i e n c e , and Years Te aching E x p e rien ce ................ 74 T a b le o f Means f o r S i g n i f i c a n t Items R e l a t i n g t o I n s t r u c t i o n a l P l a n n i n g by E d u c a tio n ..................................... 75 T a b le o f Means f o r S i g n i f i c a n t Items R e l a t i n g t o I n s t r u c t i o n a l P l a n n i n g by Years Te achin g E x p e rie n ce 76 6. 7. 8. 9. 10. 11. 12. vi . T a b le 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24 . 25. Page M u ltiv ariate Test of S ignificance Relating to I n s t r u c t i o n a l E x e c u tio n by E d u c a t i o n , Years Work E x p e r i e n c e , and Years T e a c h in g E x p e r i e n c e ....................... 77 S i g n i f i c a n t Items (Group and I n d i v i d u a l ) R e l a t i n g t o I n s t r u c t i o n a l E x e cu tio n by E d u c a t i o n , Years Work E x p e r i e n c e , and Years T e aching E x p e ri e n c e ....................... 79 T a ble o f Means f o r S i g n i f i c a n t Items R e l a t i n g t o I n s t r u c t i o n a l E x e c u t io n by E d u c a t io n ..................................... 80 T a ble o f Means f o r S i g n i f i c a n t Items R e l a t i n g t o I n s t r u c t i o n a l E x e c u tio n by Years T e a c h in g E x p e rie n c e . 80 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e o f Items o f I n s t r u c t i o n a l E v a l u a t i o n by E d u c a t i o n , Years Work E x p e r i e n c e , and Years T e aching E x p e r i e n c e ....................... 81 U n i v a r i a t e T e s t o f S i g n i f i c a n c e o f Items o f I n s t r u c t i o n a l E v a l u a t i o n by E d u c a t i o n , Years Work E x p e r i e n c e , and Years T e aching E x p e r ie n c e ....................... 82 T a b le o f Means o f S i g n i f i c a n t Items o f I n s t r u c t i o n a l E v a l u a t i o n by Years T e aching E x p e r i e n c e ............................ 83 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e o f Items o f I n s t r u c t i o n a l Management by E d u c a t i o n , Years Work E x p e r i e n c e , and Years T e aching E x p e r ie n c e ....................... 84 U n i v a r i a t e T e s t o f S i g n i f i c a n c e o f Items o f I n s t r u c t i o n a l Management by Years Work E x p e rie n c e and Years Te aching E x p e r ie n c e ................................................... 86 T a b le o f Means f o r S i g n i f i c a n t Items o f I n s t r u c t i o n a l Management by Years Work E x p e r i e n c e ..................................... 87 T a b le o f Means f o r S i g n i f i c a n t Items o f I n s t r u c t i o n a l Management by Years T e a c h in g E x p e r i e n c e ............................ 87 A n a l y s is o f V a r ia n c e o f t h e Item Guidance by E d u c a t io n , Years Work E x p e r i e n c e , and Years Te aching E x p e ri e n c e .......................................................................... 88 A n a l y s i s o f V a r i a n c e o f Item School-Community R e l a t i o n s by E d u c a t i o n , Years Work E x p e r i e n c e , and Years Teac hing E x p e r i e n c e ................................................... 89 vii T able 26. Page A n a l y s i s o f V a r i a n c e o f Item S t u d e n t V o c a tio n a l O r g a n i z a t i o n by E d u c a t io n , Years Work E x p e r i e n c e , and Years Teac hing E x p e r i e n c e ................................................... 90 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e o f Items o f P r o f e s s i o n a l Role and Development by E d u c a t io n , Years Work E x p e r i e n c e , and Years Te aching E x p e r i e n c e ................................................................................................ 91 U n i v a r i a t e T e s t o f S i g n i f i c a n c e o f Items o f P r o f e s s i o n a l Role and Development by E d u c a t i o n , Years Work E x p e r i e n c e , and Years T e achin g E x p e ri e n c e . 93 T a ble o f Means f o r S i g n i f i c a n t Items o f P r o f e s s i o n a l Role and Development by E d u c a t i o n .......................................... 93 T a ble o f Means o f S i g n i f i c a n t Items o f P r o f e s s i o n a l Role and Development by Years Work E x p e r ie n c e . . . . 94 T a b le o f Means f o r S i g n i f i c a n t Items o f P r o f e s s i o n a l Role and Development by Years T e a c h in g E x p e r i e n c e . . 95 Instruments S ent, Instruments Returned, P a r t i c i p a t i n g I n s t i t u t i o n s ............................................................ 116 Ohio S t a t e U n i v e r s i t y V o c a ti o n a l T e a c h e r Competency P r o f i l e ..................................................................................................... 117 34. R e s u l t s o f Committee o f E x p e r t s Survey ...................................... 118 35. Competency C h a r t From R e s u l t s o f Committee o f E x p e rt s Survey ....................................................................................... 121 F Score and S i g n i f i c a n c e o f Each Item ( 7 - 5 7 ) o f P e r c e i v e d Competencies ..................................................................... 132 37. Means o f Items as A f f e c t e d by V a r i a b l e E d u c a tio n . . . . 134 38. Means o f Items as A f f e c t e d by V a r i a b l e Years Work E x p e r i e n c e ................................................................................................ 136 Means o f Items as A f f e c t e d by Years T e a c h in g E x p e r i e n c e ................................................................................................ 138 40. Comparison C h a r t by Item o f F e l t Competencies ................... 140 41. Check L i s t o f Items Where Both T e a c h e r Groups May Be Combined, and Where t h e Two T e a c h e r Groups Should be S e p a r a t e d , f o r T r a i n i n g P urpose s ..................................... 143 27. 28. 29. 30. 31. 32. 33. 36. 39. viii LIST OF APPENDICES Appendix A. Page INSTRUMENTS SENT, INSTRUMENTS RETURNED, PARTICIPATING INSTITUTIONS ....................................................... 116 OHIO STATE UNIVERSITY VOCATIONAL TEACHER COMPETENCY PROFILE .......................................................................... 117 C. RESULTS OF COMMITTEE OF EXPERTS SURVEY ................................ 118 D. COMPETENCY CHART AS VIEWED BY COMMITTEE OF EXPERTS SURVEY ................................................................................... 121 E. INSTRUMENT 124 F. LETTER TO PRINCIPALS ......................................................................... 128 G. LETTER TO DEANS....................................................................................... 129 H. COVER L E T T E R ........................................................................................... 130 I. FOLLOW-UP LETTER .................................................................................. 131 J. F SCORE AND SIGNIFICANCE OF EACH ITEM (7 -5 7 ) OF PERCEIVED COMPETENCIES OF INSTRUMENT BY EDUCATION, BY YEARS OF WORK EXPERIENCE, AND BY YEARS OF TEACHING EXPERIENCE .......................................................................... 132 K. TABLE OF MEANS OF ITEMS ( 7 - 5 7 ) BY EDUCATION LEVEL . . . 134 L. TABLE OF MEANS OF ITEMS ( 7 - 5 7 ) AS AFFECTED BY VARIABLE YEARS OF WORK EXPERIENCE .......................................... 136 TABLE OF MEANS OF ITEMS ( 7 - 5 7 ) AS AFFECTED BY YEARS OF TEACHING EXPERIENCE ................................................... 138 N. COMPARISON CHART BY ITEM ( 7 - 5 7 ) OF FELT COMPETENCIES 140 0. CHECK LIST OF ITEMS WHERE BOTH TEACHER GROUPS SHOULD BE SEPARATED, OR MAY BE COMBINED FOR TRAINING PURPOSES ..................................................................... B. M. ’. ............................................................................................ ix . 143 CHAPTER I INTRODUCTION There a r e u n p r e c e d e n te d demands f o r new knowledge, s k i l l s , I n s i g h t s , and u n d e r s t a n d i n g on t h e p a r t o f Americans as a r e s u l t o f the present technological re v o lu tio n . "By s h o r t e n i n g r a p i d l y t h e time l a p s e between a c q u i s i t i o n o f t h e new knowledge and I t s a p p l i ­ c a t i o n t o d a l l y l i f e , p r o g r e s s 1n t h e n e x t dec ad e w i l l make t h a t o f t h e p a s t seem s m a l l . G l a n c i n g back h i s t o r i c a l l y , f e d e r a l s t i m u ­ l a t i o n and f i n a n c i a l a s s i s t a n c e b e g i n n i n g w i t h t h e Smlth-Hughes Act i n 1917 and c o n t i n u i n g w i t h t h e George-Reed A c t , G e o r g e - E l l s e y A c t , George-Dean A c t , and George-Barden A c t s , and t h e money from f e d e r a l f i n a n c i n g gain ed from t h e s e a c t s , made t h e growth o f v o c a t i o n a l e d u c a t i o n more p a l a t a b l e t o some a d m i n i s t r a t o r s , and v o c a t i o n a l educ a t i o n began t o become a more a c t i v e p a r t o f t h e e d u c a t i o n a l sy stem . 2 P ost-W orld War I I t e c h n o l o g y , S p u t n i k , and t h e N a t i o n a l Def en se Ed ucat io n Act made v o c a t i o n a l - t e c h n i c a l e d u c a t i o n more f i r m l y e n t r e n c h e d a t t h e community c o l l e g e l e v e l , p a r t i c u l a r l y by a l l o c a t i n g funds d i r e c t l y f o r community c o l l e g e u s e . The H ighe r Ed u cat io n ^American V o c a t io n a l A s s o c i a t i o n , New Designs f o r t h e Chal ­ l e n g e o f t h e 1970‘ s (Washington, D.C.: American V o c a tio n a l A s s o c i a ­ t i o n , 1968}, p. 6. 2 V o cati o nal Ed u cat io n i n M ichigan : The F i n a l R eport o f t h e Michigan Voc ational E v a l u a t i o n P r o j e c t ( E a s t L a n s in g : C o l l e g e o f E d u c a t io n , Michigan S t a t e U n i v e r s i t y , 1 9 6 3 ) , p . 5. 2 F a c i l i t i e s Act o f 1963 and t h e V o c a ti o n a l E d u c a tio n Act o f 1963 com­ bined w it h t h e v o c a t i o n a l e d u c a t i o n amendments o f 1968* t o earmark a p e r c e n t a g e o f t h e funds e x c l u s i v e l y f o r community c o l l e g e u t i l i z a t i o n . F u r t h e r , t h e V o c a tio n a l E d u c a t io n Act o f 1963 s t a t e s a s a goal f o r t h e f i r s t t im e i n f e d e r a l l e g i s l a t i o n : a l l ages i n a l l c o n t n u n i t i e s . " ^ " . . . persons o f These commitments made v o c a t i o n a l - t e c h n i c a l e d u c a t i o n a f u l l p a r t n e r w i t h g e n e r a l e d u c a t i o n In t h e e d u c a t i o n a l programs a t bo th t h e h i g h scho ol and p o s t - h i g h school level. In 1963, Dr. Harold T. S m ith, i n h i s Upjohn F oundation r e p o r t , recommended a program f o r a r e a v o c a t i o n a l progra m s , and t h e i r e v o l u o t i o n I n t o community c o l l e g e s . Although h i s recommendations were s t r o n g l y c o n s i d e r e d , t h e y were n e v e r c o m p l e t e l y a c c e p t e d . They were m o d if i e d by t h e S t a t e Department o f E d u c a t i o n , t h e S t a t e L e g i s l a t u r e , and e d u c a t o r s , so s e c o n d a r y and p o s t - s e c o n d a r y v o c a t i o n a l and t e c h ­ n i c a l e d u c a t i o n were s e p a r a t e d i n t o a r e a s k i l l c e n t e r s and community colleges. The a f o r e m e n t i o n e d develo pm ents have c r e a t e d a need f o r v o c a t i o n a l and t e c h n i c a l t e a c h e r s . T h i s 1s s u b s t a n t i a t e d by L e ig h t b o d y , who has i n d i c a t e d 1 f o c c u p a t i o n a l e d u c a t i o n 1s t o expand as i t s h o u ld in o r d e r t o meet t h e needs o f most A m eric ans, r a t h e r th a n s e r v i n g a small m i n o r i t y , 1 t w i l l need many more t e a c h e r s and ^U.S. C o n g r e s s , V o c a tio n a l E d u c a t io n Act o f 1963, S e c t i o n I . 2 Harold T. Sm ith, E d u c a t io n and T r a i n i n g f o r t h e World o f Work (Kalamazoo, M1ch.: W. E. Upjohn I n s t i t u t e f o r Employment R e s e a r c h , 196 3). l e a d e r s in t h e y e a r s ah ead.^ For t h e growth t h a t s h o u ld and must come, however, a new br e e d o f t e a c h e r s and a new b r e e d o f l e a d e r s w i l l have t o be d e v e l o p e d , and 1n numbers w e ll beyond what p r e s e n t s o u r c e s can s u p p ly . The p a s s a g e o f t h e V o c a t i o n a l Educ atio n Act o f 1963, and i t s 1968 amendments, combined w i t h e v o l u t i o n from t h e Upjohn Rep ort whereby t h e s t a t e s e t up a p l a n f o r d e v e l o p i n g commu­ n i t y c o l l e g e s so e d u c a t i o n c o u ld be made a v a i l a b l e t o a l l r e s i d e n t s o f th e s t a t e . t r i a l teachers. This c r e a t e d a s h o r t a g e o f c e r t i f i e d , d e g r e e d i n d u s ­ The s t a t e ' s e s t a b l i s h m e n t o f a r e a v o c a t i o n a l c e n t e r s p l u s t h e f e d e r a l g o v e r n m e n t 's e s t a b l i s h m e n t o f manpower development and t r a i n i n g (MOT) pro gram s, co mpr eh en sive employment t r a i n i n g (CETA) program s, and work I n c e n t i v e (WIN) f u r t h e r i n c r e a s e d t h i s s h o r t a g e . In o r d e r t o f i l l t h e gap c r e a t e d by t h e s e s i t u a t i o n s , s c h o o l s a r e u s in g p a r t - t i m e s p e c i a l i s t s and an nu al a u t h o r i z e d t e a c h e r s t o supplement t h e i r f u l l - t i m e t e a c h i n g s t a f f s . This f i t s i n w it h Bader and Hammons' comments on t h e adv an ­ t a g e s above and beyond t e a c h i n g , i n u s i n g a d j u n c t f a c u l t y , such a s : t h e i r t e a c h i n g n i g h t s and weekends, t h e r e b y g i v i n g b e t t e r c l a s s r o o m and l a b o r a t o r y u t i l i z a t i o n . The f a c t t h a t t h e y use no o f f i c e s p a c e , a r e p a id by t h e h o u r , and r e c e i v e no f r i n g e b e n e f i t s enh an ce s t h e economic d e s i r a b i l i t y . F u r t h e r , t h e f a c t t h a t t h e y b r i n g " r e a l world " e x p e r i e n c e , and e x p e r i e n c e n o t always a v a i l a b l e i n t h e f u l l - t i m e s t a f f , broadens s t u d e n t s ' I m p r e s s i o n s and e x p e r i e n c e s . T heir ^G. B. L e ig h tb o d y , V o c a ti o n a l E d u c a t io n i n American S c h o o l s , Major I s s u e s o f t h e 1 9 7 0 's (Chicago: American T e c h n i c a l S o c i e t y , 1972), p. 100. 4 tem pora ry t e a c h i n g a s s i g n m e n t d u r i n g peak e n r o l l m e n t has t h e a d d i ­ t i o n a l v a l u e o f b e in g u t i l i z a b l e as a t r y o u t p e r i o d p r i o r t o h i r i n g f u l l - t i m e , s h o u ld a f u l l - t i m e vacancy a r i s e J The community c o l l e g e s have always t a k e n t h e a d v a n ta g e o f u s in g s p e c i a l l y s k i l l e d p e r s o n s on a s u p p le m en tal b a s i s . The 1974 J u n i o r C o l l e g e D i r e c t o r y i n d i c a t e d 4 9 . 6 p e r c e n t o f community c o l l e g e s t a f f i n t h e S t a t e o f Michigan 1s made up o f s u p p le m en tal t e a c h e r s . Of t h i s 49 p e r c e n t , a p p r o x i m a te ly 34 p e r c e n t have had l i t t l e o r no 2 teaching experience. As an example: In 1970, one community c o l ­ l e g e o f 3,500 s t u d e n t s w i t h which t h e w r i t e r i s f a m i l i a r u t i l i z e d t h e s e r v i c e s o f 103 f u l l - t i m e f a c u l t y and f i l l e d t h e o v e r f l o w w ith s u p p le m e n ta r y s t a f f . In 1976, t h e same i n s t i t u t i o n had o n l y 94 f u l l - t i m e f a c u l t y on s t a f f f o r 8 ,000 s t u d e n t s , w i t h t h e o v e r f lo w b e in g ha n d le d by s upple m ental s t a f f . With t h e S t a t e ' s p r e s e n t f i s c a l p o l i c y f o r f i n a n c i n g community c o l l e g e s , t h e p r o p o r t i o n a l number o f f u l l - t i m e f a c u l t y m u s t, o f f i n a n c i a l n e c e s s i t y , be even f u r t h e r reduced. An info rm al s u r v e y o f s e v e r a l o f t h e p r i n c i p a l s o f o p e r a t i n g s e c o n d a ry a r e a v o c a t i o n a l e d u c a t i o n c e n t e r s 1n t h e s o u t h e r n p a r t o f Michigan i n d i c a t e s t h a t from 20 t o 70 p e r c e n t o f t h e s t a f f a r e nonc e r t i f i e d t e a c h e r s o p e r a t i n g un der an annual p e r m i t . \ o u i s W. Bader and James 0. Hammons, " A djunct F a c u l t y F o r g o t t e n and N e g l e c t e d , " Community and J u n i o r C o l l e g e J o u r n a l , November 1973. 2 1974 Community. J u n i o r , and T e c h n i c a l C o l l e g e D i r e c t o r y (Washington, D.C. : American A s s o c i a t i o n o f Conmunity and J u n i o r C o l l e g e s , 19 75) . 5 In t h e t r a d e and I n d u s t r i a l a r e a o f v o c a t i o n a l e d u c a t i o n , t h e annual a u t h o r i z a t i o n p e r m i t s were g r e a t l y i n c r e a s e d from t h e r e p o r t ­ in g y e a r 1973-1974 t o t h e 1974-1975 r e p o r t i n g y e a r . The S t a t e Department o f Educ ation r e c o r d s show t h e f o l l o w i n g d a t a r e l a t i v e t o ty p e s o f tem po ra ry p e r m i t s : Types o f C e r t i f i c a t i o n 1973-1974 1974-1975 Annual a u t h o r i z a t i o n 866 1,057 Temporary 403 238 72 114 F ull The i m p l i c a t i o n i s even g r e a t e r when t h e S t a t e Department e x p l a i n s t h a t t h e numbers i s s u e d in 1973-1974 r e p r e s e n t an 18-month tim e p e r i o d , and t h e numbers i s s u e d i n 1974-1975 r e p r e s e n t o n ly a 12-month time p e r i o d b e c a u s e o f time needed t o a d j u s t t o r u l e s t o compensate f o r a change 1n t h e f i s c a l y e a r r e p o r t i n g o f numbers o f tem po ra ry c e r t i f i c a t e s i s s u e d each y e a r . 1 In a d d i t i o n t o t h e c o s t and a v a i l a b i l i t y o f f u l l - t i m e t e a c h ­ e r s , a n o t h e r rea so n f o r u s in g s u p p l e m e n t a l , as s u g g e s t e d by J . P. P a r k s , i s : R e g u l a r s t a f f can n o t always p r o v i d e t h e s e r v i c e s needed 1n s p e c ia liz e d courses. P a rt-tim e i n s t r u c t o r s b r in g , beside t h e i r t e c h n i c a l e x p e r t i s e , a c o n s i d e r a b l e p r e s t i g e a lo n g w it h i n t e r p r e t a t i o n s e s s e n t i a l t o t h e s p e c i f i c a p p l i c a t i o n s made o f t h e s u b j e c t m a t t e r . 2 Michigan Department o f E d u c a t i o n , Summary o f V o c a t i o n a l A u t h o r i z a t i o n Holders f o r 1973-1974 and 19 74- 1975"( T e a c h e r P r e p a r a ­ t i o n and P r o f e s s i o n a l Development S e r v i c e s , November 1974). o James P, p a r k s , " P a rt- T i m e F a c u l t y , " J u n i o r C o l l e g e J o u r n a l J a n u a r y 1963. 6 These i n g r e d i e n t s o f p r e s t i g e * e x p e r i e n c e , and u s e f u l , r e c e n t , p r a c t i c a l a p p l i c a t i o n s o f t h e o r e t i c a l l e a r n i n g make f o r a v e r y s t r o n g Im p r e s s io n on s t u d e n t s . P. L. D r e s s e l l in h i s " E v a l u a t i o n o f I n s t r u c t i o n " a m p l i f i e s t h i s by I n d i c a t i n g s e v e r a l a d d i t i o n a l s t u d e n t needs t h a t s h o u ld be c o n s i d e r e d t o expand t e a c h i n g e f f e c t i v e n e s s : Good t e a c h i n g . . . r e q u i r e s n o t o n ly competence in o n e ' s d i s c i p l i n e , but a ls o i n s i g h t in to th e e f f e c t s o f o n e 's i n s t r u c ­ t i o n a l p r a c t i c e s i n promoting b o th t h e q u a l i t y and q u a n t i t y o f s t u d e n t l e a r n i n g . . . good t e a c h i n g i s a pr oblem, even f o r experienced p e r s o n s .' D e l i b e r a t e p l a n n i n g i s needed f o r a d j u n c t f a c u l t y because th e y a r e u s u a l l y l o c a l p eo p le who a r e n o t p r o f e s s i o n a l e d u c a t o r s , who a r e o b t a i n e d th ro u g h p e r s o n a l c o n t a c t s . For b e s t r e s u l t s , a d e f i n i t e formal s y s t e m a t i c system o f s e l e c t i o n and h i r i n g 1s n e e d e d . There­ f o r e , F. Neil William s a d v o c a t e s : Since f i r s t - t i m e , p a r t - t i m e t e a c h i n g dev el ops tremendous i n s e c u r i t i e s , a d e q u a t e i n f o r m a t i o n , a s s i s t a n c e , and a s s u r a n c e 1s paramount t o g e t maximum b e n e f i t from t h i s v a l u a b l e con­ trib u tin g source.2 J u n i o r community c o l l e g e t e a c h i n g i s d i f f e r e n t from o t h e r c o l l e g e and u n i v e r s i t y t e a c h i n g and, t h e r e f o r e , t h e needs and com­ p e t e n c i e s o f t h e s e t e a c h e r s must be c o n s i d e r e d a p a r t from t h e needs and p r e p a r a t i o n t e c h n i q u e s u t i l i z e d 1n p r e p a r i n g o r t r a i n i n g o f most p o s t - h i g h school i n s t r u c t o r s . R. F. G a r r i s o n : V. Economics, 1967. T h i s 1s f u r t h e r p o i n t e d o u t by " J u n i o r c o l l e g e t e a c h i n g 1s s t u d e n t o r i e n t e d more L. D r e s s e l l , " E v a l u a t i o n o f I n s t r u c t i o n , " J o u r n a l o f Farm ^F. Neil W i l l i a m s , "The N e g l e c t e d T e a c h e r s : P a r t- T im e F a c u l t y , " A d u lt L e a d e r s h i p , September 1972. 7 than d i s c i p l i n e o r ie n te d . The m a j o r i t y o f a d j u n c t t e a c h e r s need a s s i s t a n c e 1n metho ds."^ R. Seay f e e l s t h a t a dual ap proac h t o t e a c h i n g e f f e c t i v e n e s s i s very I m p o r t a n t . Formal p r e p a r a t i o n t h ro u g h i n - s e r v i c e t r a i n i n g programs and c o m p a ti b le work e x p e r i e n c e a r e two I m p o r t a n t i n g r e d i e n t s . He, t h e r e f o r e , a d v o c a t e s t h a t : R e g a r d l e s s o f t h e o r i g i n a l s o u r c e o f i t s s t a f f members, t h e community c o l l e g e f a c u l t y , as any t e a c h i n g s t a f f , has I t s d e f i c i e n c i e s which must be c o r r e c t e d . Many t e c h n i c a l t e a c h ­ e r s , q u a l i f i e d by e x p e r i e n c e , l a c k s u b s t a n t i a l formal p r e p ­ a r a t i o n . T hus , I n - s e r v i c e e d u c a t i o n i s i m p o r t a n t . 2 Because o f t h e need f o r t e c h n i c a l t e a c h e r s and t h e p r a c t i c e o f p a r t i a l l y s a t i s f y i n g t h e need w i t h p a r t - t i m e and annual a u t h o r i z e d e x p e r t s , 1 t 1s I m p o r t a n t t h a t t h i s v a l u a b l e s u p p ly o f t e a c h e r s be a s s i s t e d i n d e v e l o p i n g co m p e te n c ie s t h a t make them even more p r o ­ f i c i e n t as t e a c h e r s . Wor th in gton and Kokle v o ic e d t h e con cern o f many a d m i n i s t r a t o r s and e d u c a t o r s when t h e y quoted K arnes' s t a t e m e n t : The need f o r t e a c h e r s o f t e c h n i c a l s u b j e c t s 1s o f such g r e a t magnitude t h a t i f e d u c a t i o n a l i n s t i t u t i o n s o f s u f f i c i e n t s i z e and i n s u f f i c i e n t number t o meet f u l l y t h e c u r r e n t and p r o ­ j e c t e d n a t i o n a l need were e s t a b l i s h e d , t h o s e i n s t i t u t i o n s co uld n o t p o s s i b l y be s t a f f e d w i t h a s u f f i c i e n t number o f a d e q u a t e l y p r e p a r e d i n s t r u c t o r s from t h e c u r r e n t s u p p l y . 3 Roger H. G a r r i s o n , "Teachin g i n a J u n i o r C o l l e g e , " American A s s o c i a t i o n o f J u n i o r C o l l e g e s (Wash ington, O .C .: American Educat i o n a l P u b l i s h e r s I n s t i t u t e , 19 68) . 2 R. Sea y, " G r a n ts f o r T e c h n i c a l E d u c a t io n : A New Kellogg G rant Program," J u n i o r C o l l e g e J o u r n a l . J a n u a r y 1963. 3 M. Karnes, " T e a c h e rs E d u c a tio n f o r T e c h n i c a l E d u c a t i o n , " p a p e r p r e s e n t e d a t t h e AVA C o n v e n t io n , Milwaukee, W is c o n s in , December 1962, c i t e d by R. Worth ing ton and R. Kokle, "Dev elop ing I n d u s t r i a l T e a c h e r E d u c atio n P r o g r a m s , " AVA J o u r n a l , September 1964, p. 26. e These w r i t e r s a l l p o i n t o u t t h e n e c e s s i t y and d e s i r a b i l i t y f o r having a d j u n c t and an nua l a u t h o r i z e d t e a c h e r s and f u r t h e r advo­ c a t e t h e need f o r p r o f e s s i o n a l t r a i n i n g t o make t h e i r e x p e r t i s e even more e f f e c t i v e and v a l u a b l e t o s t u d e n t s . However, a p o i n t o f con­ ce r n t h a t has been somewhat o v e r lo o k e d i s b r o u g h t o u t by C. S c h m i tt when he s a y s : Although i n c r e a s i n g use i s b e i n g made o f p a r t - t i m e i n s t r u c ­ t o r s , lim ite d Information o r evidence is a v a ila b le re g a rd ­ ing s y s t e m a t i c e f f o r t b e i n g p u t f o r t h t o e s t a b l i s h s p e c i f i c programs f o r a s s i s t i n g o r upgrading p a r t - t i m e i n s t r u c t o r s in t h e i r new e d u c a t i o n a l r o l e . 1 The Pu rp ose o f t h e Study The pu r p o se o f t h i s s t u d y was t o make a c o m p a r a t i v e a n a l y s i s o f community c o l l e g e I n d u s t r i a l a d j u n c t t e a c h e r s and s k i l l c e n t e r annual a u t h o r i z e d I n d u s t r i a l t e a c h e r s i n t h e S t a t e o f M ic h i g a n , in terms o f s e l f - p e r c e i v e d t e a c h e r competency t r a i n i n g needs common t o b o th g r o u p s . The f o l l o w i n g q u e s t i o n s have been d e s ig n e d and d eveloped to achieve the purpose o f t h i s study. 1. What a r e some o f t h e c o m m onalities and d i f f e r e n c e s between community c o l l e g e a d j u n c t i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s 1n te r m s o f formal e d u c a t i o n a l background? 2. What a r e some o f t h e c o m m onalities and d i f f e r e n c e s between community c o l l e g e a d j u n c t i n d u s t r i a l t e a c h e r s ^ C arlo s S c h m i t t , "A Study o f t h e Problems o f P a r t- T im e Trade and I n d u s t r i a l I n s t r u c t o r s 1n S e l e c t e d Community C o l l e g e s " (Ph.D. d i s s e r t a t i o n , Michigan S t a t e U n i v e r s i t y , 197 1). 9 and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s In te r m s o f c e r t i f i c a t i o n ? 3. What a r e some o f t h e co m m o n a li tie s and d i f f e r e n c e s between community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s 1n term s o f v o c a t i o n a l background and e x p e r i e n c e ? 4. How does t h e amount o f e d u c a t i o n I n f l u e n c e t h e p e r ­ c e i v e d d e g r e e o f t r a i n i n g need? 5. How does t h e amount o f c o m p a t i b l e work e x p e r i e n c e I n f l u ­ ence t h e p e r c e i v e d d e g r e e o f t r a i n i n g need? 6. How does t h e amount o f t e a c h i n g e x p e r i e n c e I n f l u e n c e t h e p e r c e i v e d d e g r e e o f t r a i n i n g needs? 7. What a r e t h e co m m o n a l iti e s and d i f f e r e n c e s 1n p e r c e i v e d t r a i n i n g needs between s k i l l c e n t e r annual a u t h o r i z e d I n d u s t r i a l t e a c h e r s and conmunlty c o l l e g e a d j u n c t i n d u s ­ t r i a l teachers? D elim itations The group b e i n g I n v e s t i g a t e d 1n t h i s s t u d y was l i m i t e d t o o n l y annual a u t h o r i z e d t e a c h e r s 1n t h e f i e l d o f I n d u s t r i a l e d u c a t i o n 1n t h e a r e a s k i l l c e n t e r s 1n t h e S t a t e o f Michigan and t h e a d j u n c t t e a c h e r s 1n t h e f i e l d o f I n d u s t r i a l e d u c a t i o n i n t h e community c o l ­ l e g e s In t h e S t a t e o f Michig an. The s t u d y was f u r t h e r d e l i m i t e d t o I n c l u d e o n l y such a r e a s 1n t h e f i e l d o f I n d u s t r i a l e d u c a t i o n a s : (1) machine s h o p , ( 2 ) d r a f t i n g , (3) m e t a l l u r g y , (4) h y d r a u l l c s p n e u m a t i c s , (5) w e l d i n g , (6) a u t o m e c h a n i c s , and e x c l u d e d a l l o t h e r occupational-technical areas. 10 Lim itations The s t u d y must b e , o f n e c e s s i t y , l i m i t e d i n i t s I n t e r p r e t a * t1on o f d a t a c o l l e c t e d b ecau s e o f : (1) i t i s a p e r c e p t i o n s tu d y a n d , t h e r e f o r e , i n f l u e n c e d by how each p a r t i c i p a n t p e r c e i v e s h i m s e l f 1n terms o f t h e q u e s t i o n s p r e s e n t e d ; and (2) how a c c u r a t e l y t h e p a r ­ tic ip a n ts report th e i r perceptions. D e f i n i t i o n o f Terms A d ju n c t t e a c h e r —Any t e a c h e r who t e a c h e s s i x o r fewer c r e d i t ho urs 1n a community c o l l e g e . Annual c e r t i f i e d t e a c h e r —A s k i l l e d p e r s o n w i t h o u t a formal t e a c h i n g d e g r e e who 1s g iv en a t e m p o ra ry o n e - y e a r renewable c e r t i f i ­ c a te to teach occupational courses a t the secondary le v e l . Annual a u t h o r i z e d t e a c h e r — See annual c e r t i f i e d t e a c h e r . P a r t - t i m e t e a c h e r - -See a d j u n c t t e a c h e r . S up plementary t e a c h e r — See a d j u n c t t e a c h e r . I n d u s tr ia l te a c h e r - -Vocational a n d /o r tech n ical c e r t i f i e d t e a c h e r In a l l t e c h n i c a l and I n d u s t r i a l a r e a s o f n o n - b a c c a l a u r e a t e d e g r e e a n d / o r n o n - a p p r e n t i c e t r a d e a r e a s , such as t e a c h e r s o f a u t o m e c h a n ic s , d r a f t i n g . I n d u s t r i a l t e c h n o l o g y ( I n d u s t r i a l e n g i n e e r i n g , m e t a l l u r g y ) , machine t o o l , w e l d i n g , a v i a t i o n m ec han ics . Community c o l l e g e —A p u b l i c t w o - y e a r p o s t - s e c o n d a r y I n s t i t u ­ t i o n t h a t 1s e s t a b l i s h e d u n d e r t h e p r o v i s i o n s o f Act 331 o f t h e P u b l i c A cts o f 1966 o f t h e Michigan L e g i s l a t u r e . T e c h n ic a l e d u c a t i o n — T e c h n i c a l e d u c a t i o n 1s co ncer ned w i t h t h a t body o f knowledge o r g a n i z e d 1n a pla n n e d s eq uen ce o f c l a s s r o o m 11 and l a b o r a t o r y e x p e r i e n c e s t o p r e p a r e s t u d e n t s f o r a c l u s t e r o f j o b o p p o r tu n i t i e s In a s p e c i a l iz e d f i e l d o f technology. I t prepares for t h e o c c u p a t i o n a l a r e a between t h e s k i l l e d c r a f t s m a n and t h e p r o f e s ­ s i o n a l p e r s o n , such as t h e d o c t o r , t h e e n g i n e e r , and t h e s c i e n t i s t . ^ For t h i s s t u d y , t h e term wi l l be l i m i t e d 1n I t s focu s t o con ce rn I t s e l f o n l y w i t h h ig h school and convnunlty c o l l e g e l e v e l e d u c a t i o n n e c e s s a r y t o p r e p a r e f o r o c c u p a t i o n a l competence. Trad e and I n d u s t r i a l e d u c a t l o n —Trade and I n d u s t r i a l e d u c a ­ t i o n 1s c oncerned w i t h p r e p a r i n g p e r s o n s f o r I n i t i a l employment 1n a wide rang e o f t r a d e and I n d u s t r i a l o c c u p a t i o n s . I n s t r u c t i o n 1s p r o ­ vide d (1) 1n b a s i c m a n i p u l a t i v e s k i l l s , s a f e t y , ju d g m e n t, and r e l a t e d o c c u p a t i o n a l I n f o r m a t i o n 1n m a t h e m a t i c s , d r a f t i n g , and s c i e n c e r e q u i r e d t o p e r fo r m s u c c e s s f u l l y i n t h e o c c u p a t i o n ; and (2) t h ro u g h a com b in a t io n o f shop o r l a b o r a t o r y e x p e r i e n c e s s i m u l a t i n g t h o s e 2 found 1n I n d u s t r y . O r g a n i z a t i o n o f t h e Study T his s t u d y 1s d i v i d e d and p r e s e n t e d 1n f i v e c h a p t e r s . C h a p t e r I p r e s e n t s an I n t r o d u c t i o n and b r i e f h i s t o r y o f how, t h r o u g h t h e t e c h n o l o g i c a l r e v o l u t i o n , a need f o r t r a i n e d t e a c h e r s was c r e a t e d , and how t h e g o v e r n m e n t's d e s i r e t o a i d e d u c a t i o n 1n m i n i ­ m iz ing t h e tim e l a p s e between a c q u i s i t i o n and use o f t h a t te c h n o l o g y ^U.S. O f f i c e o f E d u c a t i o n , V o c a t io n a l E duc atio n and Occu­ p a t i o n s (Washington, D .C .; Government P r i n t i n g O f f i c e , O.E. 80061, 1 9 6 8 ) 7 p. 3. 2 I b 1 d . , p. 103. 12 expanded t h a t need. The pu r p o se o f t h e s t u d y was p r e s e n t e d and t h e l i m i t a t i o n s and d e l i m i t a t i o n s o f t h e s t u d y were s e t f o r t h . These were f o ll o w e d by a d e f i n i t i o n o f t e r m s , a p r e s e n t a t i o n o f how t h e s t u d y was o r g a n i z e d , and f i n a l l y a summary o f t h e c h a p t e r . C h a p t e r I I p r e s e n t s a r e v ie w o f t h e l i t e r a t u r e , p e r t i n e n t and r e l a t i v e t o t h e s t u d y problem b e in g I n v e s t i g a t e d . five d iv isio n s: I t 1s a r r a n g e d 1n (1) a b r i e f h i s t o r y o f t h e growth o f v o c a t i o n a l and t e c h n i c a l e d u c a t i o n , (2) c h a r a c t e r i s t i c s o f e f f e c t i v e t e a c h e r s , (3) c h a r a c t e r i s t i c s o f comnunlty c o l l e g e t e a c h e r s , (4) c h a r a c t e r i s ­ t i c s o f v o c a t i o n a l - t e c h n i c a l t e a c h e r s , and (5) p r o f e s s i o n a l t e a c h e r training. C h a p t e r I I I I n d i c a t e s t h e p r o c e d u r e s used 1n t h i s s t u d y t o : (1) de v e lo p t h e I n s t r u m e n t , (2) c o l l e c t t h e d a t a , and (3) p r o c e s s and a n a l y z e t h e d a t a . C h a p t e r IV p r e s e n t s t h e f i n d i n g s 1n term s o f t h e g e n e r a l q u e s t i o n s and h y p o t h e s e s posed In o r d e r t o accom plish t h e purp ose of th e study. C h a p t e r V p r e s e n t s t h e summary, c o n c l u s i o n s , and recommen­ d a t i o n s f o r f u t u r e a d d i t i o n a l and s u p p le m en ta l r e s e a r c h . Summary C h a p t e r I 1s made up o f f i v e s e c t i o n s : and b r i e f h i s t o r y , (1) I n t r o d u c t i o n (2) p u r p o s e , (3) q u e s t i o n s , (4) d e f i n i t i o n o f t e r m s , and ( 5 ) o r g a n i z a t i o n o f s t u d y . 13 The I n t r o d u c t i o n and b r i e f h i s t o r y I n d i c a t e how t h e problem d e v e lo p e d , and c o n t a i n s w r i t i n g s o f e d u c a t o r s t h a t s u b s t a n t i a t e t h e need f o r t r a i n i n g o f t h e s p e c i a l group I n v o lv e d . The purpose o f t h e s t u d y was t o compare corrmunity c o l l e g e a d j u n c t I n d u s t r i a l and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s , i n term s o f s e l f - p e r c e i v e d t e a c h e r c o m p e te n c ie s . The t h i r d s e c t i o n p r e s e n t s t h e g e n e r a l q u e s t i o n s d e s ig n e d t o a c h i e v e t h e purpo se o f t h e s t u d y . Section fo u r co n tain s the d e f i n i t i o n o f terms. The l a s t s e c t i o n i s a p r e c i s o f t h e s t u d y by c h a p t e r s . CHAPTER II REVIEW OF THE LITERATURE Introduction S p e c i f i c l i t e r a t u r e p e r t i n e n t t o t h e a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1s v i r t u a l l y n o n e x i s t e n t . A search o f r e le v a n t l i t e r a t u r e thro u g h such s o u r c e s as E d u c a t io n a l Res ources I n f o r m a t i o n C e n t e r and a s s o r t e d I n d i c e s , j o u r n a l s , and p e r i o d i c a l s r e v e a l s a d e a r t h o f p e r ­ t i n e n t l i t e r a t u r e 1n t h i s a r e a . In o r d e r t o I n v e s t i g a t e t h e problem o f t h i s s t u d y , and 1n t h e abs e n c e o f d i r e c t r e l a t e d l i t e r a t u r e , 1 t became n e c e s s a r y t o depend a lm o st e n t i r e l y upon m a t e r i a l s r e l a t e d t o t h e problem o f t e a c h e r p r o f i c i e n c i e s in g e n e ra l. To f a c i l i t a t e p r e s e n t a t i o n , t h i s c h a p t e r 1s d i v i d e d I n t o five sectio n s: (1) a b r i e f background o f t h e f a c t o r s making f o r an I n d u s t r i a l t e a c h e r s h o r t a g e , and a few o f t h e s p e c i a l r e q u i r e m e n t s , d e f i c i e n c i e s , and problems c o n n e c te d w i t h t h e a t t e m p t t o use a d j u n c t and annual a u t h o r i z e d t e a c h e r s t o c o u n t e r a c t t h a t s h o r t a g e ; (2) c h a r ­ a c t e r i s t i c s o f e f f e c t i v e t e a c h e r s ; (3) c h a r a c t e r i s t i c s o f community c o lle g e t e a c h e r s ; (4) c h a r a c t e r i s t i c s o f v o c a tio n a l- te c h n ic a l t e a c h e r s ; and (5) p r e - and I n - s e r v i c e t r a i n i n g o f t e a c h e r s . 14 15 Background P r i o r t o 1940, v o c a t i o n a l e d u c a t i o n was v e r y l i m i t e d a t t h e conmunlty c o l l e g e l e v e l ; however, w i t h t h e emergency demands o f World War I I , t h e community c o l l e g e s j o i n e d t h e a d u l t e d u c a t i o n p r o ­ grams o f t h e l o c a l high s c h o o l s t o p r o v i d e t h e n e c e s s a r y t r a i n i n g un der t h e v o c a t i o n a l e d u c a t i o n f o r n a t i o n a l d e f e n s e program, and t h e war t r a i n i n g program f o r war p r o d u c t i o n w o r k e rs t o s u p p ly t r a i n e d w orker s f o r war p r o d u c t i o n . The end o f World War I I d i d n o t stem t h e need f o r p e o p l e h a v in g s p e c i a l t r a i n i n g and s k i l l s . Therefore, a com pre hen sive n a t i o n a l a n a l y s i s o f s c i e n t i f i c and t e c h n i c a l man­ power was i n i t i a t e d In 1956 when t h e P r e s i d e n t a p p o i n t e d h i s Commit­ t e e on S c i e n t i s t s and E n g i n e e rs as an a c t i o n group t o c o o p e r a t e and s t i m u l a t e t h e n a t i o n ' s e f f o r t s t o meet t h e s h o r t a g e o f s c i e n t i f i c and t e c h n i c a l manpower. T h is 1s e x e m p l i f i e d by t h e f o l l o w i n g s t a t e ­ ment by W. 6. Torpey: During I t s e x i s t e n c e , 1956-1958, t h e committee fo cu sed a t t e n t i o n on a v a r i e t y o f manpower problems and was I n s t r u ­ mental 1n s t i m u l a t i n g " f o l l o w t h r o u g h " a c t i o n r e l a t e d t o t h e e d u c a t i o n and u t i l i z a t i o n o f t e c h n i c i a n manpower. Examples o f a c t i v i t y t r a c e a b l e t o t h e work o f t h e committee were t h e p a s s a g e o f t h e N a t io n a l Defense E d u c atio n A c t , a l s o t h e r e v i s i o n o f t h e D i c t i o n a r y o f O c c u p a t i o n a l T i t l e s by t h e Department o f L a b o r, t o i n c l u d e a c u r r e n t c o n c e p t o f t e c h ­ nician d u t i e s . ' These were b o th m a jo r a c c o m p l is h m e n t s , and s t r o n g f o u n d a t i o n s t o n e s f o r forming t h e b a s e f o r p r e s e n t t e c h n i c i a n pr ograms. P rior t o t h i s t i m e , conmunlty c o l l e g e s made a to k e n e f f o r t t o I n i t i a t e 1W. G. T o rpey, " N a t i o n a l Concern f o r t h e Role o f T e c h n i c i a n , " P r o c e e d i n g s o f t h e Annual C onf er en ce o f t h e American T e c h n i c a l Asso­ c i a t i o n . A t l a n t i c C i t y , 1963, p. 25. 16 t e c h n i c a l p r o g ra m s , p r e f e r r i n g t o remain more a c t i v e In t h e more s t r o n g l y ba sed and l e s s e x p e n s i v e programs o f " r e l a t e d a p p r e n t i c e train in g ." With t h e I n i t i a t i o n o f t h e N a t i o n a l Defense E d u c atio n Ac t, t h e c o s t o f t e c h n i c i a n programs was p a r t i a l l y s u b s i d i z e d by t h e f e d e r a l gover nmen t, and many community c o l l e g e s s t a r t e d o r expanded th e i r technical d iv isio n s . T h is f i n a n c i a l a s s i s t a n c e 1s s u b s t a n ­ t i a t e d 1n t h e r e p o r t o f t h e panel o f c o n s u l t a n t s on v o c a t i o n a l ed u ­ cation: T i t l e V I II o f t h e N a ti o n a l Defense E d u c a tio n A c t , approved t h e 1958 "Area V o c a t i o n a l E d u c a tio n Programs" t h a t a u t h o r i z e d a p p r o p r i a t i o n s t o s u p p o r t programs l i m i t e d e x c l u ­ s i v e l y t o t h e t r a i n i n g o f h i g h l y s k i l l e d t e c h n i c i a n s 1n recognized occupations necessary to the n atio n al defense. T h is p r o v i s i o n was th e n I n c o r p o r a t e d as T i t l e I I I o f t h e George-Barden A c t , which 1n t u r n became p a r t o f t h e N a t i o n a l V o c a tio n a l E d u c a tio n Act o f 1 9 6 3 . 1 T i t l e V I I I o f t h e N a t i o n a l Defense Act o f 1958 c r e a t e d new demands f o r t e c h n i c a l e d u c a t i o n I n s t r u c t o r s a t a tim e when s c h o o l s were a l r e a d y h a r d p r e s s e d f o r q u a l i f i e d t e a c h e r s . Technical I n s t r u c ­ t i o n r e q u i r e s a g r e a t e r d e p t h and b r e a d t h o f s p e c i a l i z e d s u b j e c t m a t t e r t h a n t h a t g e n e r a l l y h e l d by g e n e r a l I n d u s t r i a l e d u c a t i o n t e a c h e r s ; t h e r e f o r e , o t h e r s o u r c e s o f s u p p ly have t o be t a p p e d . Several p o s s i b l e s o u r c e s a r e : (1) r e t i r e e s , (2) t e a c h e r s from o t h e r I n s t i t u t i o n s who a r e w i l l i n g t o t e a c h p a r t t i m e , (3) s u p p l e m e n t a l who work f u l l time 1n I n d u s t r y and who a r e w i l l i n g t o work p a r t tim e t e a c h i n g , and (4) p e r s o n s who a r e w i l l i n g t o l e a v e i n d u s t r y and become f u l l - t i m e t e a c h e r s . ^ " E d u c a tio n f o r a Changing World o f Work," R e p o r t o f t h e Panel o f C o n s u l t a n t s on V o c a t i o n a l E d u c a t i o n , Wa sh ington, D . C . , 1963, p. 25. 17 Although I n d u s t r y i s an e x c e l l e n t s o u r c e o f s u p p l y , t h e r e a r e many good r e a s o n s why 1 t c a n n o t c o m p l e t e l y t a k e up t h e s l a c k i n t h e t e a c h e r s h o r t a g e i n t h e t r a d e and i n d u s t r i a l c la s s r o o m s . them a r e s e v e r a l p r e s e n t e d by Carl V. Gorman, such a s : Among (1) q u a l i ­ f i e d , s k i l l e d p e r s o n s a r e a l s o 1n demand by i n d u s t r y , so 1 t becomes a duel o f s a l a r y and b e n e f i t s ; (2) t h e l o n g - t i m e commitment t o t r a i n i n g programs t o o b t a i n a t e a c h e r ' s c e r t i f i c a t e s c a r e s o f f some p r o s p e c t s ; and (3) c r a f t s m e n who p o s s e s s t h e p o t e n t i a l t o be good teach ers are lim ited in numberJ R e g a r d l e s s o f t h e s o u r c e from which n o n - l i c e n s e d t e a c h e r s a r e o b t a i n e d , when h i r i n g community p e r s o n n e l , c e r t a i n problems are c reated . With a l i t t l e work and u n d e r s t a n d i n g , however, a most v a l u a b l e s o u r c e o f s u p p l y can be made a v a i l a b l e . c u m s t a n c e s , a few it e m s t o be c o n s i d e r e d a r e : Under t h e s e c i r ­ They should be s c r e e n e d t o a s c e r t a i n 1 f t h e y have e i t h e r t h e n e c e s s a r y e x p e r i e n c e i n t e a c h i n g , a s k i l l 1n a p a r t i c u l a r v o c a t i o n a l - t e c h n i c a l a r e a , o r p re fe ra b ly both. The h e a l t h and p h y s i c a l c o n d i t i o n o f t h e s e p e r s o n s s h o u ld be looked i n t o v e r y t h o r o u g h l y t o be c e r t a i n t h a t t h e e x t r a ho urs added t o t h e i r r e g u l a r d a i l y r o u t i n e and employment w i l l n o t be d e t r i m e n t a l t o t h e i r well b e i n g . F. Neil Williams p o i n t s o u t : To s upp lemen t t h e s e p o i n t s , " P a r t - t i m e t e a c h e r s r a t e s a l a r y as number two a s t h e m o t i v a t o r f o r a c c e p t i n g t h e j o b . Community s e r v i c e o b l i g a t i o n , p e r s o n a l f u l f i l l m e n t , o r even p r e s t i g e s h a r e alm o s t ^Carl V. Gorman, "From C r a f t t o C l a s sr o o m ," American Voca­ t i o n a l J o u r n a l , J a n u a r y 1971, p. 43. 18 e q u a l l y as number o n e . " ^ Any p er so n u s i n g t h e s e r e a s o n s as keys f o r r e c r u i t i n g t e a c h e r s from t h e comnunity s h o u ld f i n d t h e s u p p l y s o u r c e g re a tly enlarged. C h a r a c t e r i s t i c s o f E f fe c tiv e Teachers Rec ogniz in g t h a t t h e r e a r e d e f i c i e n c i e s a n d / o r weaknes ses i n t h e t e a c h i n g e a s e and e f f e c t i v e n e s s o f new, I n e x p e r i e n c e d t e a c h e r s a s w ell as p a r t - t i m e and n o n - d e g re e d t e a c h e r s , i t would be w e l l t o examine t h e c h a r a c t e r i s t i c s and com pet en ci es o f good t e a c h e r s t o s e l e c t item s t h a t c o u l d be o f h e l p t o new t e a c h e r s . Twenty-seven y e a r s ago Ordway Tead w r o t e : one who t a l k s i n o t h e r p e o p l e ' s s l e e p . " "A p r o f e s s o r 1s He went on t o say: Learning, i s le a rn in g t o use. I t s r e s u l t s have c o n s e ­ quen ce s i n changes 1n how we a c t . I f soon o r l a t e t h e r e a r e no b e h a v i o r c o n s e q u e n c e s , t h e r e has been no l e a r n i n g , a l t h o u g h t h e r e may c o n c e i v a b l y have been some 1mpartat1on o f f a c t . L e a r n i n g i s , t h e r e f o r e , n o t a c h i e v e d merely by l i s t e n i n g , by b e i n g t o l d , o r e x h o r t e d . 2 He expanded t h i s t h e s i s by s u b m i t t i n g t h i s su pple m ent: At I t s b e s t and most c o m p l e t e , l e a r n i n g combines t h i n k ­ i n g , f e e l i n g , a c t i n g , and e x p r e s s i n g a p p r o p r i a t e l y in r e l a ­ t i o n t o t h e demands o f a c o n f r o n t e d s i t u a t i o n o f n e e d , d e sire , drive, o r a s p ir a tio n .3 E d uc ato rs have t r i e d t o o h a r d t o d i f f e r e n t i a t e between t h e good and bad c h a r a c t e r i s t i c s o f t e a c h e r s i n s e a r c h f o r t h e r i g h t o n e s . V . Nell W i l l i a m s , "The N e g l e c te d T e a c h e r s : The Part- T im e F a c u l t y , " A d u lt L e a d e r s h i p , September 1972. p Ordway T e ad, C o l l e g e Teaching and C o l l e g e L e arn in g (New Haven: Yale U n i v e r s i t y P r e s s , 19 4 9 ) , p. 14. 3 I b 1 d . , p. 25. 19 W. J . MacKeachie i n h i s d i s c u s s i o n o f s t u d e n t s ' l e a r n i n g and responses t o e f f e c t i v e teach in g s u b sc rib e s to the philosophy t h a t not o n ly s h o u ld i t be ob vious t h a t t h e r i g h t t e a c h e r o r method f o r some p u p i l s may be wrong f o r o t h e r s , b u t d i f f e r e n t a p pr oaches may work a t d i f f e r e n t ti m e s w i t h t h e same p u p i l s . We know t h a t s t u d e n t l e a r n i n g and memory a r e c l o s e l y t i e d t o m o t i v a t i o n . Students u su a lly learn what t h e y want t o l e a r n , b u t t h e y o f t e n have g r e a t d i f f i c u l t y l e a r n ­ i n g m a t e r i a l t h a t does n o t i n t e r e s t them. S t u d e n t a p a t h y 1n a r e q u i r e d c o u r s e may be an i r r a t i o n a l e x p r e s s i o n o f r e s e n t m e n t a t be ing r e q u i r e d t o do a n y t h i n g . Grades can be a m o t i v a t o r . S in c e most s t u d e n t s d e s i r e p a s s i n g g r a d e s , t h e y w i l l l e a r n w h a te v e r i s n e c e s s a r y t o o b t a i n a p a s s i n g g r a d e , be i t m em ori za tion o r a b i l i t y t o a p p ly p r i n c i p l e s . However, g r a d e s s h o u l d o n l y be used as a m o t i ­ v a t o r , n o t as a m o tiv e . O rganization is im portant. Te aching s t u ­ d e n t s t o d ev e lo p a framework upon which t o f i t new i n f o r m a t i o n makes l e a r n i n g more e f f e c t i v e . Feedback t h a t i s immediate 1s more e f f e c t i v e , s i n c e t h e l e a r n e r can s e e t h e r e s u l t s im m e d i a te ly . He f u r t h e r a d v o c a t e s t h a t a l l o f t h e s e s p e c i f i c s o f e d u c a ­ t i o n a l ps ycholo gy may be c o n s o l i d a t e d under t h r e e g e n e r a l h e a d i n g s : 1. Develop i n t e r e s t i n s t u d e n t s so t h e y want t o acc om plish and l e a r n . 2. Change a t t i t u d e s s o u n d e s i r a b l e h a b i t s and I d e a s can be c o n v e r t e d t o make l e a r n i n g d e s i r a b l e . 20 3. C r e a t e m o t i v a t i o n s o l e a r n i n g becomes a n a t u r a l , s e l f ­ induced hap penin g.^ In s ummar izing, MacKeachie a d v o c a t e s t h a t t h e t e a c h e r ' s f u n c t i o n i s t o t e a c h , n o t t o co nfound. A te a c h e r should p r e s e n t h is s e l e c t i o n o f a p p r o p r i a t e methods and m a t e r i a l s a v a i l a b l e , and g i v e a s s i s t a n c e i n making maximum e f f e c t i v e use t o a m p l i f y l e a r n i n g and re duce time and e f f i c i e n c y w a s t e . In t h e f o l l o w i n g d i s c u s s i o n , Henry Herge i d e n t i f i e s some good c h a ra c te ris tic s o f teachers. The f a c u l t y member becomes a t e a c h e r when he s t a n d s b e f o r e a c l a s s o f s t u d e n t s . His s u c c e s s i n t h a t p o s i ­ t i o n can be e s t i m a t e d by and l a r g e by c e r t a i n o b s e r v a b l e c h a r a c t e r ­ i s t i c s such a s : (1) he must have a c o n t a g i o u s e n t h u s i a s m f o r h i s f i e l d o f t e a c h i n g , (2) a b i l i t y t o v e r b a l i z e and co m nu nlcate e a s i l y w i th i n d i v i d u a l s and w i t h l a r g e g r o u p s , and (3) a s y m p a t h e t i c i n t e r ­ e s t i n t h e I n d i v i d u a l problems o f s t u d e n t s . w i l l i n l a r g e measure be d ependent upon: His s u c c e s s i n t e a c h i n g (1) a p p e a r a n c e , (2) p e r ­ s o n a l i t y , (3) l o g i c a l p r e s e n t a t i o n and u t i l i z a t i o n o f modern s k i l l s in p r e s e n t a t i o n , (4) a b i l i t y t o o r g a n i z e s u b j e c t m a t t e r i n t o mean­ i n g f u l and r e l a t e d u n i t s o f i n s t r u c t i o n , and (5) r e c o g n i t i o n o f t h e i n d i v i d u a l d i f f e r e n c e s and needs o f h i s s t u d e n t s . His e f f e c t i v e n e s s in r e a c h i n g s t u d e n t s w i l l be c o n d i t i o n e d mar kedly by h i s sympathy, h e l p f u l n e s s , s i n c e r i t y , e n t h u s i a s m , and s e n s e o f humor. W. J . MacKeachie, "Res ea rc h I n t h e C h a r a c t e r i s t i c s o f E f f e c t i v e C o l l e g e Te ac hing" (Ann A rb or: U n i v e r s i t y o f Michigan P r e s s , 1964). 21 Brown and Thornton f e e l t h a t c o l l e g e g r a d u a t e s o f most v a r i e d q u a l i t i e s can become e f f e c t i v e c o l l e g e t e a c h e r s , b u t t h e i r e f f e c ­ t i v e n e s s w i l l depend f u n d a m e n t a l ly on t h e i r d e t e r m i n a t i o n t o a c h i e v e competence t h r o u g h c o n t i n u o u s e f f o r t . They f u r t h e r f e e l t h a t a b a s i c r e s p o n s i b i l i t y o f any t e a c h e r 1s t o c o n t r i b u t e p o s i t i v e l y t o t h e I n t e l l e c t u a l and p e r s o n a l development o f h i s s t u d e n t s . be accom pli she d t h r o u g h f o u r p h a s e s . T h i s can The f i r s t would e x t e n d and I n c r e a s e t h e s t u d e n t ' s fund o f I n f o r m a t i o n and d e p t h o f u n d e r s t a n d ­ in g . The second would d e v e lo p t h e s t u d e n t ' s a b i l i t y t o use h i s new knowledge and u n d e r s t a n d i n g . The t h i r d would e n l a r g e t h e s t u d e n t ' s i n t e l l e c t u a l c u r i o s i t y , s e n s e o f s a t i s f a c t i o n 1n w o r th w h ile accomp­ l i s h m e n t , c o n f i d e n c e 1n h i s own powers and s e n s e o f v a l u e s , and f i n a l l y , t h e f o u r t h would d e v e lo p i n t h e s t u d e n t c e r t a i n s c h o l a r s h i p s k i l l s 1n h i s d i s c i p l i n e d One v e r y i m p o r t a n t r e a s o n why e f f e c t i v e o r i n e f f e c t i v e t e a c h ­ e r s c a n n o t be d e s c r i b e d w i t h any a s s u r a n c e 1s t h e wide v a r i a t i o n t h a t e x i s t s 1n t a s k s perfo rm ed by t e a c h e r s and 1n v a l u e c o n c e p t s o f what c o n s titu te s d e sira b le teaching o b je c tiv e s. Adequate d e s c r i p t i o n s o f m ajor t e a c h e r c h a r a c t e r i s t i c s t h a t m ight p r o v i d e a b a s i s f o r s t u d y ­ ing t h e r e l a t i o n s h i p s o f t e a c h e r b e h a v i o r t o t h e v a r y i n g o b j e c t i v e s o f t e a c h i n g and c o n c e p t s o f t e a c h i n g competence have n o t been d ev e lo p e d . S in c e what has been d e v e lo p e d 1s s o b r o a d and v a r i e d , and depen den t upon t h e r e s e a r c h e r and t h e l i m i t a t i o n s he has s e t , David ^Brown and T h o r n t o n , C o l l e g e T e a c h in g —A S y s t e m a t i c Approach (New York: McGraw-Hill, 19717^ 22 Ryans has I n t r o d u c e d a p ro p o s a l t h a t he f e e l s 1s s u f f i c i e n t l y g e n e r a l t o c o v e r t h e bulk and c o m p l e x i ty o f s i t u a t i o n s : One o f t h e c o n c e p t s o f com peten t t e a c h i n g must be r e l a t e d t o a t l e a s t two m ajor s e t s o f c o n d i t i o n s : 1. The s o c i a l o r c u l t u r a l group i n which t h e t e a c h e r o p e r ­ a t e s , I n v o l v i n g s o c i a l v a l u e s which f r e q u e n t l y d i f f e r from p e r s o n t o p e r s o n , community t o c onm unity, c u l t u r e t o c u l t u r e , and tim e t o t i m e , and 2. The grade l e v e l and s u b j e c t m a t t e r t a u g h t as i t r e l a t e s t o t h e I n t e l l e c t u a l and p e r s o n a l c h a r a c t e r i s t i c s o f t h e pupils t a u g h t . * T h is ap p e a r s t o t i e i n w i th i n d i v i d u a l d i f f e r e n c e s o f b o t h t e a c h e r and s t u d e n t , and h e l p s a c c o u n t f o r t h e u n s a t i s f a c t o r y " l a u n d r y l i s t " check o f f s o f t h e c h a r a c t e r i s t i c s o f good t e a c h e r s and t h e q u a l i ­ t i e s t o lo ok f o r when s e l e c t i n g p o t e n t i a l t e a c h e r s . The r e c o r d s a r e f i l l e d w i t h a c c o u n t s o f p e r s o n s who were e x c e l l e n t s t u d e n t s , high on t h e l i s t w i t h good q u a l i f i c a t i o n s and p o t e n t i a l , who c o u l d n ' t make i t as t e a c h e r s . C o n v e r s e l y , some, who by a l l known mea sure s f o r p o t e n t i a l t e a c h e r s , s h o u ld n o t even have been c o n s i d e r e d , t u r n e d o u t to be e x c e l l e n t t e a c h e r s . T h is I n no manner i s meant t o condemn l a u n d r y l i s t s , b u t i s merely t o I n d i c a t e t h a t t h e y , t o d a t e , have n o t been s i n g u l a r l y s u c c e s s f u l as a s e l e c t i o n i n s t r u m e n t . T he re have been volumes o f m a t e r i a l w r i t t e n on c h a r a c t e r i s ­ t i c s o f a s u c c e s s f u l t e a c h e r , j u s t a s t h e r e have been as many l i s t s as p e o p le making them. acteristic, tra it, Each has added t o o r r e i n f o r c e d some c h a r ­ o r a c t i o n t h a t has been shown t o be o f h e l p i n d i r e c t l y or i n d i r e c t l y helping stu d e n ts le a rn . ^David G. Ryans, " C h a r a c t e r i s t i c s o f T e a c h e r s , " r e s e a r c h p a p e r p r e s e n t e d a t t h e annual m e e t in g o f t h e N a tio n a l Council on Measurement i n E d u c a t i o n , W ashington , D . C . , 1960. 23 For example, going back s e v e r a l y e a r s — B a r r s u g g e s t e d a s e r i e s o f i t e m s t h a t he f e l t i m p o r t a n t and n e c e s s a r y in t h i s e n d e a v o r , such a s : (1 ) r e s o u r c e f u l n e s s , t h e a b i l i t y t o t r y s e v e r a l ap proaches t o a t t r a c t s t u d e n t s t o l e a r n i n g ; (2) i n t e l l i g e n c e , t h e a b i l i t y t o u s e as well as c o l l e c t and comprehend d a t a ; (3) em otional s t a b i l i t y , t h e a b i l i t y t o m a i n t a i n an em otional e q u i l i b r i u m ; (4) con ­ s i d e r a t e n e s s , being t h o u g h t f u l o f o t h e r s ' f e e l i n g s ; (5) bouyancy, c h e e r f u l o f n a t u r e ; (6) o b j e c t i v i t y , b e in g a b l e t o p r e s e n t f a c t s w i t h o u t t h e d i s t o r t i o n o f p e r s o n a l f e e l i n g s ; (7) d r i v e , t h e d i s p l a y ­ ing o f dynamic q u a l i t i e s ; (8) dominance, meaning a s s e r t i n g i n f l u e n c e ; (9) a t t r a c t i v e n e s s , bo th i n a p p e a r a n c e , manner, and d r e s s ; (10) r e f i n e m e n t , well v e r s e d 1n t h e s o c i a l g r a c e s and manners; (11) c o o p e r a t i v e n e s s ; and (12) r e l i a b i l i t y . ^ Roy Cochrane c o n c u r r e d w i t h most o f B a r r ' s s u g g e s t i o n s f o r c h a r a c te r is tic s of successful teachers. However, he made s e v e r a l a d d i t i o n s t o t h e l i s t t h a t he f e l t f i l l e d i n t h e v o i d s , such a s : (1) high moral s e n s e , (2) co m pulsi ve o r d e r l i n e s s , m i s s i o n , (4) f a v o r a b l e I . Q . , (3) f e e l i n g o f (5) v o i c e t h a t can be u n d e r s t o o d , (6) t o l e r a b l e p o s t u r e , (7) g e n t l e f o r c e f u l n e s s , and (8) a deep u n d e r 2 s t a n d i n g o f human n a t u r e , t o name a few. To a s s i s t new t e a c h e r s , Mary Lynn Kreuz d eveloped a l i s t o f c h a r a c t e r i s t i c s o f a m a s t e r t e a c h e r t h a t she f e l t might be used a s a ^A. S. B a r r , " C h a r a c t e r i s t i c s o f S u c c e s s f u l T e a c h e r s , " Phi D e l t a Kappan 39 (1958): 282-8 4. 2 Roy Co chrane, "Who Should Become T e a c h e r s ? " Phi D e l t a Kappan, March 1965, pp. 242-45. 24 check list. She admonishes t h a t p r o p e r b a l a n c e i s n e c e s s a r y between t h e p e r s o n a l and p r o f e s s i o n a l c h a r a c t e r i s t i c s i n o r d e r f o r t h e u s e r t o r e c e i v e f u l l v a l u e from i t s u t i l i z a t i o n : Personal: • - p r o p e r grooming appropriate dress energy enthusiasm a b i l i t y t o meet awkward s i t u a t i o n s w i t h e a s e poise graciousness p l e a s in g , c a p t i v a t i n g voice good em o tio n a l h e a l t h wholesome s e n s e o f humor r e l a x e d r e l a t i o n s h i p w it h o t h e r s Professional: - assume a p p r o p r i a t e r o l e o f t e a c h e r e s t a b l i s h good working r a p p o r t prompt c o m p le ti o n o f work a v a i l a b i l i t y o f s e r v i c e s beyond r e q u i r e m e n t s n e a t, complete, accu rate a d m in is tra tiv e re p o rts membership i n p r o f e s s i o n a l o r g a n i z a t i o n s re s p e c t o f fellow s s e t t i n g up and use o f c l a s s r o o m and m a t e r i a l s how w ell works w i t h s t u d e n t s u s es a l l . a v a i l a b l e i n f o r m a t i o n improve I n s t r u c t i o n a l competence self-evaluate c o n t i n u e d p e r s o n a l development Improve l e a d e r s h i p s k i l l s c o n t i n u e formal e d u c a t i o n t i m e l y m a t e r i a l s wel l d i r e c t e d a s s o r t m e n t o f p r e s e n t a t i o n methods e v a lu a tio n o f s tu d e n t progress* F r a n k l i n Bar ry f e l t t h e r e were s e v e r a l fundamental r e q u i s i t e s t h a t were m i s s i n g from o t h e r l i s t s . additions: He, t h e r e f o r e , s u g g e s t e d s e v e r a l (1) a high d e g r e e o f i n t e l l i g e n c e , (2) a c a p a c i t y f o r ^Mary Lynn Kreuz, "Earmarks o f a M a s te r T e a c h e r , " AV J o u r n a l , November 1971, pp. 54- 5 6 . 25 v ig o ro u s a c t i o n , (3) s o c i a l c o n s c i o u s n e s s , (4) e x p e r t knowledge o f s u b j e c t , and (5) t h e c a p a c i t y t o g e t a l o n g w it h p e o p l e . ^ As can be n o t e d , s e v e r a l o f t h e s e a r e r e d u n d a n t 1n t h e f a c t t h a t t h e y a r e m erely d i f f e r e n t methods o f I n t e r p r e t a t i o n o f what was p r e v i o u s l y stated. T h i s f u r t h e r I n d i c a t e s t h e c o m plexity o f making an a l l - encompassing s a t i s f a c t o r y 1 1 s t o f d e s i r a b l e and n e c e s s a r y t r a i t s t h a t a r e e n c o u n t e r e d when one a t t e m p t s t o make a c h e c k l i s t o f t h e c h a r ­ a c t e r i s t i c s o f good t e a c h e r s . F r e n c h , t h e r e f o r e , went a d i f f e r e n t d i r e c t i o n . was th ro u g h t h e consumer. His appro ac h He found t h a t t h e 10 Items c o n t r i b u t i n g t h e most t o s t u d e n t s ' I n d i c a t i n g c h a r a c t e r i s t i c s o f a good t e a c h e r were: (1) I n t e r p r e t s a b s t r a c t I d e a s and t h e o r i e s c l e a r l y , (2) g e t s s t u d e n t s I n t e r e s t e d i n s u b j e c t , (3) has I n c r e a s e d n\y s k i l l s 1n t h i n k i n g , (4) has h e l p e d me bro ad en my I n t e r e s t s , (5) s t r e s s e s I m p o r t a n t m a t e r i a l , (6) makes good use o f examples and I l l u s t r a t i o n s , (7) m o t i v a t e s me t o do my b e s t work, (8) I n s p i r e s c l a s s c o n f i d e n c e 1n h i s knowledge o f s u b j e c t , (9) has g iv e n me new v i e w p o i n t s o r a p p r e c l a t l o n s , and (10) 1s c l e a r and u n d e r s t a n d a b l e 1n h i s e x p l a n a t i o n s . He f u r t h e r f e e l s t h e t e a c h e r must s e e t h i n g s from t h e l e a r n e r ' s p o i n t o f v i e w , . a n d must make t h e l e a r n e r f e e l t h e need o f w h a te v e r 1s be in g t a u g h t . Short-term goals are im portant t o the l e a r n e r , so t h e s h o r t - t e r m g o a ls o f t h e s t u d e n t must t a k e p r e c e d e n c e ^ F r a n k l i n B a r r y , "Some S i g n i f i c a n t S u g g e s ti o n s f o r S e l e c t i n g a S u c c e s s f u l T e a c h e r , " School E x e c u t i v e , J u l y 1959, pp. 21- 2 3 . 26 . M. F r e n c h , " C o l l e g e S t u d e n t s ' Concept o f E f f e c t i v e Teach­ in g Determined by an A n a l y s i s o f T e a c h e r R a t i n g s " ( D i s s e r t a t i o n a b s t r a c t , 195 7). 26 over th e long-term goals of the te a c h e r . The t e a c h e r s h o u ld a s s i s t t h e s t u d e n t i n t h e d i s c o v e r y o f p e r s o n a l meaning. Greenwood v a l i d a t e s t h e good t e a c h e r c h a r a c t e r i s t i c s by use o f s t u d e n t s as e v a l u a t o r s o f u s in g G u t h r i e ' s r e s e a r c h : G u t h r i e (1954) found s t u d e n t judgments more s t a b l e th a n f a c u l t y ju d g m e n t s , and t h a t s t u d e n t r a t i n g s o f t e a c h i n g q u a l ­ i t y c o r r e l a t e d .87 and .89 between two s u c c e s s i v e y e a r e v a l ­ u a t i o n s . Maslow, G u t h r i e , e t a l . found odd Item r a t i n g s c o r r e l a t e d .79 w ith mean even I te m . In tern al consistency correlated .9 3 .1 Approaching t h e m a t t e r o f c h a r a c t e r i s t i c s o f good t e a c h e r s from t h e d i r e c t i o n o f p e r c e p t u a l p s y c h o lo g y , which i s d e f i n e d item o f i n f o r m a t i o n w i l l a f f e c t as "Any an i n d i v i d u a l ' s b e h a v i o r o n ly i n t h e d e g r e e t o which he has d i s c o v e r e d I t s p e r s o n a l meaning f o r him ," Combs has made -a 1 1 s t o f p e r c e p t i o n s o f a good t e a c h e r t h a t i s some­ what d i f f e r e n t from t h o s e p r e v i o u s l y menti oned : (1) a t e a c h e r s h o u ld have a r i c h , e x t e n s i v e , and a v a i l a b l e p e r c e p t i o n a b o u t h i s s u b j e c t field ; (2) a c c u r a t e p e r c e p t i o n s a b o u t wh at p e o p l e a r e l i k e ; (3) a c c u ­ r a t e p e r c e p t i o n s o f s e l f , l e a d i n g t o adeq uac y; (4) a c c u r a t e p e r c e p ­ t i o n s ab out t h e purpose and p r o c e s s o f l e a r n i n g ; and (5) p e r s o n a l p e r c e p t i o n s a b o u t a p p r o p r i a t e method f o r c a r r y i n g o u t h i s p u r p o s e s . He t h e n goes on t o t i e t h i s 1n t o t h e needs o f s t u d e n t s by s a y i n g : "Use y o u r s e l f as an I n s t r u m e n t t o e f f e c t i v e l y and e f f i ­ c i e n t l y c a r r y o u t y o u r own and s o c i e t y ' s p u r p o s e s 1n t h e e d u c a t i o n ^ G u t h r ie a s q u o t e d by G. E. Greenwood and o t h e r s , " S t u d e n t E v a l u a t i o n o f C o l l e g e Te aching B e h a v i o r s , " J o u r n a l o f High er Educa­ t i o n , November 1973. 2 A. W. Combs and o t h e r s , The P r o f e s s i o n a l E d u c atio n o f T e ach ers (Boston: 1 9 7 4 ) , p. 22. 2 27 of others."^ He a d d s , " A f f e c t i v e e d u c a t i o n i s a t t a c h i n g p e r s o n a l meaning t o l e a r n i n g , and t h u s mean in gf ul l e a r n i n g i s synonymous w i t h 2 a ffe c tiv e education." Knowing i s n o t enough. Good t e a c h i n g w i t h o u t s u b j e c t d e p th 1s w a s t e f u l and f r u i t l e s s , so b o th knowing needed f o r s a t i s f a c t o r y r e s u l t s . a l l p e r s o n s behave a l i k e . and good t e a c h i n g a r e A good t e a c h e r I s a p e r s o n , and n o t Good t e a c h i n g i s a p e r s o n a l t h 1 n g - - t h e r e i s no s e t way t o t e a c h ; t h e r e f o r e , methods must f i t t h e goal s o u g h t , a d j u s t i n g t o f i t s i t u a t i o n s , p u r p o s e s , and p e o p l e . Heltzmann and S t a r p o l i f e e l t h e whole s u b j e c t o f good t e a c h ­ i n g can be red u c e d t o a dichotomy t h e y f e e l b l a n k e t s t h e whole subject. S p e c i f i c a l l y , two p e r s o n a l i t y t r a i t s a p p e a r c o n s i s t e n t l y w ith good t e a c h i n g — f l e x i b i l i t y and warmth. T e a c h e r s who a r e a b l e t o a d a p t t o a ra n g e o f r o l e s a r e t h e most s u c c e s s f u l . A uthoritarian, d e m o c r a t i c , o r l a i s s e z - f a i r e as t h e need a r i s e s 1s c o n s i s t e n t w it h good t e a c h i n g and r e s u l t i n g s t u d e n t a c h ie v e m e n t. Healthy, w e ll- rounded and s p e c i f i c a l l y f l e x i b l e t e a c h e r s a r e s u c c e s s f u l , a s measured by s t u d e n t a c h ie v e m e n t. F r i e n d l y , h e l p f u l , and warm a r e c h a r a c t e r ­ i s t i c s o f t e a c h e r s t h a t a r e a lm o s t c e r t a i n I n d i c a t o r s f o r s t u d e n t success. These p e r s o n a l i t y c h a r a c t e r i s t i c s a r e p r o b a b l y as I m p o r t a n t 3 as p r o p e r methodology o r t e s t c o n s t r u c t i o n . 1 I b i d . , p. 9. 2 A. Combs, " S e l f - C o n c e p t and A f f e c t i v e E d u c a t i o n , " p a p e r p r e ­ s e n t e d a t t h e N a t i o n a l Con ference on A f f e c t i v e E d u c a t i o n , C h ic a g o , 1971. 3 W. M. R. Heltzmann and C h a r l e s S t a r p o l i , " T e a c h e r C h a r a c t e r ­ i s t i c s and S u c c e s s f u l T e a c h i n g , " E d u c a t i o n , S p r in g 1975, pp. 298 -9 9. 28 A s t u d y o f U n i v e r s i t y o f F l o r i d a s t u d e n t s I n d i c a t e s t h a t good I n s t r u c t o r s a r e I d e n t i f i e d by s t u d e n t s a c c o r d i n g t o t h e i r c a r i n g , communleating, a d a p t i n g I n s t r u c t i o n t o s t u d e n t s ' n e e d s , making g o a l s c l e a r , e n t h u s i a s m , knowledge o f s u b j e c t , and d e v e l o p i n g s t u d e n t s e l f ­ learning a ttitu d e s .^ When I t comes t o c l a s s r o o m b e h a v i o r , i n t e r a c t i o n p a t t e r n s , and t e a c h i n g s t y l e s , good o r e f f e c t i v e t e a c h e r s seem t o r e f l e c t b eh a­ v i o r s t h a t a r e p o i n t e d up by c h a r a c t e r i s t i c s such a s : the w illin g ­ nes s t o be f l e x i b l e , t o be d i r e c t o r I n d i r e c t as t h e s i t u a t i o n demands; have t h e a b i l i t y t o p e r c e i v e t h e w o r ld from t h e s t u d e n t ' s p o i n t o f view; have t h e a b i l i t y t o " p e r s o n a l i z e " t h e i r t e a c h i n g ; be w i l l i n g t o e x p e r i m e n t , t o t r y o u t new t h i n g s ; have s k i l l i n a s k i n g q u e s t i o n s (as opposed t o s e e i n g s e l f as a k i n d o f an sw er ing s e r v i c e ) ; have a keen knowledge o f s u b j e c t m a t t e r and r e l a t e d a r e a s ; make p r o v i s i o n f o r w e l l - e s t a b l i s h e d e x a m i n a tio n p r o c e d u r e s ; make p r o v i ­ s i o n o f d e f i n i t e s t u d y h e l p s ; g i v e t h e r e f l e c t i o n o f an a p p r e c i a t i v e a t t i t u d e ( e v i d e n c e d by s m i l e s , n o d s , comments, e t c . ) ; and use a con2 v e r s a t i o n a l manner i n t e a c h i n g — an I n f o r m a l , e a s y s t y l e . Taking t h e t h o u g h t s o f a l l t h e s e p e o p l e ' s w r i t i n g s I n t o a c c o u n t , t h e n , t h e r e a p p e a r s t o be one c e n t r a l theme weaving I t s way t h r o u g h t h e whole p a t t e r n o f c h a r a c t e r i s t i c s o f good t e a c h e r s . Be V e r r y O'Banion, T e a c h e r s f o r Tomorrow (Tucson: U n i v e r s i t y o f A r iz o n a P r e s s , 1972), p. 6 1 , from l e f f o r g e , "U.S. I n - S e r v i c e T r a i n ­ in g as an I n s t r u m e n t f o r Change" ( G a i n e s v i l l e , F l o r i d a , 197 1 ) . 2 Don Hamachek, " C h a r a c t e r i s t i c s o f Good T e a c h e r s and I m p l i ­ c a t i o n s f o r T eac he r E d u c a t i o n , " Ph1 D e l t a Kappan. F e b r u a ry 1969, p. 342. 29 th e y s u g g e s t e d by t e a c h e r e d u c a t o r s , t e a c h e r s , o r s t u d e n t s , t r a i t s t h a t make up a "good" t e a c h e r a r e a l l c r i t i c a l in terms o f how t h e y a s s i s t the le a r n e r . Community C o lle g e T e ach ers There i s no fo rmula f o r t h e a r t o f conmunity j u n i o r c o l l e g e instruction. However, some d e s c r i p t i o n s o f q u a l i t i e s and t e c h n i q u e s t h a t emerge most f r e q u e n t l y i n s u c c e s s f u l t e a c h i n g can be p r e s e n t e d . C e r t a i n t e a c h e r s and p r o f e s s o r s whose t e a c h i n g combined q u a l i t y w i t h p o p u l a r i t y a p p e a r t o be b e s t remembered. Those who s t a n d o u t t e n d t o have s e v e r a l c h a r a c t e r i s t i c s 1n coimon, as i n d i c a t e d by K e lle y and Wilbur: They were k e e n l y and o b v i o u s l y i n t e r e s t e d 1n and e n t h u s i a s t i c a b o u t t h e i r s u b j e c t m a t t e r and t h e y were t h o r o u g h l y prepared. Most o f them worked from n o t e s r a t h e r t h a n from manu­ s c r i p t , a p r a c t i c e t h a t I n d ic a te d t h e i r mastery o f s u b je c t m a tte r ; f u r t h e r , t h e y were o r g a n i z e d . M a t e r i a l was p r e s e n t e d 1n segments t h a t moved fo rward t o an I n t e g r a t e d w hole; i n o t h e r w o r d s, t h e y com­ m u n icated . They spoke c l e a r l y , f o r c e f u l l y , and l o g i c a l l y — l i s t e n e r s co uld h e a r and f o l l o w t h e t h r e a d o f t h e m a t e r i a l , y e t t h e y changed p ace. They p r o v id e d v a r i e t y i n communication t o h o l d a t t e n t i o n and t o a v o id r e s t l e s s n e s s and boredom as t h e y p r e s e n t e d l i v e , v i t a l f a c t s t h a t s t i m u l a t e d and m o t i v a t e d t h e s t u d e n t s . They emphasized i n s t r u c t i o n r a t h e r t h a n p e r s u a s i o n , so s t u d e n t s were f r e e t o d e c i d e f o r th e m s e lv e s i n a c o n t r o v e r s y . They took a p e r s o n a l I n t e r e s t i n each s t u d e n t , t h e y had e x c i t i n g and I n t e r e s t i n g p e r s o n a l i t i e s , and th e y had c h a r a c t e r t h a t c o u ld be admired by s t u d e n t s . Of c o u r s e , o u t s t a n d i n g t e a c h e r s do n o t n e c e s s a r i l y p o s s e s s a l l t h e s e c h a r ­ a c t e r i s t i c s , b u t t h o s e t h a t t h e y do p o s s e s s , however, a r e I n v a r i a b l y so o u t s t a n d i n g t h a t t h e i r s h o rtco m in g s can be I g n o r e d . ^ A dean o f I n s t r u c t i o n a t one community c o l l e g e d e s c r i b e s t e a c h e r q u a l i t i e s he lo o k s f o r when h i r i n g new s t a f f a s : Th ere must be a b a s i c a r t i c u l a t e n e s s : an a b i l i t y t o speak c l e a r l y and d i r e c t l y t o a p o i n t a t I s s u e . Of equal Impor­ t a n c e , 1s a c a p a c i t y t o e x p l a i n , t o I l l u s t r a t e , t o I n t e r p r e t a p o i n t , and a w i l l i n g n e s s t o work w i t h s t u d e n t q u e s t i o n s , no m a t t e r how e l e m e n t a r y t h e y might sometimes b e . The t e a c h e r needs a k in d o f "command p r e s e n c e , " meaning a s u f f i c i e n t f o r c e o f p e r s o n a l i t y t o co nvince s t u d e n t s on e a r l y m eeti n g t h a t h e r e Is a t e a c h e r who n o t o n l y knows what he I s t a l k i n g a b o u t , b u t 1s w i l l i n g and even e a g e r t o communicate 1 t . He must know h i s s u b j e c t so well t h a t he can s i m p l i f y w i t h o u t e ith e r d is to rtin g or d ilu tin g his m a te ria l.2 One community c o l l e g e I n s t r u c t o r , a v e t e r a n o f 14y e a r s o f u n i v e r s i t y t e a c h i n g , now I n s t r u c t i n g a t a community c o l l e g e as a m a t t e r o f c h o i c e , 1n a way summed 1 t up by s a y i n g : What a bunch o f p r a g m a t i s t s t h e s e guys a r e ! T h e i r p h i l o s o p h y 1s: " I f 1 t works, use 1 t ; 1 f 1 t d o e s n ' t , throw i t out." I f i n d 1 t tre m e n d o u s ly r e f r e s h i n g . Nobody r e a l l y blames t h e s t u d e n t s f o r b e in g "dumb." They j u s t s a y , " t h i s k i d has had t e r r i b l e p r e p a r a t i o n , " and th e n th e y go t o work t o remedy t h e d e f i c i e n c i e s as b e s t t h e y can. When t h e y c a n ' t , t h e y wash t h e s t u d e n t o u t . 3 Monroe seems t o p r e c i s a l l t h e p r e c e d i n g m a t e r i a l s I n t o one sim p l e y e t pro found s t a t e m e n t : "But u n d e r l y i n g a l l s u c c e s s f u l t e a c h e r s I s one common t r a i t ; he p l a c e s t h e I n t e r e s t s and c o ncerns ] W. K e lley and L. W il bur, Teac hing In t h e Community J u n i o r C o l l e g e (New York: A p p l e t o n - C e n t u r y - C r o f t s , 197 0 ) , p. 136. 2 R. H. G a r r i s o n , " J u n i o r C o l l e g e F a c u l t y : I s s u e s and Proble m s , AAJC (Washington, D .C ., 196 7 ) , p. 17. 3 I b 1 d . , p. 19. 31 o f s t u d e n t s above h i s f i e l d o f s t u d y o r h i s o u t s i d e - o f - c o l l e g e activ ities."1 Community c o l l e g e f a c u l t i e s , u n l i k e many o t h e r h i g h e r edu­ c a t i o n f a c u l t i e s , have t h e ad v a n ta g e s o f b e i n g r e l a t i v e l y f r e e from p r e s s u r e o f r e s e a r c h and p u b l i c a t i o n , t e n u r e , and s a l a r y i n c r e a s e s , s o major e n e r g i e s can be i n f u s e d i n t e a c h i n g , t e a c h i n g improvement, methods v a r i a t i o n and c h an g e, u p d a t i n g s u b j e c t m a t t e r , and h e l p i n g students. Th ornto n q u o t e s L a n g s d o r f: "Many d e s c r i p t i o n s have been w r i t t e n o f t h e i d e a l p e r s o n a l i t y and p r e p a r a t i o n o f t h e j u n i o r c o l ­ lege I n s t r u c t o r . " To mention s e v e r a l , L a n g sd o r f s u g g e s t s f o u r c h a r a c t e r i s t i c s o f t h e good academic t e a c h e r : The academic t e a c h e r must l o v e h i s s u b j e c t and knowledge 1n g e n e r a l . . . ; t h e academic t e a c h e r s h o u ld have a f o n dness f o r p eo p le . . . ; t h e academic t e a c h e r must have an aware­ n es s o f h i s tim e s . . . j t h e academic t e a c h e r must have s u f ­ f i c i e n t d e p th o f p r e p a r a t i o n t o a v o i d t h e s u p e r f i c i a l i t y o f h a s t y and i n a c c u r a t e s y n t h e s e s and t h e b r e a d t h t o a v o id t h e s t e r i l i t y and boredom o f o v e r s p e c 1 a ! 1 z a t 1 o n . 2 A s u r v e y o f t h r e e community c o l l e g e s by B o r i s B la 1 , J r . , D i r e c t o r o f Re sea rc h a t Harcum J u n i o r C o l l e g e , r a n k o r d e r e d t h e f o l l o w i n g 14 Item c h a r a c t e r i s t i c s o f what makes a good j u n i o r c o l ­ lege te a c h e r: 1. Gives most o f tim e t o s t u d e n t s 2. Is s t u d e n t o r i e n t e d 1C. R. Monroe, P r o f i l e f o r a Community C o l l e g e (San F r a n c i s c o : J o s s e y - B a s s , 19 72), p. 278. 2 L a n g s d o r f a s quoted by J . W. T h o r n t o n , J r . , The Community J u n i o r C o l l e g e (New York: John Wiley & Son s, I n c . , 1 9 6 6 ) , p. 141. 32 3. Is admired by s t u d e n t s 4. Allows s t u d e n t s e l f - d i r e c t i o n 5. Leaves c l a s s a t t e n d a n c e o p t i o n a l 6 . Allows s t u d e n t p a r t i c i p a t i o n 7. L e c t u r e s p r i m a r i l y from s u p p le m e n t a r y m a t e r i a l s 8. C o n s i d e r s s t u d e n t i n p u t when r e o r g a n i z i n g c o u r s e 9. D e r i v e s background m a t e r i a l from d i r e c t e x p e r i e n c e 10. S t r i v e s f o r p e r s o n a l r e l a t i o n s h i p w it h s t u d e n t s 11. In r e s p o n s e t o a q u e s t i o n , g i v e s a d i r e c t answer 12. Is a v e r a g e t e a c h e r , b u t g i v e s g r a d e s h i g h e r t h a n av er ag e of other professors 13. I s I n v o lv e d p r i m a r i l y i n own f i e l d 14. Uses ca s e s t u d i e s as i l l u s t r a t i o n s ^ The e x e c u t i v e d i r e c t o r o f t h e American A s s o c i a t i o n o f J u n i o r Community C o l l e g e s , E. J . G l e a z e r , has n o te d t h a t a com prehensive community c o l l e g e w i l l employ many i n s t r u c t o r s who combine t h e i r o c c u p a t i o n a l work 1n t h e p r o f e s s i o n s o r b u s i n e s s o r t h e t r a d e s w i t h teaching. There i s g r e a t p o t e n t i a l b e n e f i t t o t h e c o l l e g e program 1n t h e i r u p - t o - d a t e knowledge o f o c c u p a t i o n a l f i e l d r e q u i r e m e n t s and t h e i r own d e m o n s t r a t e d o c c u p a t i o n a l co mpetence. However, f o r them, as f o r a l l o f I t s f a c u l t y members, t h e c o l l e g e has an I n e s c a p a b l e o b l i g a t i o n t o p r o v i d e i n - s e r v i c e t r a i n i n g o p p o r t u n i t i e s which e n a b l e any t e a c h e r t o overcome w h a t e v e r d e f i c i e n c i e s he may h av e— i n u n d e r s t a n d i n g t h e l e a r n i n g p r o c e s s f o r ex am p le , o r p e r c e i v i n g t h e ^ B oris B l a i , J r . , "What Makes a Good J u n i o r C o l l e g e T e a c h e r , " Improving C o l l e g e and U n i v e r s i t y T e a c h i n g , Summer 1975, p . 187. 33 c h a r a c t e r i s t i c s o f h i s s t u d e n t s , o r f o l l o w i n g c u r r e n t developments in h is f i e l d . 1 R e g a r d l e s s o f t h e o r i g i n a l s o u r c e o f i t s s t a f f members, t h e community c o l l e g e f a c u l t y , as any t e a c h i n g s t a f f , has I t s d e f i c i e n ­ c i e s which must be c o r r e c t e d . Many t e c h n i c a l t e a c h e r s , q u a l i f i e d by e x p e r i e n c e , l a c k s u b s t a n t i a l formal p r e p a r a t i o n . T hu s, i n - s e r v i c e e d u c a t i o n 1s I m p o r t a n t . To p a r a p h r a s e G a r r i s o n , P a r k s , and W i l l i a m s , j u n i o r c o l l e g e t e a c h i n g I s s t u d e n t o r i e n t e d more t h a n d i s c i p l i n e o r i e n t e d . Sin ce r e g u l a r s t a f f c a n n o t always p r o v i d e t h e s e r v i c e s needed 1n s p e c i a l ­ i z e d c o u r s e s , p a r t - t i m e I n s t r u c t o r s a r e h i r e d who b r i n g , b e s i d e s t h e i r te c h n ic a l e x p e r t i s e , a c o n s id e ra b le p r e s t i g e along w ith I n t e r ­ p r e t a t i o n s e s s e n t i a l t o t h e s p e c i f i c a p p l i c a t i o n s made o f t h e s p e c i a l subject m a tte r.1 Although t h e c o m m u n i ty -ju n io r c o l l e g e t e a c h e r a p p e a r s t o be a h y b r i d between u n i v e r s i t y and p u b l i c sc hool t e a c h e r s , he need s t h e b e s t a t t r i b u t e s o f both. Mis needs and c h a r a c t e r i s t i c s a r e somewhat unique In t h e f a c t t h a t community c o l l e g e s t u d e n t needs a r e , 1n t h e main, somewhat u n iq u e . The I n d u s t r i a l - t e c h n i c a l t e a c h e r m e r e ly m a g n i f i e s t h i s s i t u a t i o n , b e c a u s e , 1n a d d i t i o n t o b e i n g a s p e c i a l i s t 1n t h e I n d u s t r i a l a r e a , he needs a l l t h e a t t r i b u t e s o f t h e g e n e r a l education te a c h e r. ^ o g e r H. G a r r i s o n , "Tea ching 1n a J u n i o r C o l l e g e , " American A s s o c i a t i o n o f J u n i o r C o l l e g e s (American E d u c a t io n a l P u b l i s h i n g I n s t i t u t e , 1968 ); James P. P a r k s , " P a rt- T i m e F a c u l t y , " J u n i o r C o l l e g e J o u r n a l , J a n u a r y 1963; F. Nell W i l l i a m s , "The N e g l e c t e d T e a c h e r s : The P art- T im e F a c u l t y , " A d u l t L e a d e r s h i p , September 1972. 34 C h a r a c t e r i s t i c s o f V o cati o n al T e a c h e rs T e aching I n d u s t r i a l e d u c a t i o n 1s f a r more th a n "showing someone how t o make s o m e t h i n g . " This r e q u i r e s r e s o u r c e f u l t e a c h e r s who u n d e r s t a n d t h e problems o f l e a r n i n g , t h e o r g a n i z a t i o n and f u n c t i o n o f co ntempo rar y American I n d u s t r y , t h e t e c h n i c a l s k i l l s and "know how" o f t e a c h i n g , and t h e a b i l i t y t o r e l a t e t o s t u d e n t s . ^ J e r r y Dobrovolny, a n a t i o n a l f i g u r e 1n t e c h n i c a l e d u c a t i o n , e x p l a i n s h i s f i n d i n g s r e g a r d i n g v o c a t i o n a l - t e c h n i c a l t e a c h e r s as : Teaching 1n t h e v o c a t i o n a l - t e c h n i c a l e d u c a t i o n a r e a s r e q u i r e s h i g h s k i l l l e v e l s and t h e a b i l i t y t o communicate with s tu d e n t s . I t has been d i f f i c u l t t o e s t a b l i s h a n a t i o n a l s t a n d a r d t o measure t h e competency o f t h e s t a f f t e a c h i n g 1n t h e two y e a r , p o s t high s c h o o l , t e c h n i c a l programs b e c a u s e o f t h e newness and c o n t i n u a l ch anging o f programs. There 1s no c o n s i s t e n t p a t t e r n o f t r a i n i n g t h a t has been f o ll ow e d by t h o s e t e a c h e r s I n v o lv e d 1n t e c h n i c a l p r o g r a m s . 2 Ronald Baird has d i s c o v e r e d t h a t r e s e a r c h has I n d i c a t e d many a t t r i b u t e s b u t few s p e c i f i c answers on what makes an o u t s t a n d i n g I n d u s t r i a l e d u c a t i o n t e a c h e r , b u t s e v e r a l a t t r i b u t e s t h a t make l e a r n i n g a more p a l a t a b l e e x p e r i e n c e a r e : (1) e n t h u s i a s m — t h e t e a c h e r who I s e n t h u s i a s t i c and e x c i t e d ab out h i s s u b j e c t m a t t e r and t e a c h i n g methods w i l l u s u a l l y convey t h e s e t r a i t s t o t h e s t u d e n t ; (2 ) p a t i e n c e —he g i v e s s t u d e n t s a c h an ce. The reward In o b s e r v i n g a s t u d e n t f i n a l l y m a s t e r a complex mental o r m a n i p u l a t i v e s k i l l i s w e l l worth e x t r a e f f o r t and w a i t i n g ; (3) r e s o u r c e f u l n e s s — 1s t h e t e a c h e r ' s a b i l i t y t o a d a p t t o v a r i o u s l e a r n i n g s i t u a t i o n s , make ^Ronald J . B a i r d , Contemporary I n d u s t r i a l Teaching ( G ood hea rt -W ilco x, 19 7 2 ) , p. 7. o J e r r y Dobrovolny, " P r e p a r a t i o n o f J u n i o r C o l le g e T e a c h e r s o f T e c h n i c a l S u b j e c t s , " J u n i o r C o l l e g e J o u r n a l , December 1964. 35 Innovations in teaching p r e s e n t a t i o n s , r e v is e le a rn in g a c t i v i t i e s t h a t d i d n o t wo rk , and t o have a t h i s f i n g e r t i p s s o u r c e s o f i n f o r m a ­ t i o n which w i l l c o n t i n u a l l y upgrade h i s t e a c h i n g . He does n o t j u s t t e a c h , he g i v e s s t u d e n t s an o p p o r t u n i t y t o l e a r n ; (4) s i n c e r i t y — he must p r o v i d e t h e b e s t i n p r e p a r a t i o n and t e a c h i n g — d o n ' t b l u f f o r g i v e busy-work a c t i v i t i e s . P r o v id e what t h e s t u d e n t r e a l l y ne e d s .* I t i s g e n e r a l l y a c c e p t e d t h a t good t e a c h e r s a r e n o t born w it h innate a b i l i t i e s . They a r e e d u c a t e d t h ro u g h t h e complex p r o c e s s o f studying the n ature o f the te a c h in g - le a rn in g pro cess. A balance between t e c h n i c a l s k i l l s and knowledge, and t h e a b i l i t y t o become an o u t s t a n d i n g t e a c h e r by growing r e s p o n s i b l y , must be in t e r w o v e n . Each depends h e a v i l y on t h e o t h e r . G e r a ld L e ightbody c a r r i e d t h i s prem ise one s t e p f u r t h e r . He f e l t t h a t knowledge o f s u b j e c t m a t t e r and t e c h n i c a l s k i l l s 1s v e r y im portant, but eq u ally Important Is th e a b i l i t y to I n s p ir e s tu d e n t growth and development. T e a c h e r s can no l o n g e r t h i n k o f th em selv es as s im p ly t r a n s m i t t e r s o f s k i l l s and f a c t s which t h e y th e m s e lv e s have a c q u i r e d . L e arn in g how t o l e a r n w i l l be t h e most I m p o r t a n t l e s s o n t h a t s t u d e n t s o f t h e f u t u r e can m a s t e r and t h e s t u ­ d e n t whose l e a r n i n g i s l i m i t e d o n l y t o what h i s t e a c h e r knows w i l l be u n a b l e t o cope w i t h t h e world beyond t h e school room.2 The Voca ti onal Educ atio n Act o f 1963 s h i f t e d t h e I n s t r u c ­ t i o n a l emphasis from s p e c i f i c o c c u p a t i o n s t o j o b c l u s t e r s . T h is t r e n d * B a i r d , Contemporary I n d u s t r i a l T e a c h i n g , p. 17. ? G e r a ld B. L e ig h t b o d y , V o c a tio n a l E duc atio n i n A m e r i c a 's S ch o o ls — Major I s s u e s o f t h e 1 9 7 0 's (Chicago: American T e c h n ic a l S o c i e t y , 1972), p. 141. 36 was f u r t h e r s t r e n g t h e n e d by t h e amendments o f 1968. Today, a l t h o u g h d e p t h s k i l l s a r e s t i l l o f v i t a l I m p o r ta n c e , t h e emphasis on narrow p r e p a r a t i o n f o r j o b e n t r y w i t h a p r i o r i t y on h i g h - l e v e l s k i l l p r o ­ f i c i e n c y i s b e i n g changed t o t h e development o f v e r s a t i l i t y and flex ib ility . In o r d e r t o t e a c h 1n such pro gra m s , 1 t w i l l be n e c e s ­ s a r y t h a t v o c a t i o n a l - i n d u s t r i a l t e a c h e r s o f t h e f u t u r e be b r o a d l y based. In a d d i t i o n t o s k i l l d e p t h , a p e r s o n must f o r e d u c a t i o n a l p a r i t y w i t h o t h e r t e a c h e r s have: a broad l i b e r a l e d u c a t i o n , f u l l p r o f e s s i o n a l d evelo pm ent, and a b a c c a l a u r e a t e d e g r e e . Without t h e s e t h r e e s t r o n g components added t o t h e t e c h n i c a l p r o f i c i e n c y , a p e r s o n , 1n more c a s e s t h a n n o t , becomes a j o b t r a i n e r I n s t e a d o f an e d u c a t o r . H. P. Adams a g r e e s w i t h t h i s prem is e when he s a y s : T e a c h e rs o f t e c h n i c a l s u b j e c t s need n o t be e n g i n e e r s . However, t h e y do need a t h o ro u g h u n d e r s t a n d i n g o f t h e s ub­ j e c t 1n r e l a t i o n t o t h e a p p l i c a t i o n s t h e s t u d e n t s must make a f t e r g r a d u a t i o n . T h i s would i n c l u d e a co m plet e f o u n d a t i o n 1n t h e f i e l d o f s p e c i a l i z a t i o n , p r o f i c i e n c y 1n t h e a p p l i c a t i o n o f p h y s i c a l s c i e n c e p r i n c i p l e s , and t h e a b i l i t y t o use m at hem at ics as a t o o l 1n t h e develo pment o f I d e a s t h a t make use o f s c i e n t i f i c and e n g i n e e r i n g p r i n ­ ciples.^ He a l s o b e l i e v e s t h a t p r o f e s s i o n a l competency 1s n e c e s s a r y t o p l a n , promote, p u t I n t o o p e r a t i o n , and e v a l u a t e an e f f e c t i v e program o f technical education. F u r t h e r , t h e t e c h n i c a l t e a c h e r s h o u ld p o s s e s s a sound p h i l o s o p h y o f t e c h n i c a l e d u c a t i o n . say: He went on f u r t h e r t o " S p e c i a l i s t s 1n t h e f i e l d who a r e u t i l i z e d w i t h o u t f u r t h e r academic and t e c h n i c a l p r e p a r a t i o n c o u l d l e a d t o a s t a t i c pr ogra m ." ^U.S. O f f i c e o f E d u c a t io n , D i v i s i o n o f V o c a ti o n a l E d u c a t i o n , Area V o c a tio n a l E du c atio n Branch, "Con fer en ce R e p o r t on T e c h n ic a l T e a c h e r Ed uc ation" (Washington, D.C. : November 1 9 6 1 ) , p. 3. 2 I b 1 d . , pp. 100-146. 37 Dale K e s s e r s c h m ld t i n h i s u n p u b lis h e d d i s s e r t a t i o n p o i n t s o u t t h e needs and v a l u e s o f a c q u i r i n g t e a c h e r s from I n d u s t r y t o t e a c h 1n community j u n i o r c o l l e g e s . A s u r v e y on e x p e r i e n c e I n d i c a t e s : r e c e n t l y h i r e d commu­ n i t y c o l l e g e t e a c h e r s who have come from t h e I n d u s t r i a l o r p r o fe s s io n a l f i e l d g e n e r a lly develop I n to b e t t e r te a c h e rs t h a n t h o s e n o t , however, I n - s e r v i c e t r a i n i n g 1s n e c e s s a r y t o c o r r e c t d e f i c i e n c i e s 1n t h e t e a c h i n g and c o u n s e l i n g t e c h ­ niques. I n - s e r v i c e e d u c a t i o n can be u s e f u l , b u t o n ly a f t e r an I n s t r u c t o r has been h i r e d , ■ He l a t e r m a g n i f i e s t h i s by s a y i n g : I t 1s mandatory t h a t I n - s e r v i c e programs a s s i s t new com­ mun ity c o l l e g e I n s t r u c t o r s t o make t h e n e c e s s a r y a d j u s t m e n t s 1n t h e i r work h a b i t s and o u t l o o k s . T h e r e f o r e , an I n - s e r v i c e t r a i n i n g program must f u l f i l l t h r e e p u r p o s e s : 1. Must p r o v i d e I n s t r u c t i o n when knowledge 1s d e f i c i e n t o r ' non-existent 2. Must reawaken s k i l l s which have been dormant 3. Must change b e h a v i o r p a t t e r n s which a r e n o t d e s i r a b l e 1n t h e new e n v i r o n m e n t . 2 T e c h n i c a l and I n d u s t r i a l t e a c h e r s who a r e n o n - d e g re e d need Immediate i n f o r m a t i o n t o r e d u c e a n d / o r e l i m i n a t e problems d e v e l o p i n g from l a c k o f t e a c h i n g e x p e r t i s e . "The a v e r a g e c o l l e g e l e v e l c o u r s e g e n e r a l l y c overs a r a t h e r l i m i t e d and s p e c i f i c a r e a o f i n s t r u c 3 t1on." T ha t does n o t answer a l l t h e Immediate q u e s t i o n s t h a t a r i s e w i t h t h e new t e a c h e r . The t e a c h e r e d u c a t o r s h o u l d , t h e r e f o r e , a d a p t much o f t h e t e a c h e r e d u c a t i o n programs t o ea ch a c t i v e i n d u s t r i a l Dale M e s s e r s c h m l d t , "A S tudy o f P a r t- T im e I n s t r u c t o r s i n V o c a t io n a l and T e c h n i c a l Educ atio n Among Community C o l l e g e s 1n Michigan" (Ph.D. d i s s e r t a t i o n , Michigan S t a t e U n i v e r s i t y , 1967). 2 Ib1d. 3 Ralph O r r and R obert R e e s e , " T e c h n ic a l and I n d u s t r i a l T e a c h e r E d u c a tio n : Competencies Without Delay o r F r i l l s , " American V o c a t io n a l J o u r n a l , November 1971, pp. 6 1 - 6 5 . 38 t e a c h e r on an i n d i v i d u a l b a s i s , r a t h e r t h a n r e q u i r i n g h i s a t t e n d a n c e in a formal c o l l e g e c o u r s e . To i l l u s t r a t e t h e why o f t h i s , what a r e some o f t h e p e r s o n a l c h a r a c t e r i s t i c s t h a t c o n t r i b u t e t o t h e s e d i f ­ f e r e n t needs? F i r s t , and p e rhaps one o f t h e most i m p o r t a n t , i s t h a t th e t r a d e and i n d u s t r i a l t e a c h e r i s much more m a t u r e . Second, he has a wide v a r i e t y o f work e x p e r i e n c e , u s u a l l y o f c o n s i d e r ­ a b l e d e p th i n one o c c u p a t i o n . T h is g e n e r a l l y makes 1 t pos ­ s i b l e f o r him t o more r e a d i l y u n d e r s t a n d and a c c e p t p r o f e s s i o n a l i n f o r m a t i o n and t e a c h i n g methodology. T h i r d , b e c a u s e o f h i s m a t u r i t y , he u s u a l l y has f a m il y o b l i g a t i o n s which make i t f i n a n c i a l l y i m p o s s i b l e f o r him t o l e a v e h i s employment and spend f o u r o r more y e a r s i n p r e p a r i n g h i m s e l f p r o f e s s i o n a l l y as a teacher.1 T e c h n i c a l and I n d u s t r i a l t e a c h e r s a r e p r a c t i c a l m1nded--they want h e l p when t h e y have a ne ed. The h i s t o r i c a l method o f u s in g l o n g - t e r m employment f o r d e v e l o p i n g competency s k i l l s b e f o r e becom­ ing a v o c a t i o n a l - t e c h n i c a l t e a c h e r i s b a s i c a l l y sound. L e lg h tb o d y , however, f e e l s t h a t deep t r a d i t i o n a l commitment t o t h i s one d e v i c e has l e f t a l t e r n a t i v e s n o t only u n e x p l o r e d , b u t even frowned upon. He f e e l s t h a t p r e s e n t and f u t u r e demands d i c t a t e t h a t new ways be found and c o n s i d e r e d t o prod uce t h e c o m p e t e n t , b r o a d l y e d u c a te d 2 v o c a t i o n a l - t e c h n i c a l t e a c h e r t o s a t i s f y t h e s e demands. In o r d e r t o have some g u i d e l i n e s t h a t would be o f h e l p 1n d e v e l o p i n g s u c c e s s f u l t r a d e t e a c h e r s , John Walsh o f t h e O f f i c e o f E d u c a tio n u n d e r to o k a s t u d y t o d e te r m in e o n l y t h o s e c h a r a c t e r i s t i c s and co m petencies e x h i b i t e d by a p er so n as a t e a c h e r , a s opposed t o his personal c h a r a c t e r i s t i c s . I n f o r m a t i o n was s u p p l i e d by 514 1Ibid. 2 L e l g h t b o d y , V o c a t i o n a l E d u c atio n i n A m e r i c a 's S c h o o l s , pp. 100-146. 39 s u c c e s s f u l t e a c h e r s , 228 s t a t e and l o c a l s u p e r v i s o r s , and 120 t e c h ­ n i c a l and I n d u s t r i a l t e a c h e r e d u c a t o r s . The d a t a , when c o m p ile d , d e s c r i b e d t h e knowledge, u n d e r s t a n d i n g , c o n c e p t s , s k i l l s , and a b i l i ­ t i e s i d e n t i f i e d as e s s e n t i a l t o t e c h n i c a l and I n d u s t r i a l t e a c h e r s 1n seven g e n e r a l a r e a s : 1. O rie n ta tio n to public education 2. I n t e r p e r s o n a l and group r e l a t i o n s 3. U n d e r s ta n d i n g t h e s t u d e n t and t h e 4. Developing f u n c t i o n a l c u r r l c u l u m s 5. S e l e c t i n g , d e v e l o p i n g , and u s in g I n s t r u c t i o n a l 6. Te achin g methods 7. learnings itu a tio n m aterials Shop and c l a s s r o o m o r g a n i z a t i o n and management* In 1973, Ramp and R e l d e r p a r a p h r a s e d t h e competency l i s t o f t h e Walsh s t u d y . They f e l t t h e co m p e te n c ie s found t o be most Impor­ t a n t t o t e c h n i c a l and I n d u s t r i a l t e a c h i n g s u c c e s s were l i s t e d under two m ajor g r o u p in g s : t h o s e d e r i v e d from t e a c h e r e d u c a t i o n c o u r s e s and t h o s e a c q u i r e d th ro u g h d i r e c t e x p e r i e n c e . In t h o s e two c a t e ­ g o r i e s , n i n e a r e a s o f competency were I d e n t i f i e d which were deemed t o be needed by t r a d e and I n d u s t r i a l t e a c h e r s . They wer e: (1) t r a d e a n a l y s i s , ( 2 ) c o u r s e a n a l y s i s and c o n s t r u c t i o n , (3) methods o f t e a c h ­ ing I n d u s t r i a l s u b j e c t s , (4) p r e p a r a t i o n and use o f I n s t r u c t i o n a l m aterials, (5) p r i n c i p l e s and p h i l o s o p h y o f v o c a t i o n a l e d u c a t i o n , *John Walsh, "Te ach er Competencies 1n T e c h n i c a l and In d u s ­ t r i a l E d u c a t i o n , OE 84006" ( 1 960), p. 3. 40 (6) t e s t s and mea su remen ts, (7) p r e - s e r v i c e t e a c h e r t r a i n i n g , (8) journeyman work e x p e r i e n c e , and (9) p r a c t i c e t e a c h i n g . 1 Gene Bottoms r e c o g n i z e d t h e s i m i l a r i t i e s , d i f f e r e n c e s , and e x t e n s i v e n e s s o f a l l t h e d i f f e r e n t competency l i s t s , so t o e f f e c t a p i g e o n h o l e sys tem i n which t o c a t e g o r i z e them, he s u g g e s t s t h r e e c a t e g o r i e s o f com pet en ci es i n which t o group them: 1. S t r u c t u r i n g c o m p e t e n c 1 e s - - a r e t h o s e co m petencies n e c e s ­ s a r y t o e s t a b l i s h an i n s t r u c t i o n a l s ys tem 2. P r o c e ss c o m p e t e n c i e s — a r e t h e t e c h n i c a l s k i l l s t h a t m a i n t a i n t h e q u a l i t y o f t h e I n s t r u c t i o n a l system 3. S u p p o r ti v e c o m p e te n c i e s — a r e t h o s e t h a t add t h e human 2 o r p e r s o n a l e le m e n t t o t h e c l a s s r o o m o r l a b o r a t o r y . In a d d i t i o n t o a l l o f t h e com pet en ci es p r e v i o u s l y p o i n t e d o u t , Barlow and Ja c k e y t h i n k a 1 1 s t o f r e l a t i o n s h i p s t h a t , a l t h o u g h n o t p e r s o n a l o r c l a s s r o o m c h a r a c t e r i s t i c s , a r e v e r y i m p o r t a n t and s h o u ld be c u l t i v a t e d t o a s s i s t t h e c r a f t s m a n when he becomes a teacher is : (1) he r e p r e s e n t s t h e school t o t h e p u b l i c . Therefore, h i s c o n d u c t , a t t i t u d e , I d e a l s , and mora le s h o u l d be h ig h and 1n harmony w i t h t h e pu rp os es and o b j e c t i v e s o f t h e s c h o o l ; (2) he a l s o r e p r e s e n t s t h e school t o s t u d e n t s —by t e a c h i n g , d i s c i p l i n e , and c o n d u c t— and should I n f l u e n c e t h e s t u d e n t s ' a t t i t u d e s toward s c h o o l ; (3) he s h o u ld h e l p b u i l d and m a i n t a i n t h e p r o f e s s i o n a l a p proval o f ^ o h n Walsh a s c i t e d by Wayne S. Ramp and Ronald R e l d e r , “T e a c h e r Competencies and C e r t i f i c a t i o n , " AVAJ. March 1973, pp. 33-34. 2 Gene Bottoms, " T ea ch er Competencies T h a t Open t h e Way," AVAJ, November 1975, pp. 41-42. 41 t h e l a y p u b l i c ; (4) he s h o u ld e s t a b l i s h and m a i n t a i n a good a t t i t u d e and r e l a t i o n s h i p w i t h s u p e r v i s o r s as w e ll as a good a t t i t u d e and r e l a t i o n s h i p w ith f e l l o w t e a c h e r s ; (5) he sh o u ld f o s t e r a good a t t i ­ t u d e toward s e l f - I m p r o v e m e n t ; (6) he s h o u ld e x e r c i s e c a r e , a c c u r a c y , p u n c t u a l i t y , and n e a t n e s s 1n a l l n e c e s s a r y r e p o r t s ; (7) he sh o u ld m a i n t a i n t r a d e c o n t a c t s t o m a i n t a i n u p - t o - d a t e I n f o r m a t i o n and t e c h ­ n i q u e s and check on e f f e c t i v e n e s s o f I n s t r u c t i o n ; and (8) he s h o u ld keep Informed c o n c e r n i n g s p e c i a l r u l e s and r e g u l a t i o n s on use o f b u i l d i n g s , g r o u n d s , and s chool p o l i c y . 1 A f t e r a l l 1s s a i d and done, however, t h e k e y s to n e f o r q u a l i t y l i e s 1n t h e realm o f t h e t e a c h e r ' s p r o f e s s i o n a l c o n c e r n s . Do h i s s t a n d a r d s and c h a r a c t e r i s t i c s match r e a l i s t i c a l l y t h e s t a n d a r d s s e t by t h e u s in g agency? The v o c a t i o n a l t e a c h e r and h i s program must be synonymous w ith t h e o c c u p a t i o n a l community. F u r t h e r , he must be a b l e t o a d j u s t t h e method, c o n t e n t , and m a t e r i a l s o f h i s program t o f i t t h e needs o f an extrem e range 1n t h e k in d s o f s t u d e n t s w i t h whom he w i l l come 1n c o n t a c t . He must t a k e a co nce rned I n t e r e s t 1n hap­ p e n in g s o u t s i d e h i s Immediate c l a s s r o o m . Most v o c a t i o n a l - t e c h n i c a l t e a c h e r s have a bad h a b i t o f s t i c k i n g t h e i r no ses 1n t h e shop o r l a b o r a t o r y t o such a d e g r e e t h a t t h e y h e l p Impede p r o g r e s s 1n t h e i r p a rtic u la r areas. E l i z a b e t h Ray v e r y a b l y expounds t h i s , when she says: Voc ational e d u c a t o r s have a g r e a t te n d e n c y t o l e t l e g i s ­ l a t i o n shape t h e f i e l d , r a t h e r th a n u n i t i n g 1n t h e i r b e l i e f s t o sh ap e t h e l e g i s l a t i o n . I n d i v i d u a l s must become a c t o r s York: 1 Barlow and J a c k e y , The Cr af tsm an P r e p a r e s t o Teach (New Macmillan C o . , 1 9 4 4 ) , pp. 160-65. 42 as wel l as r e a c t o r s . Humans e n s u r e t h e i r I m m o r t a l i t y by l i v i n g f u l l and c r e a t i v e l i v e s . They buy ti m e and a v o i c e i n t h e n e x t g e n e r a t i o n by p a s s i n g on t h e i r knowledge, I n s i g h t s , and v a l u e s J Continue d c o n t i n u i n g e d u c a t i o n 1n t h e form o f I n - s e r v i c e t r a i n i n g 1s one o f t h e t o o l s t o h e l p r e d u c e , 1 f n o t e l i m i n a t e , some o f t h e problems t h a t p r o p a g a t e l e t h a r g y , o u t d a t e d n e s s , and s t a g n a t i o n o f m a t e r i a l s and t e c h n i q u e s o f t e a c h i n g , and make f o r b e t t e r p r e p a r e d t e a c h e r s and s t u d e n t s . I n - S e r v i c e T r a i n i n g Needs o f T e a c h e rs Sara Devine d e f i n e s I n - s e r v i c e e d u c a t i o n as any a c t i v i t y toward s e l f - e d u c a t i o n 1n which one engag es a f t e r becoming a t e a c h e r , t h a t t a k e s p l a c e as p e o p le on t h e j o b work on problems r e l a t i n g t o 2 t h e i r employment. L. A. Rubin f e e l s t h a t " I n t h e making o f a t e a c h e r , 1 t 1s h i g h l y p r o b a b l e t h a t i n - s e r v i c e t r a i n i n g 1s i n f i n i t e l y more I m p o r t a n t 3 th a n p r e - s e r v i c e t r a i n i n g . " Roy E d e l f e l t was a l s o co nc er ned w i t h t h i s when he s a i d : " I n - s e r v i c e e d u c a t i o n has been t h e n e g l e c t e d s t e p c h i l d o f t e a c h e r tra in in g . Most r e s o u r c e s have gone I n t o p r e - s e r v i c e p r e p a r a t i o n . " 4 ^ E l i z a b e t h Ray, "From S t a f f Development t o P r o f e s s i o n a l Development," AVA J o u r n a l , A p r i l 1975, pp. 27- 28 . 2Sara Dev ine, "A S t a t e D e p a r t m e n t 's Role 1n I n - S e r v i c e Edu­ c a t i o n , " E d u c a tio n a l L e a d e r s h i p , March 1960, p. 356. 3L. A. Rubin, "A Study on t h e C o n t i n u i n g o f T e a c h e r s , " u n p u b l i s h e d m a t e r i a l , U n i v e r s i t y o f C a l i f o r n i a , C e n t e r f o r C o o r d i­ n a t e d E duc ation ( 1 9 6 9 ). 4Roy A. E d e l f e l t , " I n - S e r v i c e E d u c a t io n o f T e a c h e r s : P r i o r i t y f o r t h e Next D ec ad e, " J o u r n a l o f T e a c h e r E d u c a t i o n , Summer 1974, p. 250. 43 John M o f f l t t e x p r e s s e d t h e f e e l i n g s o f many p r a c t i t i o n e r s when he v o ic e d t h e remark: " R e g a r d l e s s o f t h e q u a n t i t y and q u a l i t y o f academic e d u c a t i o n r e c e i v e d 1n a c o l l e g e o r u n i v e r s i t y , a t e a c h e r new t o any s chool s ystem need s I n - s e r v i c e e d u c a t i o n . " ^ S p e c i f i c t e a c h i n g a s s i g n m e n t s c a n n o t be f o r e s e e n , and even 1f t h e y w e r e , 1 t would be a lm o s t I m p o s s i b l e t o p r e p a r e each I n d i ­ v i d u a l t o f i t each a s s i g n m e n t . T h i s s i t u a t i o n 1s even more magni­ f i e d 1n t h e c a s e o f t h o s e p e r s o n s who e n t e r t h e t e a c h i n g f i e l d w i t h o u t t h e b e n e f i t o f t e a c h e r p r e p a r a t i o n pro grams. B eg i n n in g , p a r t - t i m e t e a c h i n g d e v e lo p s tre mendous I n s e c u r i ­ t i e s ; t h e r e f o r e , a d e q u a t e I n f o r m a t i o n , a s s i s t a n c e , and a s s u r a n c e 1s paramount t o g e t maximum b e n e f i t from t h i s v a l u a b l e c o n t r i b u t i n g source. The m a j o r i t y o f a d j u n c t t e a c h e r s need a s s i s t a n c e 1n methods. To r e d u c e t h e s e I n s e c u r i t i e s , J . Moss, as q u o t e d by Evans and T e r r y , sums up t h e usual I n d u c t i o n o f new t e a c h e r s by s a y i n g : The p r o s p e c t i v e t e a c h e r a f t e r 12 t o 24 ho u r s o f I n s t r u c ­ t i o n , has s e e n t h e f a c i l i t i e s , been I s s u e d h i s s t u d e n t s , and wished god s p e e d . Very l i t t l e o n - t h e - j o b s u p e r v i s i o n has u s u a l l y been a v a i l a b l e . And s u r p r i s i n g l y , most t e a c h e r s p r e ­ p a r e d 1n t h i s manner have n o t t u r n e d o u t t o be p o o r e r t e a c h ­ e r s t h a n t h o s e who h o l d d e g r e e s . 2 John C l i f t o n M o f f i t t , " I n - S e r v i c e E d u c a t i o n f o r T e a c h e r s " (Washington, O.C.: The C e n t e r f o r A p p lie d R e s e a r c h 1n E d u c a t i o n , I n c . , 1963), p. 6. 2 J . Moss, "Assumptions U n d e r l y in g P r e - S e r v i c e Programs f o r Beginning Level V o c a t io n a l T e a c h e r s , " Changing t h e Role o f Voca­ t i o n a l T e a c h e r E d u c a t i o n , q u o t e d by E. Evans and P. T e r r y (McKnlght and McKnight, 197 1 ) , p. 71. 44 I n - s e r v i c e e d u c a t i o n c o u ld be an e x c e l l e n t b r i d g e t o m o d ify , i f n o t e l i m i n a t e , some o f t h e problems t h a t new and i n e x p e r i e n c e d teach ers are encountering. I t 1s a g e n e r a l l y a c c e p t e d f a c t t h a t a p e r s o n 1s more com­ f o r t a b l e d oing something he 1s f a m i l i a r w i t h th a n working 1n a strange area. Using t h i s f a c t , t h e n , a p e r s o n s h o u ld be enc our ag ed t o use what he does know w e l l , t o a cco m p lish somethin g he does n o t know how t o do. For example: S in c e a l l v o c a t i o n a l t e a c h e r s m u s t, a t p r e s e n t , have i n d u s t r i a l e x p e r i e n c e and b a c k g r o u n d s , 1 t might be w ell t o draw on t h e i r e x p e r t i s e and e x p e r i e n c e 1n u s i n g t h e sy stems ap proac h f o r I n i t i a l I n s t r u c t i o n a l p a t t e r n i n t h e c l a s s r o o m . Th ere i s some e v i d e n c e t h a t a systems ap proac h t o v o c a t i o n a l I n s t r u c t i o n s u b s t a n t i a l l y Improves e f f e c t i v e n e s s . I t consists of th ree steps: 1. P recise s p e c i f i c a t i o n o f the behavior expected o f stu d en ts 2. C a r e f u l l y p lan n ed i n s t r u c t i o n a l p r o c e d u r e s aimed e x p l i c i t l y a t those o b je c tiv e s 3. Measurement o f t h e r e s u l t s o f t h e t r a i n i n g i n term s o f t h e o b j e c t i v e s w i t h immediate f eed b ack t o s t u d e n t s R e g a r d l e s s o f what method i s u t i l i z e d , t h e l e a r n i n g a c t i v i ­ t i e s must r e l a t e t o t h e o b j e c t i v e s i n such a way t h a t s t u d e n t s s e e the relevance o f t h e i r a c t i v i t i e s t o t h e i r g o a ls . T h i s means t h a t t e a c h e r s must s e l e c t l e a r n i n g a c t i v i t i e s and m a t e r i a l s t h a t a r e d i r e c t l y r e la te d to the learn in g o b je c tiv e , organize the learn in g 45 a c t i v i t i e s I n t o small s t e p s , and make s u r e t h a t s t u d e n t s r e c o g n i z e t h e r e l a t i o n s h i p between a l e a r n i n g a c t i v i t y and t h e o b j e c t i v e s . 1 In o r d e r t o develop many o f t h e s e d e s i r a b l e t r a i t s , some e f f e c t i v e manner o f p r e - s e r v i c e t r a i n i n g o r I n - s e r v i c e t r a i n i n g must be acc o m p l is h e d . By u s i n g s e l f - e v a l u a t i o n , p e e r e v a l u a t i o n , s t u d e n t e v a l u a t i o n , o r s u p e r v i s o r e x a m in a ti o n o r d i f f e r e n t combina­ t i o n s o f t h e s e , a t e a c h e r , e i t h e r b e g i n n i n g o r e x p e r i e n c e d , can d e t e r m in e n e e d s , th en do something t o Improve t h a t p a r t i c u l a r a r e a . As Barlow p o i n t s o u t : F ound at io ns f o r q u a l i t y r e l a t e d t o t e a c h e r q u a l i f i c a t i o n s p l a c e emphasis upon f o u r e l e m e n t s : 1. Highly d eveloped s u b j e c t m a t t e r r e q u i r e m e n t s 2 . P re-serv ice (or e a r ly s e rv ic e ) pro fessio n al teach er tr a in in g 3. A h i g h l y v a r i a b l e co n cer n a b o u t p e r s o n a l q u a l i f i c a t i o n s 4. In -se rv ic e te a c h e r education continuing throughout a te a c h e r's c a r e e r .2 Some t e a c h e r s c o l l e g e s a r e r e c o g n i z i n g t h e im p o rta n c e o f In -serv ice education. top As a r e s u l t , a m eeti ng o f t h e minds o f t h e e c h e l o n o f a d m i n i s t r a t o r s from f o u r mldwes tern t e a c h e r - p r e p a r a t i o n I n s t i t u t i o n s came up w i t h f o u r a r e a s o f r e s p o n s i b i l i t y for th e ir In stitu tio n s: (1) de v e lo p perfo rm an ce c r i t e r i a f o r q u a l i t y t e a c h i n g , (2) de v e lo p and Implement I m a g i n a t i v e a p p r o a c h e s t o a s s i s t t e a c h e r s i n m e e tin g t h o s e c r i t e r i a , (3) h e l p t e a c h e r s t o r e c o g n i z e a r e a s 1n t h e i r t e a c h i n g t h a t a r e w a n ti n g 1n d ev e l o p m e n t , (4) p r o v i d e ^Bottoms, " T ea ch er Competencies T ha t Open t h e Way," pp. 41 -44. 2 Melvin L. Barlow, " P r o f e s s i o n a l Development 1n V o catio n al T e a c h e r E d u c a t i o n , " AVA J o u r n a l , November 1971, pp. 28-31. 46 tim e and r e s o u r c e s n e c e s s a r y f o r p r o f e s s i o n a l development v i a an orderly career-long p ro c e ss .1 To e ncourage g r e a t e r e f f i c i e n c y f o r t h o s e t e a c h e r s who a r e n o t f u l l y t r a i n e d b u t come w i t h a s k i l l s p e c i a l t y , Tho rn ton makes the following statem ent: He lpfu l s u p e r v i s i o n , w e l l - p l a n n e d programs o f I n - s e r v i c e t r a i n i n g d u r i n g t h e c o l l e g e y e a r , and s a l a r y s c h e d u l e p r o ­ v i s i o n s t h a t e ncourage t e a c h e r s t o use t h e i r summers t o Improve t h e i r I n s t r u c t i o n a l competence can a l l combine t o keep t h e f a c u l t y moving towar d I d e a l c o m p e t e n c e . 2 T h is s t a t e m e n t could v e r y w e ll be u t i l i z e d f o r a l l t e a c h e r s a t a l l l e v e l s o f e d u c a t i o n 1n o r d e r t o keep e d u c a t i o n v i a b l e . It a l s o t i e s In ver y well w i th and su pplem en ts t h e NEA p h il o s o p h y o f i n - s e r v i c e t r a i n i n g as quoted by W il li am O'K ee fe: The p h ilo s o p h y b e h in d t e a c h e r - c e n t e r e d I n - s e r v i c e ed u ­ c a t i o n , as d e f i n e d by t h e NEA, I s t o s e r v e t h e needs o f t h e t e a c h e r so t h a t t h e t e a c h e r can re sp o n d e f f e c t i v e l y t o t h e e d u c a t i o n a l demands o f t h e s t u d e n t and s o c i e t y . To do t h i s , t h e t e a c h e r s must have s u f f i c i e n t c o n t r o l o v e r t h e i r own t r a i n i n g , dev elopm ent, and p r o f e s s i o n a l p e r f o r ­ mance t o make each school an optimum o p e r a t i o n In I t s tim e and p l a c e . 3 S t a n l e y Klelman came up w ith s e v e r a l s u g g e s t i o n s , which 1 f combined w i t h t h e t h i n k i n g o f b o th t h e NEA and t h e a d m i n i s t r a t o r s g ro u p , might add even more v a l u e t o I n - s e r v i c e programs: (1) have as s im p l e an o r g a n i z a t i o n a l s t r u c t u r e a s p o s s i b l e , (2) d o n ' t a t t e m p t 1E r n e s t M l n e l l i , " P o r t r a i t o f t h e New B r eed ," AVA J o u r n a l . F e b r u a ry 1972, p. 73. o J . W. T h o r n t o n , J r . , The Community J u n i o r C o l l e g e (New John Wiley & Sons, I n c . , 19 66) , p. 142. 3 W illiam J . O 'K e e f e , "Some T e a c h e r - C e n t e r e d I n - S e r v i c e T r a i n i n g P rogra m s ," T o d a y 's E d u c a t i o n , Marc.h-Aprll 1974. York: 47 t o s o l v e a l l problems a t on c e , (3) c o n c e n t r a t e on a program t h a t can accom plish g o a l s , (4) I d e n t i f y f a c u l t y needs ( f a c u l t y s e l f i d e n t i f i c a t i o n i n c r e a s e s s u c c e s s p o s s i b i l i t y ) , (5) a n a l y z e problems and d i r e c t program t h e r e t o , (6) a c t i v i t i e s s e l e c t e d t o meet needs and o b j e c t i v e s , and (7) e v a l u a t i o n o f e x p e r i e n c e by b o th i n s t r u c t o r and p a r t i c i p a n t s . ^ Roger G a r r i s o n supplem ented t h i s by s u g g e s t i n g s e v e r a l o t h e r guidelines: A c o l l e g e s h o u ld be a l e a r n i n g p l a c e f o r i t s t e a c h e r s as well as I t s s t u d e n t s . T h e r e f o r e , I n - s e r v i c e t r a i n i n g s h o u ld be a v e r y im p o r t a n t p a r t o f i t s make up. To be most e f f e c t i v e , i n - s e r v i c e t r a i n i n g s h o u ld be g e a r e d t o ch ange, s h o u ld be f a c u l t y o r i g i n a t e d , f a c u l t y d e v e l o p e d , and when and where p o s s i b l e , f a c u l t y adm inistered. This can be p a r t i a l l y ac co m pli sh e d by u s i n g a t e a c h e r c o o r d i n a t o r , i n f o r m a l l y s u r v e y i n g t e a c h e r s , s e t t i n g up p r i o r i t i e s , and u s in g c o n s u l t a n t s . The c o s t s h o u ld be ab s o rb ed by t h e i n s t i t u ­ t i o n , i n c l u d i n g pay w i t h o u t c l a s s e s so t e a c h e r s can a t t e n d t h e programs. The v a l u e r e c e i v e d w i l l more t h a n compensate f o r t h e c o s t 2 b ec a u s e i n - s e r v i c e t r a i n i n g keeps i n s t i t u t i o n and s t a f f c u r r e n t . To d a t e , i n - s e r v i c e t r a i n i n g has been p r i m a r i l y p la n n e d by a d m i n i s t r a t o r s and t e a c h e r e d u c a t o r s r a t h e r th a n by c l a s s r o o m t e a c h e r s t h e m s e l v e s , and has n o t e n t i r e l y met t e a c h e r n e e d s . Self- in volvem ent i n t h e Improvement p r o c e s s w i l l r ed u ce r e s i s t a n c e t o ^ S t a n l e y Kleiman, A Guide f o r E f f e c t i v e I n - S e r v i c e E d u c a tio n ( C l e a r i n g House, Feb r u ary 197 4). 2 Roger G a r r i s o n , “A Mini Manual on I n - S e r v i c e , ” Community and J u n i o r C o l l e g e J o u r n a l . J u n e 1975. 48 external d ire c tio n . However, t o depend on t h e i n i t i a t i v e o f t e a c h e r s t o become i n v o l v e d i n u p g r a d in g e x p e r i e n c e s I s an i n a d e q u a t e f o r ­ mula f o r r a i s i n g t h e q u a l i t y o f e d u c a t i o n . A professional clim ate where t h e d e s i r e t o e x c e l m o t i v a t e s t h e t e a c h e r t o embark on s e l f d i r e c t e d u p g r a d i n g o f s k i l l s and ex p a n s io n o f p e r s p e c t i v e 1s n e c e s ­ sary. The problem a r e a t h e t e a c h e r i d e n t i f i e s r a t h e r t h a n t h e one pr opose d by an a d m i n i s t r a t o r may be where Improvement i s needed f o r t h e t e a c h e r t o f u n c t i o n more e f f e c t i v e l y . B e tte r y e t , a cooperative e f f o r t between t e a c h e r s and a d m i n i s t r a t o r s i n p r o p o s i n g a r e a s where improvement i s needed and t h e n p r o p o s i n g d i r e c t i o n s and methods t o f o l l o w i n o r d e r t o e l i m i n a t e d e f i c i e n c i e s and b o l s t e r s t r e n g t h s would be more ad v an ta g eo u s t o b o t h . C o o p e r a t i v e p l a n n i n g would a l s o un d o u b te d ly be l e s s p r o b l e m a t i c a l t o e i t h e r , and most b e n e f i c i a l t o t h o s e most c o n c e r n e d —t h e s t u d e n t s . Many e d u c a t o r s seem t o f e e l a community c o l l e g e I n d u s t r i a l t e a c h e r and s k i l l c e n t e r I n d u s t r i a l t e a c h e r s must be b r o a d l y p r e ­ pared in general e d u c a tio n , t o b rin g out th e b e s t p o s sib le a t t r i ­ b u t e s In t h e s t u d e n t , and a l s o be b r o a d l y p r e p a r e d 1n I n d u s t r i a l bac k g r o u n d s, t o d e v e l o p t h e s t u d e n t ' s p o t e n t i a l f o r s u c c e s s i n t h e area o f In d u stry t h a t he, th e s tu d e n t, chooses. I t, therefore, becomes n e c e s s a r y f o r a l l t e a c h e r s t o become a c t i v e i n I n - s e r v i c e t r a i n i n g programs t o e l i m i n a t e d e f i c i e n c i e s , u p d a t e i n f o r m a t i o n , and become a c a t a l y s t t o I n s u r e a s a t i s f a c t o r y s t u d e n t t r a n s i t i o n from school t o work. A d ju n c t and annual a u t h o r i z e d t e a c h e r s s h o u ld be v e r y s t r o n g l y e n c o u r a g e d , 1 f n o t r e q u i r e d , t o p a r t a k e o f I n s e r v i c e t r a i n i n g o f f e r i n g s t o make what t h e y have t o o f f e r in terms 49 o f s k i l l s and e x p e r t i s e more e a s i l y p r e s e n t e d and more v a l u a b l e and e f f e c t i v e f o r s t u d e n t s ' us e. Summary T h is c h a p t e r has review ed t h e l i t e r a t u r e t h e I n v e s t i g a t o r f e e l s p e r t i n e n t and r e l a t e d t o t h e pro ble m , and d i v i d e d 1 t I n t o five sectio n s: (1) a b r i e f h i s t o r y o f t h e growth o f v o c a t i o n a l and t e c h n i c a l e d u c a t i o n I n d i c a t i n g t h e need f o r p a r t - t i m e and no n - d eg reed t e a c h e r s , (2) c h a r a c t e r i s t i c s o f e f f e c t i v e t e a c h e r s , (3) c h a r a c t e r i s ­ t i c s o f community c o l l e g e t e a c h e r s , (4) c h a r a c t e r i s t i c s o f v o c a t i o n a l t e c h n i c a l t e a c h e r s , and (5) I n - s e r v i c e t r a i n i n g f o r t e a c h e r s . The f i r s t s e c t i o n s u b s t a n t i a t e s t h e need f o r p a r t - t i m e and non -de gre ed I n d u s t r i a l - t e c h n i c a l t e a c h e r s by p o i n t i n g o u t t h a t a s e r i e s o f h i s t o r i c a l e v e n t s g e n e r a t e d v a c a n c i e s 1n t h e s e a r e a s f a s t e r th a n e d u c a t i o n a l I n s t i t u t i o n s were a b l e t o p r e p a r e p e o p l e t o f i l l those vacancies. The emergency o f World War I I p r e s s u r e d s c h o o l s t o p r e p a r e and t r a i n war p r o d u c t i o n w o r k e r s . The P r e s i d e n t ' s Committee on S c i e n t i s t s and En gin ee rs fo cu sed a t t e n t i o n on manpower problems and was i n s t r u m e n t a l 1n t h e p a s s a g e o f t h e N a t i o n a l Def en se Educa­ t i o n A c t , which added t o t e c h n i c a l t e a c h e r s h o r t a g e , as d i d t h e N a t io n a l V o c a ti o n a l Educ ation Act o f 1963. S e c t i o n two e x p l o r e s t h e c h a r a c t e r i s t i c s o f e f f e c t i v e t e a c h ­ e r s a s r e s e a r c h e d by t e a c h e r s , t e a c h e r e d u c a t o r s , and p s y c h o l o g i s t s , t o a s s i s t 1n h e l p i n g t h e new t e a c h e r use examples t o s e t s t a n d a r d s 50 or goals to s t r i v e f o r , in o rd e r to e lim in a te d e f i c i e n c i e s and/or weaknesses i n t e a c h i n g e a s e o r e f f e c t i v e n e s s . The t h i r d s e c t i o n reviews t h e c h a r a c t e r i s t i c s o f community college teachers. The l i t e r a t u r e g e n e r a l l y a g r e e s t h a t community c o l l e g e f a c u l t i e s p l a c e t h e i r pr im a r y e n e r g i e s i n t h e a r e a o f t e a c h ­ i n g , s i n c e t h e y a r e r e l a t i v e l y f r e e from t h e p r e s s u r e s o f r e s e a r c h and p u b l i c a t i o n . The f o u r t h s e c t i o n s e a r c h e s o u t t h e c h a r a c t e r i s t i c s o f voca­ tional teachers. Although a v o c a t i o n a l - t e c h n i c a l t e a c h e r sh o u ld display a l l the c h a r a c t e r is t i c s o f a general education te a c h e r, there are special c h a r a c te r is tic s inherent to the v o catio n al-tech n ical Instructor. The V o c a ti o n a l E d u c atio n Act o f 1963 s h i f t e d v o c a t i o n a l i n s t r u c t i o n emphasis from s p e c i f i c o c c u p a t i o n s t o j o b c l u s t e r s , which opened many new q u e s t i o n s 1n terms o f c o m p e t e n c i e s . The l a s t s e c t i o n s t r o n g l y s u g g e s t s t h a t i n - s e r v i c e e d u c a t i o n be g iv e n t o p p r i o r i t y , s i n c e most b e g i n n i n g t e a c h e r s a l r e a d y have a baccalaureate degree. C on tinued i n - s e r v i c e t r a i n i n g , t h e n , s h o u ld be used t o d e v e lo p a n d / o r improve t e a c h e r c o m p e t e n c ie s and u p d ate t h e s k i l l s and methods o f l o n g - t e r m t e a c h e r s , a s w e l l as a s s i s t i n g n o n-degre ed and a d j u n c t t e a c h e r s become more e f f i c i e n t i n t h e i r j o b s of helping students le a rn . CHAPTER I I I METHODOLOGY This c h a p t e r p r e s e n t s t h e methods used t o c o l l e c t , p r o c e s s , and a n a l y z e t h e d a t a . In c o n s i s t s o f f o u r s e c t i o n s : (1) d a t a c o l ­ l e c t i o n , (2) d a t a p r o c e s s i n g , (3) d a t a a n a l y s i s , and (4) summary. Data C o l l e c t i o n Data C o l l e c t i o n I n s tr u m e n t Since t h e p r im a r y focus o f t h i s s t u d y was t o I n v e s t i g a t e t h e i n - s e r v i c e e d u c a t i o n needs o f annual a u t h o r i z e d s k i l l c e n t e r I n d u s ­ t r i a l t e a c h e r s and a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s , 1t was e s s e n t i a l t h a t t h e I n s t r u m e n t dev elop ed be one t h a t would I d e n t i f y co m petencies c o n s i d e r e d e s s e n t i a l f o r e f f e c t i v e p e r f o r ­ mance as a v o c a t i o n a l e d u c a t i o n I n s t r u c t o r . A review o f t h e l i t e r a ­ t u r e r e v e a l e d a number o f l i s t s t h a t have been used 1n a s s e s s i n g v o c a t i o n a l t e a c h e r per fo r m a n c e . The competency l i s t t h a t a p p e a r e d t o have undergone t h e most e x t e n s i v e n a tio n w id e t e s t i n g and a c c e p ­ t a n c e was d eveloped t h r o u g h a s t u d y co nd uct ed by C a l v i n C o t t r e l l a t t h e C e n t e r f o r V o c a t io n a l and T e c h n i c a l E d u c a t io n , The Ohio S t a t e U niversity. An a d d i t i o n a l f a c t o r t h a t I n f l u e n c e d t h e r e s e a r c h e r 1n s e l e c t i n g t h i s p a r t i c u l a r competency l i s t i n g as a b a s i s f o r d e v e lo p in g t h e I n s t r u m e n t a t i o n f o r t h i s s t u d y was t h e f a c t t h a t t h e s e com pet en ci es 51 52 have been de ve lope d i n t o p e r f o r m a n c e - b a s e d t e a c h e r e d u c a t i o n modules t h a t a r e b e i n g used n a t i o n w i d e f o r b o t h p r e - s e r v i c e and i n - s e r v i c e in s tr u c tio n of vocational education. The competency l i s t was d ev elo p ed by C a l v i n C o t t r e l l and o t h e r s as a r e s u l t o f a n a t i o n w i d e s tu d y co ndu cted a t t h e C e n t e r f o r V o c a ti o n a l and T e c h n i c a l Educ atio n a t Ohio S t a t e U n i v e r s i t y . The s t u d y was begun i n O c to b e r 1967 by making a c a r e e r a n a l y s i s o f v o ca­ tional teaching. A 21-member t a s k f o r c e o f s t a t e s u p e r v i s o r s , t e a c h e r e d u c a t o r s , and m at ure t e a c h e r s reviewed a r e p r e s e n t a t i v e n a t i o n a l s t u d y i n v o l v i n g 750 v o c a t i o n a l t e a c h e r s . I n t e r v i e w s and i n t r o s p e c t i o n o f o c c u p a t i o n a l a n a l y s i s were u t i l i z e d , and 237 p e r ­ formance e le m e n ts were i d e n t i f i e d . A national c r i t i c a l Incident s t u d y by 700 t e a c h e r s v e r i f i e d 140 o f t h e s e , and e s t a b l i s h e d 30 more. The im p o rta n c e o f t h e s e per fo rm an ce el e m e n ts was e v a l u a t e d by s e n d ­ i n g i n s t r u m e n t s t o a 300-member n a t i o n a l t a s k f o r c e randomly selected . F a c t o r a n a l y s i s o f t h e r e s p o n s e s h e lp e d e s t a b l i s h 82 c l u s t e r s o f elem ents. A 28-member t a s k f o r c e r e f i n e d t h e 82 c l u s ­ t e r s t o 50, and r e a l i g n m e n t and r e f i n e m e n t t o d a t e has r e s u l t e d 1n a v o c a t i o n a l t e a c h e r competency p r o f i l e t h a t I n c l u d e s 100 competen­ c i e s c a t e g o r i z e d under 10 m ajor h e a d i n g s . 1 Using t h e Ohio S t a t e r e s e a r c h as a b a s i s , t h e I n s t r u m e n t f o r t h i s r e s e a r c h was d e v e lo p e d . F i r s t the te n th category ( J — C o o r d i n a t i o n ) was e l i m i n a t e d be caus e i t was n o t a p p l i c a b l e t o e i t h e r C a l v i n C o t t r e l l , Model C u r r i c u l a f o r V o c a ti o n a l and T e a c h e r E d u c atio n ( C e n t e r f o r V o cati o n al and T e c h n ic a l E d u c a t io n , The Ohio S t a t e U n i v e r s i t y , August 19 72 ). 53 o f t h e t e a c h e r groups being I n v e s t i g a t e d . The rem ainin g 90 Items from t h e competency c h a r t were the n s u b m i t t e d t o a committee o f e x p e r t s c o n s i s t i n g o f f i v e conmunlty c o l l e g e deans and f i v e p r i n c i ­ p a l s from a r e a s k i l l c e n t e r s , who were i n s t r u c t e d t o a c c e p t t h e com pet en ci es t h e y f e l t were n e c e s s a r y and r e j e c t t h o s e th e y f e l t were n o t a b s o l u t e l y n e c e s s a r y f o r t e a c h e r s t o be e f f e c t i v e 1n t h e r o l e s 1n which th e y a r e p e r f o r m i n g . A predetermined cut l i n e o f seven o r more o f t h e t e n e x p e r t s b e in g 1n f a v o r o f an Ite m r e t a i n e d 1t f o r t h e I n s t r u m e n t . Appendix C g i v e s a t a b u l a t i o n o f t h e s u r v e y which r e s u l t e d In 51 o f t h e 90 Items b e in g a c c e p t e d . o f the Instrum ent. These 51 Items became p a r t I I In o r d e r t o o b t a i n a f l a v o r o f r e l e v a n c y o f t h e p e r c e i v e d n e e d s , each q u e s t i o n was supplem ented w i t h a y e s - n o answer o f p a s t t r a i n i n g In t h a t p a r t i c u l a r competency. These d a t a , when added t o t h e p e r c e i v e d competency d a t a , were computed t o g i v e a r e l a t i o n s h i p o f f e l t needs t o p a s t t r a i n i n g . Demographic Data Supplementing t h e s e Items were s i x q u e s t i o n s made up t o collect the d a t a n e c e s s a r y t o make compa risons between t h e two t e a c h e r groups 1n term s o f : c e r t i f i c a t i o n , e d u c a t i o n a l b ackground , v o c a t i o n a l e x p e r i e n c e , and t e a c h i n g e x p e r i e n c e . These s i x demographic q u e s t i o n s were combined w i t h t h e 51 co m p eten cies t o make up t h e com pleted i n s t r u m e n t . 54 Field T e stin g of Instrument P r i o r t o d i s s e m i n a t i o n , t h e I n s t r u m e n t was t e s t e d w i t h a group o f s e v e r a l a d j u n c t conmunlty c o l l e g e and s k i l l c e n t e r t e a c h e r s t o d e t e r m in e t h e c l a r i t y and u n d e r s t a n d a b l l i t y o f t h e q u e s t i o n s and t o g a t h e r t h e comments and s u g g e s t i o n s t o make t h e I n s t r u m e n t more a c c e p t a b l e and p a l a t a b l e . The q u e s t i o n n a i r e i n I t s f i n a l form as u t i l i z e d i n t h i s s t u d y 1s I n c lu d e d 1n Appendix E. Population Before t h e s t u d y co u ld be I n i t i a t e d , c e r t a i n i n f o r m a t i o n r e g a r d i n g t h e number o f i n d u s t r i a l a d j u n c t and an nu al a u t h o r i z e d i t e a c h e r s who a r e u t i l i z e d 1n t h e S t a t e o f Michigan had t o be o b t a i n e d . T h e r e f o r e , a l e t t e r was s e n t t o t h e o c c u p a t i o n a l deans o f t h e 29 com­ munity c o l l e g e s and t h e p r i n c i p a l s o f t h e 24 a c t i v e a r e a s k i l l cen­ t e r s , r e q u e s t i n g f a c u l t y l i s t s f o r a d j u n c t and annual a u t h o r i z e d In d u stria l teachers. See Appendices F and G. T w e n t y - t h r e e community c o l l e g e deans and 12 s k i l l c e n t e r p r i n c i p a l s gave p a r t i c i p a t i v e p e r m i s s i o n t o t h e i r s t a f f s . Six com­ munity c o l l e g e s and 12 s k i l l c e n t e r s e i t h e r r e f u s e d t o p a r t i c i p a t e o r d i d n o t have s t a f f members who f i t i n t h e e l i g i b l e c a t e g o r y o f community c o l l e g e i n d u s t r i a l a d j u n c t o r s k i l l c e n t e r annual a u t h o r ­ ized I n d u s tr ia l te a c h e rs. The p o p u l a t i o n c o n s i s t e d o f t h e 208 p a r t - t i m e i n d u s t r i a l community c o l l e g e t e a c h e r s and t h e annual a u t h o r i z e d i n d u s t r i a l s k i l l c e n t e r t e a c h e r s as l i s t e d and s u b m i t t e d by t h e 19 community c o l l e g e deans and t h e 11 s k i l l c e n t e r p r i n c i p a l s who a c t i v e l y p a r t i c i p a t e d i n t h e s t u d y . 55 T hree conmunlty c o l l e g e s and one s k i l l c e n t e r were p e r s o n a l l y v i s i t e d by t h e r e s e a r c h e r t o g i v e t h e I n s t r u m e n t s , c o v e r l e t t e r s , and I n s t r u c t i o n s t o t h e a d m i n i s t r a t o r s who had a g r e e d t o p a r t i c i p a t e , b u t r e q u i r e d t h a t t h e y d i s t r i b u t e t h e i n s t r u m e n t s t o t h e i r own s t a f f s . The r e m a i n d e r o f t h e p a r t i c i p a n t s , as l i s t e d by t h e i r r e s p e c t i v e a d m i n i s t r a t o r s , were d i r e c t l y c o n t a c t e d by mall t h r o u g h t h e i r i n s t i ­ tutions. T h i s was accom plishe d between t h e p e r i o d e a r l y O c to b e r 1976 th ro u g h December 1976. The I n t e n t i o n o f t h e I n v e s t i g a t o r was t o u t i l i z e 100 p e r c e n t o f t h e names s u b m i t t e d and p e r s o n s s e l e c t e d by t h e deans and p r i n c i p a l s p a r t i c i p a t i n g 1n t h e s t u d y . However, o f t h e 208 I n s t r u m e n t s s e n t o u t and 2 f o ll o w ups made, o n ly 161 were r e t u r n e d f o r a 77.4 p e r c e n t r a t e . Of t h e s e , 14 had t o be e l i m i n a t e d be caus e 9 p e r s o n s had t e r m i n a t e d employment l e a v i n g no f o r w a r d i n g a d d r e s s , and 5 r e t u r n e d t h e I n s t r u m e n t w i t h n o t e s o f r e f u s a l t o p a r t i c i p a t e , l e a v i n g 147 p e r s o n s 1n t h e s t u d y . These 14 e l i m i n a t i o n s a l s o reduced t h e number o f p a r t i c i p a t i n g i n s t i t u ­ t i o n s t o 19 community c o l l e g e s w i t h 105 p a r t i c i p a n t s and 11 s k i l l c e n t e r s w it h 42 p a r t i c i p a n t s . Appendix A I t e m i z e s t h e p o p u l a t i o n by I n s t i t u t i o n , number o f I n s t r u m e n t s s e n t o u t , and number o f I n s t r u ­ ments r e t u r n e d . Data P r o c e s s i n g and C l a s s i f i c a t i o n Processing T h i s s e c t i o n p o i n t s o u t t h e methods used 1n cod in g and c l a s ­ s if y i n g the d a ta . I t I n d i c a t e s t h e manner u t i l i z e d t o p r o v i d e a b a s i s f o r a ns w eri ng t h e s e v e r a l q u e s t i o n s pr opose d 1n t h e i n v e s t i g a t i o n . 56 The d a t a were c a t e g o r i z e d d ic h o to m o u s l y : A— dem ograph ic al1 y: (1) formal e d u c a t i o n a l background o f p a r t i c i p a n t s , (2) v o c a t i o n a l a n d / o r t e a c h e r c e r t i f i c a t i o n o f p a r t i c i p a n t s , (3) v o c a t i o n a l bac k­ ground and e x p e r i e n c e o f p a r t i c i p a n t s ; B - - r e s p o n s e o f p a r t i c i p a n t s i n terms o f p e r c e i v e d t r a i n i n g needs as i n f l u e n c e d by: (1) work e x p e r i e n c e , (2) e d u c a t i o n a l back gr ou nd, and (3) t e a c h i n g e x p e r i e n c e . The d a t a from t h e r e t u r n e d q u e s t i o n n a i r e s were t r a n s f e r r e d man ually t o m a c h i n e - s c o r e d answer s h e e t s , which 1n t u r n were t r a n s ­ f e r r e d t o IBM c a r d s i n p r e p a r a t i o n f o r computer a n a l y s i s . The program used was d ev elo p ed t h r o u g h use o f t h e J a n u a r y 1977 updated v e r s i o n o f t h e S t a t i s t i c a l Package f o r t h e S o c ia l S c i e n c e s a s d evelop ed a t N o r th w e ste r n U n i v e r s i t y . ^ A n a l y s i s o f t h e d a t a was t h e n han dle d by Michigan S t a t e U n i v e r s i t y ' s CDC 6500 computer . Data A n a l y s is Demographic Data The d a t a c o l l e c t e d from p a r t I (demographic d a t a ) o f t h e i n s t r u m e n t were c a t e g o r i z e d by u s in g p e r c e n t a g e s o f t h e two v a r i ­ a b l e s ( s k i l l c e n t e r t e a c h e r — community c o l l e g e t e a c h e r ) i n t h e a r e a s of: amount o f e d u c a t i o n , t y p e s o f c e r t i f i c a t i o n , number o f y e a r s o f c o m p a t i b l e work e x p e r i e n c e , and number o f y e a r s o f t e a c h i n g experience. ^Nie, H u l l , J e n k i n s , S t e l n b r e n n e r , and B e n t , S t a t i s t i c a l Package f o r t h e S o c i a l S c i e n c e s (New York: McGraw-Hill Book Company, 1975). 57 Hypotheses t o Be T e s t e d In o r d e r t o answer c e r t a i n s p e c i f i c r e s e a r c h q u e s t i o n s posed f o r t h e s t u d y , t h e f o l l o w i n g h y p o t h e s e s were d e v e lo p e d . Each o f t h e h y p o th ese s posed r e l a t e s t o a m ajor c a t e g o r y o f t e a c h e r competence and i s s t a t e d In t h e n u l l form t o f a c i l i t a t e a c c e p t a n c e o r r e j e c t i o n , as d e t e r m in e d by u t i l i z i n g t h e s t a t i s t i c a l te st of hypotheses. Hypothesis 1 : There i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n terms o f s e l f - p e r c e i v e d com pet en ci es r e l a t i n g t o program p l a n n i n g , d ev elo p m en t, and e v a l u a t i o n . Hypothesis 2 : There i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n terms o f s e l f - p e r c e i v e d co m p eten cies r e l a t i n g t o i n s t r u c ­ tio n a l planning. H ypothesis 3 : There 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d com pet en ci es r e l a t i n g t o I n s t r u c ­ tio n al execution. Hy pothes is 4: There Is a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d co m pete ncies r e l a t i n g t o i n s t r u c ­ tio n al evaluation. H y poth esis 5 : There 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t conmunlty c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d co m p eten cies r e l a t i n g t o i n s t r u c ­ t i o n a l management. H ypothesis 6: There i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n term s o f s e l f - p e r c e i v e d co m p eten cies r e l a t i n g t o g u i d a n c e . 58 H ypothes is 7 : There i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d co m petencies r e l a t i n g t o s c h o o l community r e l a t i o n s . Hypothesis 8 : There i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d co m p eten cies r e l a t i n g t o s t u d e n t vocational o rg a n iz a tio n . H y p o th e s is 9 : There i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n terms o f s e l f - p e r c e i v e d co m petencies r e l a t i n g t o p r o f e s ­ s i o n a l r o l e and developm en t. S t a t i s t i c a l Analysis o f t h e Hypotheses Through a s e r i e s o f m e e ti n g s between t h e r e s e a r c h e r and c o n s u l t a n t s from t h e O f f i c e o f R es ea rch C o n s u l t a t i o n a t Michigan S t a t e U n i v e r s i t y , i t was a g r e e d t h a t t h e most a p p r o p r i a t e method f o r a n a l y s i s o f th e d a t a would be t o use a m u l t i v a r i a t e a n a l y s i s s t a t i s t i c t o t e s t each h y p o t h e s i s . To d i f f e r e n t i a t e f u r t h e r , a u n i v a r i a t e a n a l y s i s would be done on each i n d i v i d u a l Item w i t h i n the categ o ries. In o r d e r t o r e f i n e t h e d a t a s t i l l a n a l y s i s o f means would be u t i l i z e d . f u r t h e r , an These methods o f d a t a h a n d l i n g a r e d e s ig n e d n o t o n ly t o i n d i c a t e d i f f e r e n c e s between annual a u t h o r ­ i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s and a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s as a f f e c t e d by t h e I n d e p e n d e n t v a r i a b l e s o f e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e , b u t a l s o t o compensate f o r t h e d i f f e r e n c e i n numbers between s k i l l c e n t e r (42) and community c o l l e g e (105) p a r t i c i p a n t s . 59 Test J u s tif ic a tio n The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was s e l e c t e d bec a u s e i t can be per formed when two o r more o b s e r v a t i o n s p e r c e l l a r e made. T h is makes i t p o s s i b l e t o compute t h e e r r o r sum o f s q u a r e s , o r t o e s t i m a t e t h e e r r o r v a r i a n c e , and t h u s s e p a r a t e t h e i n t e r a c t i o n e f f e c t from t h e random e r r o r J The u n i v a r i a t e a n a l y s i s o f v a r i a n c e was u t i l i z e d b ecau s e 1 t i s a p r o c e d u r e used t o a n a l y z e m easure ­ ments which have been made on s e v e r a l I te m s . The u n i v a r i a t e a n a l y ­ s i s o f v a r i a n c e a d j u s t s t h e means f o r u n c o n t r o l l e d v a r i a b l e s and makes n e c e s s a r y m o d i f i c a t i o n i n t h e sample e r r o r . The c o r r e c t e d sample e r r o r i s t h e n used t o t e s t f o r s i g n i f i c a n c e o f d i f f e r e n c e s among a d j u s t e d means. The means d a t a were drawn from t h e computer p r i n t o u t as d e v e l o p e d when t e s t i n g f o r a n a l y s i s o f v a r i a n c e . The "F" t e s t o f s i g n i f i c a n c e was used t o t e s t t h e n u l l h y p o t h e s i s o f no d i f f e r e n c e between t e a c h e r groups when t e s t e d by d i f f e r e n t independent v a r i a b l e s . The .05 l e v e l o f p r o b a b i l i t y was used as a c r i t e r i o n f o r t h e a c c e p t a n c e o r r e j e c t i o n o f t h e n u l l hypotheses. When a h y p o t h e s i s was r e j e c t e d , t h e d a t a were f u r t h e r a n a l y z e d by an e x a m i n a t i o n o f means t o g i v e a more d e t a i l e d u n d e r ­ standing o f the in flu e n c in g f a c t o r . Where t h e a d j u s t e d group l e v e l o f p r o b a b i l i t y was n o t s i g n i f i c a n t , b u t i n d i v i d u a l items making up t h e group were s i g n i f i c a n t t o t h e a <.05 l e v e l , t h o s e s i g n i f i c a n t items were i n c l u d e d 1n t h e t a b l e s and d i s c u s s i o n bec a u s e t h e r e s e a r c h e r f e l t t h e y were o f g r e a t im p o r ta n c e t o t h e v a l u e o f York: ^ L incoln L. Chaco, S t a t i s t i c s : Methods and A n a l y s i s (New McGraw-Hill Book Company, 1 9 6 7 ) , p. 123. 60 i n f o r m a t i o n f o r combining o r s e p a r a t i n g t e a c h e r groups i n t r a i n i n g programs. Summary T h is c h a p t e r I n d i c a t e s t h e methods u t i l i z e d 1n t h i s s t u d y . I n c l u d i n g t h e development o f t h e I n s t r u m e n t , d a t a c o l l e c t i o n , d a t a p r o c e s s i n g , and d a t a a n a l y s i s . The d a t a - c o l l e c t i o n I n s t r u m e n t 1s bas ed upon a v o c a t i o n a l t e a c h e r competency p r o f i l e d evelo ped by Ohio S t a t e U n i v e r s i t y . The I n s t r u m e n t was d i s s e m i n a t e d among a t o t a l o f 208 I n d u s t r i a l t e a c h e r s , c l a s s i f i e d as a d j u n c t community c o l l e g e t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r t e a c h e r s . These were i d e n t i f i e d by 19 community c o l l e g e deans and 11 s k i l l c e n t e r p r i n c i p a l s who a g r e e d t o p a r t i c i p a t e 1n t h e s t u d y . A t o t a l o f 147 u s a b l e r e t u r n s p r o v id e d f o r t h e s t u d y . Data from t h e com pleted q u e s t i o n n a i r e s were t r a n s f e r r e d t o m a c h i n e - s c o r e d ans wer s h e e t s . These d a t a were t h e n t r a n s f e r r e d t o c a r d s by t h e d a t a - p r o c e s s 1 n g d e p a r tm e n t o f J a c k s o n Community College. The Michigan S t a t e U n i v e r s i t y computer s e r v i c e s a s s i s t e d 1n d a t a a n a l y s i s by computing t h e n e c e s s a r y f r e q u e n c i e s , means, and r a t i n g s c o r e s . The d a t a were a n a l y z e d t o d e t e r m i n e 1 f t h e r e were any s i g n i f i c a n t d i f f e r e n c e s between community c o l l e g e a d j u n c t i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s i n terms o f p e r c e i v e d needs r e l a t i n g t o program and I n s t r u c t i o n a l 61 p l a n n i n g , developm ent, e v a l u a t i o n , management, g u i d a n c e , s c h o o l community r e l a t i o n s , s t u d e n t v o c a t i o n a l o r g a n i z a t i o n s , and p r o f e s s i o n a l r o l e and develo pm en t. CHAPTER IV ANALYSIS AND PRESENTATION OF DATA T h i s c h a p t e r c o n t a i n s a d e s c r i p t i o n o f t h e s i m i l a r i t i e s and d i f f e r e n c e s between s k i l l c e n t e r annual a u t h o r i z e d I n d u s t r i a l t e a c h ­ e r s and community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s . t a t i o n 1s d i v i d e d I n t o t h r e e s e c t i o n s . The p r e s e n ­ S e c t i o n I compares bo th groups 1n term s o f d e s c r i p t i v e demographic d a t a . Section II p re ­ s e n t s t h e d a t a g e n e r a t e d i n t h e t e s t i n g o f t h e h y p o th e s e s and con­ c l u s i o n s drawn t h e r e f r o m , and S e c t i o n I I I 1s a summary o f t h e chapter. A D e s c r i p t i v e , Com par ativ e A n a l y s i s o f Annual A u t h o r i z e d S k i l l C e n t e r I n d u s t r i a l Te achersand A d ju n c t Community C o ll e g e I n d u s t r i a l T e a c h e rs C ertlflcatlon In terms o f v o c a t i o n a l c e r t i f i c a t i o n between t h e two g r o u p s , t h e r e was a h i g h e r p e r c e n t a g e o f s k i l l c e n t e r t e a c h e r s c e r t i f i e d th a n t h e r e were community c o l l e g e a d j u n c t t e a c h e r s . T hirty-eight o f t h e 42 ( 9 0 . 5 $ ) s k i l l c e n t e r r e s p o n d e n t s were v o c a t i o n a l l y c e r ­ t i f i e d , as compared w i t h community c o l l e g e a d j u n c t t e a c h e r s , where o n ly 55 o f t h e 103 ( 5 3 .4 $ ) r e s p o n d e n t s were v o c a t i o n a l l y c e r t i f i e d . In terms o f t e a c h e r c e r t i f i c a t e s , 11 o f t h e 42 (26.2%) s k i l l c e n t e r r e s p o n d e n t s had t e a c h i n g c e r t i f i c a t e s and 34 o f 103 community c o l l e g e 62 63 a d j u n c t r e s p o n d e n t s (33.0%) h e l d t e a c h i n g c e r t i f i c a t e s . T h is i s n o t e d i n T a b le 1. T a ble 1 . — V o c a t i o n a l and t e a c h e r c e r t i f i c a t i o n . No. o f Respon­ dents Teacher C ertification V o catio n al C ertiflcatlon Yes % No % Yes % No % S kill center teachers 42 38 90.5 4 9.5 11 26.2 31 73.8 Communi t y college teachers 103 55 53.4 48 46.6 34 33. 0 69 67.0 E d u c a tio n a l Background The d a t a showed t h a t 28 (70%) o f t h e s k i l l c e n t e r t e a c h e r s had h ig h s ch ool o r a s s o c i a t e d e g r e e s , whereas 36 (34.6%) o f t h e community c o l l e g e t e a c h e r s p o s s e s s e d s i m i l a r e d u c a t i o n a l q u a l i f i ­ cations. A f u r t h e r e x a m i n a t i o n o f t h e d a t a r e v e a l e d t h a t 7 (17.5%) o f t h e s k i l l c e n t e r t e a c h e r s p o s s e s s e d a b a c h e l o r ' s d e g r e e as com­ p a r e d w i t h 38 (36.5%) community c o l l e g e t e a c h e r s w i t h t h e same educational attainm ent. A s i m i l a r p a tte r n e x is te d with regard to advanced d e g r e e s , w i t h o n l y 5 (12.5%) o f t h e s k i l l c e n t e r t e a c h e r s havin g e a r n e d a m a s t e r s d e g r e e a n d / o r beyond, whereas 30 (28.9%) o f t h e community c o l l e g e t e a c h e r s had pu r su e d g r a d u a t e work t o t h i s level. Only 12 (30%) o f t h e s k i l l c e n t e r t e a c h e r s had e a r n e d a b a c h e l o r s d e g r e e o r beyond as compared w i t h 68 (65.4%) o f t h e 64 comnunlty c o l l e g e t e a c h e r s who h e ld b a c h e l o r s d e g r e e s o r beyond. This i s s i g n i f i c a n t in the f a c t t h a t a bach elo rs degree Is g e n e r a lly c o n s i d e r e d minimal q u a l i f i c a t i o n f o r e n t r y I n t o t h e t e a c h i n g p r o ­ fession. All t h e s e d a t a , as shown 1n T a b l e 2 , I n d i c a t e t h a t com­ munity c o l l e g e t e a c h e r s , as a group, p o s s e s s a c o n s i d e r a b l y h i g h e r l e v e l o f e d u c a t i o n a l q u a l i f i c a t i o n s t h a n do s k i l l c e n t e r t e a c h e r s . T a b le 2 . — E d u c a t i o n a l bac kground. No. o f Respon­ dents S kill center teachers Community college teachers High School Yes Assoc. Degree % Yes B.S. % Yes M.A. % Beyond Yes % Yes % 40 11 2 7.5 17 42.5 7 17.5 3 7.5 2 5.0 104 15 14.4 21 2 0 .2 38 3 6.5 19 18.3 11 1 0.6 Work E x p e rie n c e An e x a m i n a t i o n o f t h e d a t a r e v e a l e d t h a t t h e m a j o r i t y o f t e a c h e r s 1n both groups had worked more t h a n f i v e y e a r s I n t h e o c c u p a t i o n a l f i e l d 1n which t h e y were t e a c h i n g , w i t h a l a r g e r p e r ­ c e n t a g e o f s k i l l c e n t e r t e a c h e r s (76.2%) h a v in g had more t h a n f i v e y e a r s e x p e r i e n c e as compared w i t h community c o l l e g e t e a c h e r s w i t h 63.8% h a v in g more th a n f i v e y e a r s in t h e r e l a t e d o c c u p a t i o n . When combining f i v e y e a r s o f work e x p e r i e n c e and more t h a n f i v e y e a r s o f work e x p e r i e n c e , t h e d i f f e r e n c e between t h e two t e a c h i n g 65 groups was r e d u c e d . T h i s was r e v e a l e d by t h e f a c t t h a t 38 (90.9%) o f t h e s k i l l c e n t e r t e a c h e r s have had f i v e o r more y e a r s o f work e x p e r i e n c e as compared w i t h 87 (82.8%) o f t h e community c o l l e g e t e a c h e r s p o s s e s s i n g a s i m i l a r amount o f e x p e r i e n c e . Please see T a b le 3. T e achin g E x p e rie n c e There i s a g r e a t e r r a n g e i n t h e amount o f t e a c h i n g e x p e r i ­ en ce i n t h e ra n k s o f community c o l l e g e t e a c h e r s t h a n t h e e x p e r i e n c e ra nge o f s k i l l c e n t e r t e a c h e r s . Twenty-two (52.4%) s k i l l c e n t e r t e a c h e r s have f i v e o r more y e a r s o f t e a c h i n g e x p e r i e n c e , as com­ p a r e d w i t h 32 (30.7%) community c o l l e g e t e a c h e r s who have f i v e o r more y e a r s o f t e a c h i n g e x p e r i e n c e . On t h e o t h e r end o f t h e s c a l e , o n l y 7 (16.6%) o f t h e s k i l l c e n t e r t e a c h e r s had l e s s t h a n t h r e e y e a r s o f t e a c h i n g e x p e r i e n c e , as c o n t r a s t e d w i t h 40 (38.4%) commu­ n i t y c o lle g e tea c h e rs with s i m i l a r experience. In t h e i n t e r m e d i a t e ra nge o f t h r e e t o f o u r y e a r s e x p e r i e n c e , t h e r e was o n ly t w o - t e n t h s o f a p e r c e n t a g e p o i n t d i f f e r e n c e between t h e two t e a c h e r grou ps in te rms o f t e a c h i n g e x p e r i e n c e . respectively. They r e g i s t e r e d 31 .0 and 30.8%, The d a t a i n T a b le 4 , t h e n , a p p e a r t o I n d i c a t e t h a t t h e s k i l l c e n t e r t e a c h e r s a s a group had more t e a c h i n g e x p e r i e n c e t h a n d i d community c o l l e g e t e a c h e r s . T e s t o f Hypotheses Introduction Th ere were n i n e h y p o t h e s e s used 1n t h i s i n v e s t i g a t i o n , one f o r each group o f p e r c e i v e d c o m p e t e n c i e s . T h e i r purpo se was t o Table 3 . — Years work e x p e r i e n c e . No. o f Respon­ dents Skill center teachers Community college teachers 2 1 3 4 More Than 5 5 Yes 2 Yes 2 Yes 2 Yes 2 Yes ' 2 Yes 2 42 0 0 .0 3 7.1 0 0 .0 1 2.4 6 14.3 32 76.2 105 2 1.9 2 1.9 8 7.6 6 5.7 20 19.0 67 63.8 Table 4 . — Years t e a c h i n g e x p e r i e n c e . No. o f Respon­ de nts Skill center teachers Conmunity college teachers 2 1 0 3 More Than 5 5 4 Yes 2 Yes 2 Yes 2 Yes 2 Yes 2 Yes 2 Yes 2 42 0 0 .0 3 7.1 4 9.5 6 14.3 7 16.7 7 16.7 15 35.7 104 4 3.8 19 18.3 17 16.3 11 10.6 21 20.2 15 14.4 17 16.3 67 t e s t f o r s i g n i f i c a n t d i f f e r e n c e s between s k i l l c e n t e r annual a u t h o r ­ i z e d i n d u s t r i a l t e a c h e r s and conmunity c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s i n term s o f p e r c e i v e d co m p e te n c ie s as r e l a t e d t o t h e n i n e competency g roups: ( a ) Program P l a n n i n g , Development, and E v a l u a t i o n ; (b) I n s t r u c t i o n a l P l a n n i n g ; ( c ) I n s t r u c t i o n a l E x e c u t i o n ; (d) I n s t r u c ­ t i o n a l E v a l u a t i o n ; ( e ) I n s t r u c t i o n a l Management; ( f ) Gu idance; ( g) School-Community R e l a t i o n s ; ( h ) S t u d e n t V o c a tio n a l O r g a n i z a t i o n ; and ( i ) P r o f e s s i o n a l Role and Development, as t a k e n from t h e e s t a b ­ l i s h e d Ohio S t a t e competency s t u d i e s (See Appendix B) and us ed i n t h i s study. T e s t i n g Methods I t was d e c i d e d t h e m u l t i v a r i a t e ( t h r e e - w a y , two-way} a n a l y s i s o f v a r i a n c e would be u t i l i z e d t o d e t e r m in e t h e s i g n i f i c a n c e o f main and i n t e r a c t i n g e f f e c t s , b e c a u s e i t can be perfo rm ed when two o r more o b s e r v a t i o n s p e r c e l l a r e made. T h is makes i t p o s s i b l e t o compute t h e e r r o r sum o f s q u a r e s , o r t o e s t i m a t e t h e e r r o r v a r i a n c e and t h u s s e p a r a t e t h e i n t e r a c t i o n e f f e c t from t h e random e r r o r . Upon c o m p l e tio n o f t h e m u l t i v a r i a t e t e s t i n g o f t h e h y p o t h e s e s , t h e s k i l l c e n t e r and community c o l l e g e t e a c h e r s were combined and r e t e s t e d u s i n g t h e u n i v a r i a t e (one-way) a n a l y s i s o f v a r i a n c e t o t e s t f o r a s i g n i f i c a n t d i f f e r e n c e between s i n g l e I n d e p e n d e n t v a r i ­ ables. An a n a l y s i s o f v a r i a n c e was a l s o a c c o m p lis h e d t o d i s c e r n t h e d i f f e r e n c e o f means o f t h e e d u c a t i o n , work e x p e r i e n c e , and t e a c h i n g e x p e r i e n c e c e l l s , when u s i n g d i f f e r e n t v a r i a b l e s . 68 Each h y p o t h e s i s was f u r t h e r t e s t e d u s i n g e d u c a t i o n , number o f y e a r s work e x p e r i e n c e , and number o f y e a r s t e a c h i n g e x p e r i e n c e a s an I n d e p e n d e n t v a r i a b l e , t o d e t e r m i n e t h e p o s s i b l e i n f l u e n c e each m ig ht have had upon t h e p e r c e i v e d c o m p e t e n c i e s . Hyp oth es is 1 H : There i s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n ­ t e r i n d u s t r i a l t e a c h e r s 1n te r m s o f s e l f - p e r c e i v e d compe­ t e n c i e s r e l a t i n g t o program p l a n n i n g , d ev elo p m en t, and evaluation. I n s t r u m e n t Items 7 and 8 (Appendix D) combined t o make up group A— Program P l a n n i n g , Development, and E v a l u a t i o n - - o f t h e compe­ tency s c a le s . The n u l l h y p o t h e s i s was a c c e p t e d b ecau s e t h e r e 1s no s i g ­ n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s 1n ter ms o f s e l f - p e r c e i v e d co m p e te n c ie s r e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n . However, when a c t e d upon by t h e i n d e ­ pende nt v a r i a b l e s e d u c a t i o n and y e a r s t e a c h i n g e x p e r i e n c e , t h e mul­ t i v a r i a t e a n a l y s i s showed s i g n i f i c a n c e f o r both v a r i a b l e s : E duc atio n w ith an F o f 3 .96 and a P ( a ) o f .0 0 0 8 , and y e a r s t e a c h i n g w i t h an F o f 6.457 and a P ( a ) o f .00006. Years work e x p e r i e n c e , on t h e o t h e r hand, was n o t s i g n i f i c a n t i n i n f l u e n c i n g t h e p e r c e i v e d com­ p e t e n c i e s r e l a t i n g t o group A. These d a t a a r e shown In T a b le 5. Since t h e p r o b a b i l i t i e s o f t h e v a r i a b l e s e d u c a t i o n and y e a r s t e a c h i n g e x p e r i e n c e were b o th below t h e a < . 0 5 l e v e l o f r e j e c t i o n , t h e y both 69 ap p ear ed t o be very i m p o r t a n t i n a f f e c t i n g t h e p e r c e i v e d t r a i n i n g needs o f t h e two t e a c h e r g r oups. T a b le 5 . —M u l t i v a r i a t e t e s t o f s i g n i f i c a n c e by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e , r e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n . Educat io n Source Work E x p e ri e n c e Te achin g E x p e rien ce F P (a) F P (a) F Position 1.773 .174 2.1 2 2 .123 2.162 .119 Variable 3.960 .0008* .032 .968 6.457 .00006* .957 .570 .566 .091 P o s i t i o n by variable .255 P (a) .9850 ♦ S i g n i f i c a n t a t a <.05. The d a t a were f u r t h e r a n a l y z e d by u n i v a r i a t e t e s t o f s i g ­ n i f i c a n c e i n o r d e r t o d e t e r m in e which Items o f c a t e g o r y A were significant. Item 8—Developing a Course o f S tu d y —w i t h an P o f 6 . 779 and a P ( a ) o f .0003 a p p e a r e d t o be t h e c r i t i c a l i t e m when t e s t e d by t h e v a r i a b l e e d u c a t i o n . Both Item 7—De velop ing Voca­ t i o n a l E d u c a tio n Program Goals and 0 b j e c t 1 v e s - - w i t h an F o f 6 . 1 8 8 and a P ( a ) o f .0026 and it e m 8—De ve loping a Course o f S tu dy —w it h an F o f 13.486 and a P ( a ) o f .00001 were t h e c r i t i c a l Ite ms when t e s t e d by t h e v a r i a b l e number o f y e a r s o f t e a c h i n g e x p e r i e n c e . These d a t a a r e shown 1n T a b le 6 . The number o f y e a r s work e x p e r i ­ ence was n o t t e s t e d as a v a r i a b l e s i n c e t h e m u l t i v a r i a t e t e s t d i d n o t i n d i c a t e i t as b e in g s i g n i f i c a n t . 70 T a b le 6 . - - U n i v a r i a t e t e s t o f s i g n i f i c a n c e by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e , r e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n . Educ atio n i tcin F P (a) Work E x p e rie n c e f 7 2.275 .083 — 8 6.779 .0003* ----- P (a) T e aching E x p e rie n c e F 6.188 13.486 P (a) .0026* . 00001* * S i g n i f l e a n t a t cxc-1^ — = .025. T e s t i n g f u r t h e r and u s i n g e d u c a t i o n as t h e v a r i a b l e , an e x a m in a tio n o f means o f s i g n i f i c a n t it em s showed t h a t 1n i t e m 8 , t h o s e t e a c h e r s h avin g a b a c h e l o r ' s d e g r e e (mean o f 2 . 1 ) i n d i c a t e d t h e most need. When u s in g t h e v a r i a b l e o f t h e number o f y e a r s t e a c h ­ ing e x p e r i e n c e , t h e d a t a s u g g e s t e d t h a t t h o s e t e a c h e r s w i t h t h r e e o r fewer y e a r s o f t e a c h i n g e x p e r i e n c e showed t h e s t r o n g e s t n e e d , and were t h e i n f l u e n c i n g f a c t o r i n t h e r e j e c t i o n o f t h e h y p o t h e s i s , w i t h means o f 2.40 f o r Item 7 and 2.31 f o r i te m 8 . These d a t a , t h e n , s u g g e s t t h a t t h e l e s s t h e t e a c h i n g e x p e r i e n c e , t h e more t h e f e l t need f o r h e l p i n group A c o m p e t e n c i e s . These d a t a a r e shown in T a b le s 7 and 8 . Hypo thes is 2 H : There i s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n ­ t e r i n d u s t r i a l t e a c h e r s i n ter m s o f s e l f - p e r c e i v e d compe­ te n c ie s r e l a t i n g to i n s tr u c tio n a l planning. 71 T a b le 7 . — T a ble o f means f o r s i g n i f i c a n t it e m s r e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n by e d u c a t i o n . Item 8 Number o f Respondents Mean High school 25 1.92 A ssociate degree 37 1.9 4 B.A. 45 2.13 M.A. and beyond 34 1.44 Ed u c atio n T a b le 8 . —T a b le o f means f o r s i g n i f i c a n t it e m s r e l a t i n g t o Program P l a n n i n g , Development, and E v a l u a t i o n by y e a r s t e a c h i n g experience. Years Teac hing E x p e rien ce Item 8 Item 7 Number o f Respondents Mean Number o f R espon den ts Mean 3 or le ss years teaching 45 2.40 45 2.31 4 to 5 years teaching 43 2 .0 0 44 1.73 6 o r more y e a r s teaching 54 1 .89 54 1.63 I n s t r u m e n t it e m s 9 t h r o u g h 14 (Appendix D) make up group B-I n s t r u c t i o n a l P l a n n i n g — o f t h e competency s c a l e s . The n u l l h y p o t h e s i s was a c c e p t e d , s i n c e t h e r e was no s i g n i f i ­ c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n terms o f 72 s e l f - p e r c e i v e d co m peten cies r e l a t i n g t o I n s t r u c t i o n a l P l a n n i n g . However, t h e m u l t i v a r i a t e a n a l y s i s o f t h i s group o f i t e m s , u s i n g e d u c a t i o n a s t h e i n d e p e n d e n t v a r i a b l e , i n d i c a t e d an F o f 2 . 2 5 3 w i t h a P o f .002 f o r t h e v a r i a b l e e d u c a t i o n . S in c e t h i s was below t h e a . 05 l e v e l o f r e j e c t i o n , i t i n d i c a t e d t h a t t h e amount o f e d u c a t i o n was a s i g n i f i c a n t f a c t o r when used a s an i n d e p e n d e n t v a r i a b l e , as i s shown in T a b le 9. T a ble 9 . - - M u l t i v a r i a t e t e s t o f s i g n i f i c a n c e by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e , r e l a t i n g t o I n s tr u c tio n a l Planning. E d u c atio n Source F Work E x p e rien ce T e aching E x p e rie n c e P (a) F P (a) F P (a) Position 1.1 1 0 .360 1.109 .360 1.056 .392 Variable 2.253 .0027* 1.11 3 .358 1.91 8 .032* .506 .756 .847 P o s i t i o n by variable .974 .489 .601 ♦ S i g n i f i c a n t a t a < .0 5 . Null H ypothesis 2 was th e n t e s t e d u s i n g t h e number o f y e a r s o f work e x p e r i e n c e as t h e I n d e p e n d e n t v a r i a b l e . The r e s u l t s o f m u l t i v a r i a t e t e s t i n g showed t h a t t h i s d i d n o t r e a c h t h e a <.05 l e v e l o f r e j e c t i o n ; t h e r e f o r e , no f u r t h e r t e s t i n g was done u s i n g t h i s variable. The s u p p o r t i n g d a t a a r e i l l u s t r a t e d i n T a b l e 9 . F u r t h e r t e s t i n g o f Null H y p o th e s is 2 , u s in g y e a r s t e a c h i n g e x p e r i e n c e as t h e i n d e p e n d e n t v a r i a b l e , showed m u l t i v a r i a t e t e s t 73 s c o r e o f y e a r s o f t e a c h i n g e f f e c t (F * 1 . 9 1 8 , P - . 0 3 2 ) . Since the P .032 o f y e a r s o f t e a c h i n g was w i t h i n t h e a <.05 r e j e c t i o n r a n g e , i t ap p ear ed t h a t t h e i n f l u e n c e o f t h e number o f y e a r s o f t e a c h i n g e x p e r i e n c e was s i g n i f i c a n t a s a v a r i a b l e , as shown i n T a ble 9. The d a t a were n i f i c a n c e f o r items 9 f u r t h e r a n a ly z e d by u n i v a r i a t e t e s t thro ug h 14. of sig ­ Using e d u c a t i o n as t h e i n d e p e n ­ d e n t v a r i a b l e , Item 11— P la n n in g a U n i t o f I n s t r u c t i o n — had an F s c o r e o f 6 .303 w ith a p r o b a b i l i t y o f a .0 0 0 5 , and i t e m 12— W r iti n g a Lesson P l a n — had an F score o f 8 . 244 w i t h a p r o b a b i l i t y o f a .000 05 , i n d i c a t i n g t h e y were t h e it em s t h a t were i m p o r t a n t , and as b e in g a f f e c t e d by t h i s v a r i a b l e . F urther t e s t i n g , using teach in g experience as the indepen­ d e n t v a r i a b l e , a g a in i n d i c a t e d t h a t i t e m 11 w i th an F o f 7.211 and a P ( a ) o f . 0 0 1 , and ite m 12 w i t h an F o f 5 .133 and a P ( a ) o f .0 0 7 , both had an a l e s s th a n t h e .0 08 l e v e l o f s i g n i f i c a n c e and were t h e items t h a t were i n f l u e n c e d when u s i n g t h i s v a r i a b l e . Item 10— Develop S t u d e n t Performance O b j e c t i v e s — a l t h o u g h n o t group s i g n i f i ­ c a n t , was i n d i v i d u a l l y s i g n i f i c a n t w i t h an F o f 3.12 9 and a P o f .047 when a c t e d upon by t h i s v a r i a b l e , and a s such i s w orth m e n tio n ­ in g a t t h i s tim e f o r f u t u r e r e f e r e n c e . Using work e x p e r i e n c e as t h e i n d e p e n d e n t v a r i a b l e showed none o f t h e Items as s i g n i f i c a n t ; c o n s e q u e n t l y , t h e v a r i a b l e work e x p e r i e n c e r e c e i v e d no f u r t h e r t e s t i n g . These d a t a a r e found i n T a b le 10. Items 10, 11, and 12 were f u r t h e r t e s t e d by s u b m i t t i n g them to a n a ly s is o f variance. A g a in , u s i n g e d u c a t i o n as t h e I n d e p e n d e n t v a r i a b l e i n d i c a t e d t h a t f o r i te m 10, t h e a s s o c i a t e d e g r e e h o l d e r s , 74 w i t h a mean o f 2 . 2 8 9 , and t h e B.A. d e g r e e t e a c h e r s , w i t h a mean o f 2 . 2 7 2 , a p p e a r e d t o be equal i n t h e i r f e e l i n g s o f need f o r h e l p w it h t h i s ite m . T h is i s shown i n T a b le 11. Table 1 0 . — U n i v a r i a t e t e s t o f s i g n i f i c a n c e r e l a t i n g t o I n s t r u c t i o n a l P l a n n i n g by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s teaching experience. iX€m E d u c atio n Work E x p e rie n c e Teac hing E x p e rie n c e F P (a) F P (a) F P (a ) 9 1.599 .1929 .006 .937 .968 .382 10 2 . 214 .0897 .090 .764 3 .129 .047^ 11 6.303 .0005^ .056 .419 7.211 . 001^ 12 8.244 .00005^ 1.288 .258 5.113 .007^ 13 2 .5 6 4 .0576 .283 .595 1.714 .184 14 3.318 .0787 .374 .541 2.41 7 .093 ♦S ignificant a t a B .008 f o r group l e v e l o f r e j e c t i o n . ♦ ♦ S i g n i f i c a n t a t a <.5 f o r i n d i v i d u a l ite m l e v e l o f r e j e c t i o n . An e x a m i n a t i o n o f i te m 11 r e v e a l e d t h a t t e a c h e r s w ith o n ly a high s ch oo l diploma (mean 2 . 0 4 ) a p p e a r t o have t h e g r e a t e s t need for assistance. However, t h e r e l a t i v e l y small d i f f e r e n c e i n means between t h o s e w i t h o n l y high scho ol di pl om as and t h o s e w i t h a s s o ­ c i a t e d e g r e e s (mean 1 .97) and B.A. d e g r e e s (mean 1 . 9 3 ) i n d i c a t e s t h a t a l l t h e s e t e a c h e r groups i n d i c a t e d need f o r h e l p . T e a c h e rs w i t h an M.A. d e g r e e a p p e a r t o have t h e l e a s t need f o r a s s i s t a n c e 1n p l a n n i n g a u n i t o f I n s t r u c t i o n . The same r e l a t i o n s h i p e x i s t e d when c o n s i d e r i n g i t e m 12— W r i ti n g a Lesson P l a n . A g a in , t h e t e a c h e r s 75 p o s s e s s i n g o n l y a high schoo l diploma (mean 2 . 1 6 ) a p p e a r e d t o have t h e g r e a t e s t need f o r a s s i s t a n c e and t h o s e w i t h an M.A. d e g r e e (mean 1 . 4 1 ) a p p e a r e d t o have t h e l e a s t need . P l e a s e s e e T a b le 11. T a b le 1 1 . — T able o f means f o r s i g n i f i c a n t Ite ms r e l a t i n g t o I n s t r u c t i o n a l P l anning by e d u c a t i o n . Item 10 Item 12 Item 11 No. o f Respon­ dents Mean No. o f Respon­ dents Mean No. o f Respon­ dents Mean High school 25 2 .2 4 0 25 2 .040 25 2.16 0 A ssociate degree 38 2.289 38 1.973 38 1. 973 B.A. 44 2.272 45 1.933 44 2 .0 0 0 M.A. and beyond 35 1.971 35 1.485 34 1.411 Ed ucation When u s in g y e a r s o f t e a c h i n g e x p e r i e n c e a s t h e I n d ependent v a r i a b l e , 1t was found t h a t t e a c h e r s having t h r e e o r fe w e r y e a r s o f t e a c h i n g e x p e r i e n c e ap p ear ed t o have t h e g r e a t e s t need f o r a s s i s ­ t a n c e as 1 t r e l a t e s t o Items 10, 11, and 12, which had means o f 2 . 4 2 5 , 2 . 1 4 8 , and 2 . 1 0 6 , r e s p e c t i v e l y . The d a t a s u g g e s t t h a t t h e need f o r a s s i s t a n c e 1n t h e s e a r e a s t e n d s t o d e c r e a s e as t h e y e a r s o f t e a c h i n g experience In creases. R e f e r t o T a ble 12. 76 T a b le 1 2 . —T a b le o f means f o r s i g n i f i c a n t Items r e l a t i n g t o I n s t r u c t i o n a l P l a n n i n g by y e a r s t e a c h i n g e x p e r i e n c e . Years Te ac hing E xpe ri ence Item 10 Item 12 Item 11 No. o f Respon­ dents Mean No. o f Respon­ dents Mean No. o f Respon­ dents Mean 3 or less 47 2.425 47 2 .148 47 2.1 06 4 or 5 44 2.1136 44 1.681 44 1.863 6 o r more 53 2.018 54 1.722 52 1 .673 H y poth esis 3 H : There 1s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l cen ­ t e r t e a c h e r s i n terms o f s e l f - p e r c e i v e d co m p eten cies r e l a t i n g to in s tr u c tio n a l execution. I n s t r u m e n t it em s 15 th ro u g h 41 ( s e e Appendix D) make up group C— I n s t r u c t i o n a l E x e c u tio n —o f t h e competency s c a l e s . The n u l l h y p o t h e s i s was a c c e p t e d be caus e none o f t h e t h r e e v a r i a b l e s — e d u c a t i o n , y e a r s work e x p e r i e n c e , o r y e a r s t e a c h i n g e x p e r i e n c e — d ev elo p ed any s i g n i f i c a n c e when t e s t e d a g a i n s t p o s i t i o n . In f u r t h e r t e s t i n g o f Null H y p o th e s is 3, u s in g y e a r s o f work e x p e r i e n c e as t h e I n d e p e n d e n t v a r i a b l e , t h e r e s u l t s o f m u l t i v a r i a t e t e s t s showed none o f t h e r e s u l t i n g s c o r e s were under t h e a <.05 l e v e l o f r e j e c t i o n , i n d i c a t i n g t h a t t h e number o f y e a r s o f work e x p e r i ­ ence d i d n o t , t o any g r e a t m e a s u re , I n f l u e n c e t h e p e r c e i v e d need s o f t h e two t e a c h e r groups i n t h e c a t e g o r y I n s t r u c t i o n a l E x e c u t i o n , when used as a v a r i a b l e . 77 C o n ti n u i n g t h e t e s t i n g o f Null H y pothes is 3 u s i n g y e a r s o f t e a c h i n g e x p e r i e n c e as t h e Ind e p e n d e n t v a r i a b l e * t h e m u l t i v a r i a t e t e s t s showed t h e r e was no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n t h e i r p e r c e i v e d co m p e te n c ie s r e l a t i n g t o I n s t r u c t i o n a l E x e c u tio n . T h is 1s I n d i c a t e d by t h e d a t a i n T a b le 13. T a b le 1 3 . —M u l t i v a r i a t e t e s t o f s i g n i f i c a n c e r e l a t i n g t o I n s t r u c t i o n a l E xe cution by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s teaching experience. Educat io n Source F P (a) Work E x p e rie n c e Teac hin g E x p e ri e n c e F P (a) F P (a) Position 1.444 .1108 1.350 .1548 1.376 .1419 V ariable 1.145 .2203 .709 .8402 1.12 8 .28293 P o s i t i o n by variable 1.354 .0442* 1.122 .3381 1.207 .1887 ^ S i g n i f i c a n t a t a < .0 5 . Because o f t h e l a r g e number o f Ite ms making up Group C, a u n i v a r i a t e t e s t was made o f a l l Items t o a s c e r t a i n t h o s e ite m s which were i n d i v i d u a l l y s i g n i f i c a n t as wel l a s t h o s e which were group s i g ­ n i f i c a n t 1n I n f l u e n c i n g t h e p e r c e i v e d needs o f t h e two t e a c h e r groups. The r e s u l t s showed t h a t it e m 24— I n t r o d u c i n g a Less on— w i t h an F o f 6 . 487 and a P o f .0005 and I te m 25— Summarizing a Less on—w i t h an F o f 5.72 7 and a P o f . 0 0 1 , and i te m 26— Employing Oral Q u e s t i o n i n g T e c h n i q u e s —w i t h an F o f 8.941 and a P o f .0 0 0 2 , 78 were most i n f l u e n t i a l 1n a f f e c t i n g t h e p e r c e i v e d n e e d s , as shown In T a b le 14. Upon f u r t h e r e x a m i n a t i o n o f t h e s e d a t a , i t w i l l be n o te d t h a t o n l y 5 o f t h e 27 items were n o t I n d i v i d u a l l y s i g n i f i c a n t . T h e r e f o r e , t h e r e were 22 Items t h a t , when i n t e r a c t e d upon by t h e i n d e p e n d e n t v a r i a b l e s i n d i v i d u a l l y and c o l l e c t i v e l y , I n f l u e n c e d t h e p e r c e i v e d needs o f th e t e a c h e r g r o u p s. F u r t h e r t e s t i n g by a n a l y s i s o f v a r i a n c e , u s i n g e d u c a t i o n as a v a r i a b l e , p o i n t e d o u t t h a t t h e t e a c h e r s w i t h o n l y a high school diploma (mean 2 . 1 6 ) a p p e a r e d t o have t h e most need f o r a s s i s t a n c e i n I n t r o d u c i n g a Lesson ( i t e m 24) and i n Summarizing a Lesson ( I t e m 2 5 ) . These d a t a s u g g e s t t h a t t h e t e a c h e r s h o l d i n g o n l y a h ig h school diploma had t h e g r e a t e s t need f o r a s s i s t a n c e 1n t h e s e two a r e a s , wher ea s t e a c h e r s h o l d i n g t h e M.A. and beyond (mean 1.457 and 1 . 5 1 4 , r e s p e c t i v e l y ) had t h e l e a s t . The d a t a a r e in T a b le 15. When y e a r s o f t e a c h i n g e x p e r i e n c e was used as t h e in d e p e n d e n t v a r i a b l e , t h e d a t a seemed t o I n d i c a t e t h a t i n both Items 25 (mean 2 . 11 1 ) and 26 (mean 2 . 2 2 2 ) t h e t e a c h e r s who had t h e l e a s t ( t h r e e o r f ew er) y e a r s o f t e a c h i n g e x p e r i e n c e needed t h e g r e a t e s t amount o f a s s i s t a n c e i n t h e a r e a s o f Summarizing a Lesson ( i t e m 25) and Employ­ ing Oral Q u e s t io n i n g T ech nique s ( i t e m 2 6 ) . e x p e r i e n c e i n c r e a s e d , t h e need became l e s s . T a b le 16. F u r t h e r , as t e a c h i n g The d a t a a r e shown in 79 T a ble 1 4 . - - S i g n i f i c a n t i te m s {group and i n d i v i d u a l ) r e l a t i n g t o I n s t r u c t i o n a l Ex ecu tio n by e d u c a t i o n * y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e . Item Educat io n F 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 3.45 8 5.372 3.024 3.847 4.733 3.600 4 .188 2.441 4.544 6.4 87 5.727 4 .810 3.421 1.539 2 .088 1.140 4.8 54 1.563 3.779 4.1 04 1.315 2.7 85 3. 705 2.40 4 .626 2 .1 2 0 .948 P (a ) .0194^ . 022^ .033 3^ .0 4 1 6 ^ .0040^ .01 6 2 ^ .0 0 7 8 ^ .0689 .0050 ^ .0005^ . 001!♦ .00 3 5 ^ ,0 2 0 3 ^ .2091 .1067 .3366 .0 0 3 ^ .2031 .01 2 9 ^ .0086^ .2736 .0448^ .0142^ .0721 .5995 .1026 .4203 Work E x p e rien ce Te ac hing E x p e rie n c e F P («) F 5.161 .025^ 5.13 4 3.921 .02561** .650 ^ 5.731 6 . 752 8 . 940 3.6 74 4.990 4.862 .004^ . 001^ . 0002^ .028^ .0 0 8 ^ .009^ 4 . 520 .013*^ 3.639 .0 2 9 ^ .028^ .018 ^ .017** .0 06AA 4.189 5.515 .043^ . 020^ 3.746 ,055^ 3. 674 4.175 4.240 4.46 4 .037^ 5 .368 P («) ♦ S i g n i f i c a n t a t a < ^ j- = .0018 group l e v e l o f r e j e c t i o n . ♦ ♦ S i g n i f i c a n t a t a <.05 i n d i v i d u a l i t e m l e v e l o f r e j e c t i o n . 80 T a b le 1 5 . — T able o f means f o r s i g n i f i c a n t item s r e l a t i n g t o I n s t r u c t i o n a l E xe cutio n by e d u c a t i o n . Item 25 Item 24 Ed ucat io n No. o f Respondents Mean No. o f Respondents Mean High schoo l 25 2. 160 24 2 .083 A ssociate de gree 38 1.895 38 1.895 B.A. 42 1.9 28 42 1.976 M.A. and beyond 35 1.457 35 1.514 T a b le 1 6 . —T a b le o f means f o r s i g n i f i c a n t items r e l a t i n g t o I n s t r u c t i o n a l Ex ecu tion by y e a r s t e a c h i n g e x p e r i e n c e . Years Teaching Experi en ce Item 25 No. o f Respondents Item 26 Mean No. o f Respondents Mean 3 or less 45 2.111 45 2 .2 2 2 4 or 5 43 1.837 44 1.772 6 o r more 53 1.66 0 53 1. 754 H y poth esis 4 H : There i s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l cen­ t e r i n d u s t r i a l t e a c h e r s 1n term s o f s e l f - p e r c e i v e d competen­ cies re la tin g to in stru c tio n a l ev aluation. I n s t r u m e n t item s 42 t h ro u g h 44 ( s e e Appendix D) make up Group D— I n s t r u c t i o n a l E v a l u a t i o n — o f t h e competency s c a l e s . The 81 n u l l h y p o t h e s i s was a c c e p t e d be caus e p o s i t i o n , when a c t e d upon by t h e v a r i a b l e s e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e , d i d n o t r e a c h t h e a <.05 l e v e l o f s i g n i f i c a n c e . The m u l t i v a r i a t e a n a l y s i s o f group D by t h e i n d e p e n d e n t v a r i a b l e e d u c a t i o n r e s u l t e d 1n an F o f .900 and P o f .525 f o r e d u ­ cation e f f e c t . S i m i l a r r e s u l t s were e n c o u n t e r e d when y e a r s o f work e x p e r i e n c e was u t i l i z e d as t h e I n d e p e n d e n t v a r i a b l e , w i t h an F o f 1.482 and a P ( a ) o f .222. Since b o th were above t h e a <.05 l e v e l o f r e j e c t i o n , t h e y had l i t t l e s i g n i f i c a n t Impact on t h e p e r c e i v e d needs o f t e a c h e r s for th is category. T h i s was n o t t h e c a s e , how­ e v e r , when y e a r s o f t e a c h i n g e x p e r i e n c e was used as t h e I n d e p e n d e n t v a r i a b l e , which r e s u l t e d 1n an F o f 4. 097 w i t h a P (a) o f .0 0 0 6 , which was c o n s i d e r a b l y lower th a n t h e a < . 0 5 l e v e l o f r e j e c t i o n . The d a t a showing t h e s e s t a t i s t i c s may be found i n T a ble 17. T a ble 1 7 . — M u l t i v a r i a t e t e s t o f s i g n i f i c a n c e o f Ite ms o f I n s t r u c t i o n a l E v a l u a t i o n by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s teaching experience. E duc ation Source Work E xpe ri ence Teac hing E x p e ri e n c e F P (a) F P (a) F P (a) Position .067 .9772 .119 .9483 .099 .9599 V ariable .900 .5250 1.482 .2220 4 . 097 .0006* 1.655 .0988 1.001 .3942 1.7 98 .0995 P o s i t i o n by variable ♦ S i g n i f i c a n t a t a < .0 5 . 82 Sin ce t h e m u l t i v a r i a t e t e s t i n d i c a t e d no s i g n i f i c a n t d i f f e r ­ en ce when e d u c a t i o n and y e a r s o f work e x p e r i e n c e were used as t h e in d e p e n d e n t v a r i a b l e s , b o th t h e u n i v a r i a t e t e s t and t h e a n a l y s i s o f v a r i a n c e were e l i m i n a t e d and no f u r t h e r t e s t i n g was done u s i n g t h e s e variables. However, when t h e d a t a were f u r t h e r a n a l y z e d u s i n g y e a r s o f t e a c h i n g e x p e r i e n c e as t h e I n d e p e n d e n t v a r i a b l e , i t produced an F s c o r e o f 4 . 0 9 7 w ith a P ( a ) o f .0 0 0 6 , which b e in g c o n s i d e r a b l y lower than th e a < .0 5 l e v e l o f r e j e c t i o n , was shown as t h e f a c t o r i n f l u ­ e n c in g t h e p e r c e i v e d needs o f t h e t e a c h e r s . Anova t e s t i n g showed Item 44— E v a l u a t i n g I n s t r u c t i o n a l E f f e c t 1 v e n e s s - - w i t h an F o f 12.9 08 and a P o f .00001, which was r e j e c t a b l e b o t h on t h e i te m and group l e v e l by b e i n g l ow er i n P v a l u e th a n e i t h e r o f t h e r e q u i r e d minimum a l p h a l e v e l s ( a B . 0 5 , a = . 0 1 8 ) , as b e in g t h e most i n f l u e n t i a l i te m i n a f f e c t i n g t h e p e r c e i v e d n e e d s . The d a t a a r e shown in T a b le 18. T a b le 1 8 . - - U n i v a r i a t e t e s t o f s i g n i f i c a n c e o f Items o f I n s t r u c t i o n a l E v a l u a t i o n by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s teaching experience. Items E d u c atio n Work E x p e ri e n c e T eac hing E x pe ri ence F P (a) F P (a) F P (a) 42 1.312 .273 .007 .929 2.875 .059 43 .884 .450 .803 .371 3.148 .028** 44 2 . 176 .093 .927 .337 12 .9 08 . 00001* * S i g n 1 f i c a n t t o a <.0 18 group l e v e l o f r e j e c t i o n . ♦ ♦ S i g n i f i c a n t t o a < .0 5 i n d i v i d u a l i te m l e v e l o f r e j e c t i o n . 83 F u r t h e r I n v e s t i g a t i o n by a n a l y s i s o f v a r i a n c e I n d i c a t e d t h a t t e a c h e r s h a v in g t h r e e o r fewer y e a r s o f t e a c h i n g e x p e r i e n c e (mean 2 . 6 9 5 ) a p p e a r e d t o have t h e g r e a t e s t need f o r a s s i s t a n c e 1n e v a l u a t ­ ing I n s t r u c t i o n a l e f f e c t i v e n e s s ( Ite m 4 4 ) , and t h e r e b y were t h e p r i ­ mary I n f l u e n c e r s on t h e Ite m . T h i s 1s shown 1n T a b le 19. Item 43— Determine S t u d e n t Grades 1n a V o c a tio n a l Program—w i t h an a was n o t group r e j e c t a b l e b ecau s e 1t was o v e r t h e a o f .028 <.018 l e v e l, but was I n d i v i d u a l l y r e j e c t a b l e by b e i n g under t h e a < . 0 5 l e v e l o f r e j e c t i o n , and as s u c h , e x e r t e d some I n f l u e n c e on t h e p e r c e i v e d n e e d s . T a b le 1 9 . — T a b le o f means o f s i g n i f i c a n t item s o f I n s t r u c t i o n a l E v a l u a t i o n by y e a r s t e a c h i n g e x p e r i e n c e . Years T eac hing E x p e rie n c e Item 43 Item 44 No. o f Respondents M_ . „ nean Respondents 3 or less 46 2.304 46 2.695 4 or 5 44 1.954 44 2.113 6 o r more 54 1 . 888 54 2.037 NO. Of Mo a n H y p o t h e s is 5 T h e re 1s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n ­ t e r i n d u s t r i a l t e a c h e r s 1n te rm s o f s e l f - p e r c e i v e d competen­ c i e s r e l a t i n g t o I n s t r u c t i o n a l management. I n s t r u m e n t Items 45 t h r o u g h 49 ( s e e Appendix D) make up group E— I n s t r u c t i o n a l Management—o f t h e competency s c a l e s . The n u l l h y p o t h e s i s was r e j e c t e d b e c a u s e t h e r e 1s a s i g n i f i c a n t d i f f e r e n c e 84 between t h e two t e a c h e r groups i n te r m s o f s e l f - p e r c e i v e d competen­ c i e s i n I n s t r u c t i o n a l Management when a c t e d upon by t h e i n d e p e n d e n t v a r i a b l e s y e a r s o f work e x p e r i e n c e and y e a r s o f t e a c h i n g e x p e r i e n c e , as i n d i c a t e d by t h e comparison o f means f o r group E, which p o i n t e d o u t a mean o f 10.967 f o r t h e s k i l l c e n t e r t e a c h e r s and a mean o f 9 . 825 f o r t h e community c o l l e g e a d j u n c t t e a c h e r s . The t e s t i n g was continued to e s ta b li s h in flu e n c in g f a c t o r s . Using p o s i t i o n and e d u c a t i o n as t h e in d e p e n d e n t v a r i a b l e s , th e m u l t i v a r i a t e a n a l y s i s o f t h i s group o f item s f o r p o s i t i o n e f f e c t , f o r e d u c a t i o n e f f e c t , and f o r t h e I n t e r a c t i o n o f p o s i t i o n and e d u c a ­ t i o n was co m p lete d . The r e s u l t s showed none w i t h any s i g n i f i c a n c e , s i n c e none o f t h e p r o b a b i l i t i e s r e a c h e d t h e a <.05 l e v e l o f r e j e c ­ t i o n , as shown i n T a b le 20. T a b le 2 0 . - - M u l t i v a r i a t e t e s t o f s i g n i f i c a n c e o f it e m s o f I n s t r u c t i o n a l Management by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s teaching experience. Ed uc atio n Source Work E x p e ri e n c e F P (a) F Position 1.929 .0946 2.350 Variable 1.463 .1173 .568 .8979 P o s i t i o n by by v a r i a b l e ^ S ig n i f i c a n t t o a <.05. P (a) Te aching E x p e rien ce F P (a) .0441* 2 . 294 .0495* .833 .5279 1.7 70 .3070 1.896 .0996 .667 .7543 85 F u r t h e r t e s t i n g o f H ypo th esis 5 , u s i n g y e a r s o f work e x p e r i ­ ence and p o s i t i o n as i n d e p e n d e n t v a r i a b l e s , r e v e a l e d t h e p o s i t i o n e f f e c t (F = 2 . 3 5 0 , P - . 0 4 4 ) , i n d i c a t i n g t h a t p o s i t i o n was below t h e a <.05 l e v e l o f r e j e c t i o n and t h a t t h e two p o p u l a t i o n s , s k i l l c e n t e r and community c o l l e g e t e a c h e r s , d i f f e r e d s i g n i f i c a n t l y on t h e i r p e r c e i v e d co m p ete n cies f o r Group E when y e a r s o f work e x p e r i ­ ence 1s an i n f l u e n c i n g f a c t o r . When t e s t e d f u r t h e r , u s in g y e a r s o f t e a c h i n g e x p e r i e n c e and p o s itio n as v a r i a b l e s , th e m u l t i v a r i a t e t e s t o f s ig n if ic a n c e revealed s c o r e s o f p o s i t i o n e f f e c t {F * 2 . 2 9 4 , P * . 0 4 9 ) , which was a l s o w i t h i n t h e a <.05 l e v e l o f r e j e c t i o n . T hu s , t h e r e i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s r e l a t i n g t o I n s t r u c t i o n a l Management a s a f f e c t e d by y e a r s o f t e a c h i n g e x p e r i e n c e . T a b le 20 s u b s t a n t i a t e s t h i s . In o r d e r t o d e t e r m in e which items i n f l u e n c e d t h e r e j e c t i o n o f t h e h y p o t h e s i s , t h e u n i v a r i a t e t e s t was used t o d e t e r m in e s i g n i f i ­ cant item s. The v a r i a b l e e d u c a t i o n was n o t u s e d , s i n c e t h e m u l t i ­ v a r i a t e t e s t had a l r e a d y shown 1t a s hav ing no s t a t i s t i c a l s i g n i f i c a n c e . When u s in g y e a r s work e x p e r i e n c e as t h e v a r i a b l e , t h e r e s u l t s showed ite m 49— Manage and M a in ta i n t h e V o c a t io n a l L a b o r a t o r y — ha ving an F s c o r e o f 7.091 w i th a p r o b a b i l i t y o f .0 0 8 7 , t h a t I n d i c a t e d t h e num­ b e r o f y e a r s o f work e x p e r i e n c e had a s i g n i f i c a n t impact upon t h e p e r c e i v e d co m pete ncie s r e l a t i n g t o I n s t r u c t i o n a l Management. F u r t h e r t e s t i n g u s i n g y e a r s o f t e a c h i n g e x p e r i e n c e as t h e v a r i a b l e i n d i c a t e d t h a t y e a r s o f t e a c h i n g e x p e r i e n c e a l s o had a 86 s i g n i f i c a n t impact upon t h e p e r c e i v e d com pet en ci es r e l a t i n g t o I n s t r u c t i o n a l Management ( i t e m 4 9 ) , w it h an F o f 6 . 839 and a p r o b a ­ b i l i t y o f . 0100, w i t h a r e s u l t i n g s i g n i f i c a n c e l e v e l o f a 8 . 0 1 . These d a t a a r e found i n T a b le 21. T a ble 2 1 . - - U n i v a r i a t e t e s t o f s i g n i f i c a n c e o f it em s o f I n s t r u c t i o n a l Management by y e a r s work e x p e r i e n c e and y e a r s t e a c h i n g experience. Work Expe ri ence Item F P (a) Te aching E x p e rie n ce F P (ot) 45 5.020 .0267^ 4.946 ,0279^ 49 7.091 .0087* 6.839 . 0100^ ♦ S i g n i f i c a n t t o a <.01 group l e v e l o f r e j e c t i o n . ♦ ♦ S i g n i f i c a n t t o a <.05 I n d i v i d u a l i t e m l e v e l o f r e j e c t i o n . Item 49—Managing and M a i n t a i n i n g t h e V o c a tio n a l L a b o r a t o r y — was f u r t h e r checked by a n a l y s i s o f v a r i a n c e , which showed t h a t t h o s e t e a c h e r s having f i v e o r l e s s y e a r s o f work e x p e r i e n c e (mean 2 . 4 7 3 ) f e l t t h e most need f o r h e l p and more s t r o n g l y i n f l u e n c e d t h e r e j e c ­ t i o n o f t h e h y p o t h e s i s th a n d i d t h o s e t e a c h e r s w i t h s i x o r more y e a r s o f work e x p e r i e n c e (mean 1 . 9 8 9 ) . These d a t a a r e shown 1n T a b le 22. F u r t h e r e x a m i n a t i o n o f Item 49 d i s c l o s e d t h a t t e a c h e r s having t h r e e o r fewer y e a r s o f t e a c h i n g e x p e r i e n c e (mean 2 . 1 5 5 ) a p p e a r t o have t h e g r e a t e s t need f o r h e l p i n t h i s competency. The d a t a i n T a b l e 23 f u r t h e r show t h a t t h e g r e a t e r t h e number o f y e a r s o f t e a c h i n g 87 e x p e r i e n c e , t h e l e s s t h e f e l t need f o r a s s i s t a n c e i n t h e a r e a o f i n s t r u c t i o n a l management. T a b le 2 2 . — T able o f means f o r s i g n i f i c a n t item s o f I n s t r u c t i o n a l Management by y e a r s work e x p e r i e n c e . Years Work E x p e rie n c e Item 49 No. o f Respondents Mean 5 or less 48 2 .4 7 3 6 o r more 93 1.989 T a b le 2 3 . —T a b le o f means f o r s i g n i f i c a n t i te m s o f I n s t r u c t i o n a l Management by y e a r s t e a c h i n g e x p e r i e n c e . Item 49 Years T eaching E x p e rie n ce No. o f Respondents Mean 3 or le s s 45 2.1 55 4 or 5 44 1.931 6 o r more 51 1.882 H y p o th e s is 6 H : There i s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d competen­ c ie s r e l a t i n g t o guidance. 88 Group F, G uid an ce , i s a s i n g l e - i t e m g r o u p , made up o f item 50—P r o v i d e I n f o r m a t i o n on E d u c a t io n a l and C a r e e r O p p o r t u n i t i e s — which when t e s t e d by a n a l y s i s o f v a r i a n c e u s i n g e d u c a t i o n and p o s i ­ t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e as v a r i a b l e s , were a l l above t h e a < .0 5 l e v e l o f r e j e c t i o n . Therefore, t h e n u l l h y p o t h e s i s was a c c e p t e d and no f u r t h e r t e s t i n g was done. The d a t a a r e i n T a b le 24. T a ble 2 4 . —A n a l y s i s o f v a r i a n c e o f t h e Item Guidance by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e . Source E d u c atio n Years work e x p e r i e n c e Years t e a c h i n g e x p e r i e n c e F P (a) 1.729 .165 .1 78 .674 2.739 .068 H y p o th e s is 7 H : There 1s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n ­ t e r I n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d competen­ c i e s r e l a t i n g t o school-com munity r e l a t i o n s . Group G, School-Community R e l a t i o n s , 1s a s i n g l e - 1 t e m group made up o f Ite m 51— C o o p e r a t e w it h S t a t e and Local E d u c a t o r s — (Appendix D) w h i c h , when t e s t e d by a n a l y s i s o f v a r i a n c e u s in g edu ­ c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s o f t e a c h i n g e x p e r i e n c e as v a r i a b l e s , were above t h e a < . 0 5 l e v e l o f s i g n i f i c a n c e . Therefore, t h e n u l l h y p o t h e s i s was a c c e p t e d and no f u r t h e r t e s t i n g was done. The d a t a a r e shown i n T a b le 25. 89 T a b le 2 5 . — A n a l y s i s o f v a r i a n c e o f Ite m School-Cotrmunlty R e l a t i o n s by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g experience. F P (a) Ed ucat io n 1. 729 .165 Years work e x p e r i e n c e 1.476 .227 .887 .414 Source Years t e a c h i n g e x p e r i e n c e H y poth esis 8 H : There I s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l cen ­ t e r I n d u s t r i a l t e a c h e r s 1n term s o f s e l f - p e r c e i v e d competen­ cies r e la t in g to studen t vocational o rg an izatio n . Group H, S t u d e n t V o c a tio n a l O r g a n i z a t i o n , 1s a s 1 n g l e - 1 t e m group made up o f Item 5 2 - - P r e p a r e S t u d e n t s f o r L e a d e r s h i p Roles 1n t h e S t u d e n t V o c a t i o n a l O r g a n i z a t i o n — (Appendix D) w h i c h , when t e s t e d by a n a l y s i s o f v a r i a n c e u s i n g e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e as v a r i a b l e s , i n d i c a t e d t h a t t h o s e a r e a s t e s t e d d i d n o t a t t a i n t h e a <.05 l e v e l o f s i g n i f i c a n c e . Therefore, t h e n u l l h y p o t h e s i s was a c c e p t e d and no f u r t h e r t e s t i n g was done. The d a t a a r e 1n T a b le 26. H y p o th es is 9 H : There 1s no s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n ­ t e r i n d u s t r i a l t e a c h e r s 1n terms o f s e l f - p e r c e i v e d competen­ c i e s r e l a t i n g t o p r o f e s s i o n a l r o l e and developmen t. 90 T a ble 2 6 . —A n a l y s i s o f v a r i a n c e o f Item S t u d e n t V o c a ti o n a l O r g a n i z a ­ t i o n by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s teaching experience. Source E du c atio n Years work e x p e r i e n c e Years t e a c h i n g e x p e r i e n c e F P («) 2.3 79 .073 .439 .509 1.837 .164 I n s t r u m e n t item s 53 t h r o u g h 57 make up group I — P r o f e s s i o n a l Role and Development—o f t h e competency s c a l e (Appendix D). The n u l l h y p o t h e s i s was r e j e c t e d s i n c e a l l t h r e e v a r i a b l e s — e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e —were found t o be s i g n i f i c a n t , as i n d i c a t e d by t h e com parison o f means f o r group I , which p o i n t e d o u t a mean o f 9 .4 8 9 f o r t h e s k i l l c e n t e r t e a c h e r s and a mean o f 9 . 950 f o r t h e community c o l l e g e a d j u n c t t e a c h e r s . The t e s t i n g was c o n t i n u e d t o e s t a b l i s h i n f l u e n c i n g f a c t o r s . Using p o s i t i o n and e d u c a t i o n a s t h e i n d e p e n d e n t v a r i a b l e s , t h e m u l t i v a r i a t e a n a l y s i s o f t h e s e item s r e s u l t e d in p o s i t i o n e f f e c t w i t h an F s c o r e o f 3 . 0 5 1 , P . 0 1 2 , and e d u c a t i o n w i t h an F o f 2 . 4 9 9 , P .0 0 1 7 . The p r o b a b i l i t i e s o f b o th were below t h e a <.05 r e j e c t i o n l e v e l , t h e r e b y i n d i c a t i n g a s i g n i f i c a n t d i f f e r e n c e between annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s and community c o l l e g e a d j u n c t i n d u s t r i a l t e a c h e r s i n term s o f p e r c e i v e d needs r e l a t i n g t o P r o f e s s i o n a l Role and Development when t e s t e d by t h e v a r i a b l e , education. 91 C o n t in u in g t h e t e s t i n g o f t h e h y p o t h e s i s , u s i n g y e a r s o f work and p o s i t i o n as t h e i n d e p e n d e n t v a r i a b l e s , p o s i t i o n e f f e c t had an F s c o r e o f 2 . 8 2 4 , P .019 which was below t h e a <.05 l e v e l o f r e j e c ­ t i o n , i n d i c a t i n g t h e amount o f work e x p e r i e n c e was an i n f l u e n c i n g f a c t o r in t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s . Using p o s i t i o n and y e a r s o f t e a c h i n g e x p e r i e n c e as i n d e p e n ­ d e n t v a r i a b l e s , i t was found t h a t p o s i t i o n e f f e c t had an F s c o r e o f 2 . 8 5 7 , P .018 which , bein g l e s s th a n t h e a <.05 l e v e l o f r e j e c t i o n , a ls o influenced the r e j e c t i o n o f the null h y p o th esis. Refer to T a ble 27. T a b le 2 7 . —M u l t i v a r i a t e t e s t o f s i g n i f i c a n c e o f item s o f P r o f e s s i o n a l Role and Development by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e . Ed ucation Source Work Expe ri ence F P (a) F Position 3.051 .01267* 2.824 Variable 2.49 9 .00168* P o s i t i o n by variable 1.667 .0562 P (a) Teac hing E x p e r ie n c e F P (a) .0189* 2.8 57 .0179* .742 .5928 1.679 .0861 .624 .6817 .691 .7316 ^ S i g n i f i c a n t a t a < .0 5 . The d a t a were f u r t h e r a n a ly z e d by u n i v a r i a t e t e s t o f s i g ­ n i f i c a n c e f o r ite m s 53 t h r o u g h 57. T h is i n d i c a t e d t h a t , when u s in g e d u c a t i o n as t h e v a r i a b l e , Ite m 57— S e l e c t and M a in t a i n a T e aching P o s i t i o n in Keeping w i t h Your P r o f e s s i o n a l Q u a l i f i c a t i o n s — had an 92 F s c o r e o f 4.826 w it h a p r o b a b i l i t y o f .0 03. Four o f t h e f i v e i te m s In group I were i n d i v i d u a l l y s i g n i f i c a n t , h aving an a < . 0 5 , and i f each had been s e p a r a t e would have r e j e c t e d t h e n u l l h y p o t h e s i s , b u t when combined as a g ro u p , co u ld n o t s a t i s f y t h e group a <.01 l e v e l o f s i g n i f i c a n c e , so in s p i t e o f t h e i r i n f l u e n c e , o n l y i te m 57 w i t h t h e a <= .003 co uld be c o n s i d e r e d s u f f i c i e n t l y s i g n i f i c a n t t o r e j e c t the null hypothesis. A u n i v a r i a t e t e s t o f s i g n i f i c a n c e showed none o f t h e i n d i ­ v i d u a l item s making up group 1 t o be s i g n i f i c a n t t o t h e a <.01 l e v e l o f r e j e c t i o n , when t h e v a r i a b l e s y e a r s o f work e x p e r i e n c e and y e a r s o f t e a c h i n g e x p e r i e n c e were used . Item 53--Keep Up t o Date i n Your P r o f e s s i o n a l and Your O c c u p a t io n a l S p e c i a l t y — (F * 6 . 5 4 8 , P B . 0 0 1 , work e x p e r i e n c e ; F * 6 . 0 0 4 , P = . 0 0 1 , t e a c h i n g e x p e r i e n c e ) was s i g ­ n i f i c a n t on t h e i n d i v i d u a l ( a < . 0 5 ) it e m l e v e l o f r e j e c t i o n . All t h e s e ' d a t a a r e shown i n T a b le 28. Item 57, when examined u s i n g e d u c a t i o n a s t h e v a r i a b l e , s u g g e s t e d t h a t h i g h - s c h o o l - d l p l o m a - h o l d i n g t e a c h e r s (mean 1.9 1 6 ) and t e a c h e r s w i t h a B.A. (mean 1.9 3 0 ) b o t h had a s t r o n g e r need f o r h e lp in t h e a r e a o f — How t o S e l e c t , O b t a i n , and M a in t a i n a T e a c h in g P o s i t i o n i n Keeping w i t h His P r o f e s s i o n a l Q u a l i f i c a t i o n s — t h a n d i d t h o s e t e a c h e r s w i t h an a s s o c i a t e d e g r e e (mean 1 . 7 2 9 ) and M.A. and beyond t e a c h e r s (mean 1 . 4 2 4 ) . See T a b l e 29. In t h e p e r u s a l o f t e s t r e s u l t s o f Item 5 3 , i t a p p e a r e d t h a t t h o s e t e a c h e r s having f i v e o r l e s s y e a r s o f work e x p e r i e n c e (mean 1.8 7 2 ) had a s t r o n g e r need f o r h e l p i n t h e a r e a o f ke e p in g up t o d a t e 93 T a b le 2 8 . - - U n i v a r i a t e t e s t o f s i g n i f i c a n c e o f it em s o f P r o f e s s i o n a l Role and Development by e d u c a t i o n , y e a r s work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e . Ed ucat io n Items F 53 1.162 .3270 54 2 . 898 .0379** 55 3.317 .0223** 56 2.89 5 .0381** 57 4 .826 .0033* P (a) Work E x p e rie n c e Teaching E xpe ri ence P (a) F 6 .5 4 8 .0116** F P (a) 6.0 04 .0115** ^ S i g n i f i c a n t a t a <-Lg— B .01 group l e v e l o f r e j e c t i o n . ♦ ♦ S i g n i f i c a n t a t a <.05 i n d i v i d u a l i t e m l e v e l o f r e j e c t i o n . T a ble 2 9 . —T a b le o f means f o r s i g n i f i c a n t it e m s o f P r o f e s s i o n a l Role and Development by e d u c a t i o n . Item 57 Edu cat io n No. o f Respondents Mean High s ch ool 24 1.916 A s sociate degree 37 1.729 B.A. 43 1.930 M.A. and beyond 33 1.424 94 i n t h e i r p r o f e s s i o n a l and o c c u p a t i o n a l s p e c i a l t y th a n d i d t h o s e t e a c h e r s hav ing s i x o r more y e a r s o f work e x p e r i e n c e , a s i s shown i n T a b le 30. T a b le 3 0 . — T able o f means o f s i g n i f i c a n t item s o f P r o f e s s i o n a l Role and Development by y e a r s work e x p e r i e n c e . Years Work E x p e ri e n c e Item 53 No. o f Respondents Mean 5 or less years work e x p e r i e n c e 47 1.872 6 o r more y e a r s work e x p e r i e n c e 98 1.765 The v a r i a b l e o f y e a r s t e a c h i n g e x p e r i e n c e produced d a t a t h a t s u g g e s t e d a s i m i l a r i t y o f t h o s e t e a c h e r s having t h r e e o r fe w e r y e a r s o f t e a c h i n g e x p e r i e n c e (mean 1 . 8 4 7 ) and t h o s e w i t h s i x o r more y e a r s o f e x p e r i e n c e (mean 1 . 8 5 1 ) . S in c e b o th e x p e r i e n c e groups a r e so c l o s e i n mean v a l u e s , i t a p p e a r s t h e y b o th have need f o r a s s i s t a n c e i n t h e a r e a o f Keeping Up t o Date 1n T h e i r P r o f e s s i o n a l and 1n T h e i r O c cu p atio n al S p e c i a l t i e s ( i t e m 53) and t o g e t h e r were I n f l u e n t i a l in a f f e c t i n g the r e j e c t i o n o f the n u ll h y p o th esis. Please note T a b le 31. Que stion 8 posed i n t h e s t u d y was t o d e t e r m in e c o m m o n alities and d i f f e r e n c e s between annual a u t h o r i z e d s k i l l c e n t e r and community c o l l e g e a d j u n c t t e a c h e r s 1n term s o f p e r c e i v e d t r a i n i n g needs t h a t would be d e te r m in e d t h ro u g h t h e t e s t i n g o f t h e n i n e h y p o t h e s e s 95 s p e c i f i e d in t h e s t u d y . Based upon t h e r e s u l t s o f t h e h y p o t h e se s t e s t i n g , i t was found t h a t t h e r e were o n l y two c a t e g o r i e s where t h e two t e a c h e r gr ou ps d i f f e r e d — I n s t r u c t i o n a l Management and P r o f e s s i o n a l Role and Development— b u t t e s t i n g f u r t h e r , u s in g t h e v a r i a b l e s edu­ c a t i o n , y e a r s o f work e x p e r i e n c e , and y e a r s o f t e a c h i n g e x p e r i e n c e , i t i n d i c a t e d t h a t i n most c a s e s t h e y were c a u s a l f a c t o r s f o r d i f f e r ­ e n c e s , and more c r i t i c a l in e f f e c t than th e hypotheses. T a b le 3 1 . —T a b le o f means f o r s i g n i f i c a n t item s o f P r o f e s s i o n a l Role and Development by y e a r s t e a c h i n g e x p e r i e n c e . Years Te aching E x p e rie n c e Item 53 No. o f Respondents Mean 3 or less 46 1.847 4 or 5 44 1.681 6 o r more 54 1.851 O th e r O b s e r v a t i o n s From Examination o f t h e Data The d a t a were f u r t h e r examined as raw d a t a , t o o b t a i n a t r e n d in t h e f e e l i n g s o f t h e p a r t i c i p a n t s . Altho ugh t h e i n f o r m a t i o n i s n o t s t a t i s t i c a l l y v e r i f i a b l e , i t does r e p r e s e n t t h e I n p u t o f f e l t com­ p e t e n c i e s and needs e x p r e s s e d by t h e t e a c h e r s t a k i n g p a r t i n t h e study. I f tw o -th ird s o f th e p a r t i c i p a n t s did not express co n fidence, i t was t h e n assumed t h a t o n e - t h i r d showed p r o b a b l e n e e d , and a s s u c h , 96 t h e competency s h o u ld be g iv e n a t t e n t i o n and c o n s i d e r a t i o n f o r pos­ s i b l e programming and p l a n n i n g f o r i n - s e r v i c e t r a i n i n g . The e x p r e s s i o n o f need was p a r t i c u l a r l y n o te d i n t h e compe­ tencies: Developing S t u d e n t Performance O b j e c t i v e s ; Conducting Group D i s c u s s i o n , Panel D i s c u s s i o n s and Symposiums; S t i m u l a t i n g L e arn in g Through B a r n s to r m i n g , Buzz Groups, and Q u e s tio n Box Tech­ n i q u e s ; Employing S i m u l a t i o n T e c h n i q u e s ; D i r e c t i n g t h e P r o j e c t Method; Employing R einforcem ent T e c h n i q u e s ; P r o v id i n g I n s t r u c t i o n s f o r Slower and More Capa ble S t u d e n t s ; Conducting Team T e a c h i n g ; P r e s e n t i n g I n f o r m a t io n Using a S u b j e c t M a tt e r E x p e r t ; D i r e c t i n g Programmed I n s t r u c t i o n ; E s t a b l i s h i n g C r i t e r i a f o r S t u d e n t P e r f o r ­ mance i n a V o c a t io n a l E d u c a tio n Program; E v a l u a t i n g I n s t r u c t i o n a l E f f e c t i v e n e s s ; P r o j e c t i n g I n s t r u c t i o n a l Needs; and A s s i s t i n g S t u d e n t s 1n De ve loping S e l f - D i s c i p l i n e . These raw d a t a i n d i c a t e d a s u b s t a n ­ t i a l m i n o r i t y as e x p r e s s i n g need f o r h e l p in t h e s e c o m p e t e n c i e s , as 1s shown 1n T a ble 40, Appendix N. Summary T h i s c h a p t e r p r e s e n t e d a d e s c r i p t i v e com parison o f t h e annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s and t h e a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s u s in g t h e demographic d a t a s u b m i t t e d by t h e r e s p o n d e n t s i n t h e a r e a s o f (1) v o c a t i o n a l c e r t i ­ f i c a t i o n , (2) t e a c h e r ' s c e r t i f i c a t i o n , (3) l e v e l o f e d u c a t i o n , (4) y e a r s o f working e x p e r i e n c e c o m p a t i b l e w i th t e a c h i n g a r e a , and (5) y e a r s o f t e a c h i n g e x p e r i e n c e . The h y p o th e se s were t e s t e d t o compare a n d / o r c o n t r a s t t h e s k i l l c e n t e r t e a c h e r s and t h e community 97 c o l l e g e t e a c h e r s i n term s o f t h e n i n e competency g roups: (A) Program P l a n n i n g , Development, and E v a l u a t i o n ; (B) I n s t r u c t i o n a l P l a n n i n g ; (C) I n s t r u c t i o n a l E x e c u t io n ; (D) I n s t r u c t i o n a l E v a l u a t i o n ; (E) I n s t r u c t i o n a l Management; (F) Guidance; (G) School-Community R e l a t i o n s ; (H) S t u d e n t - V o c a t i o n a l O r g a n i z a t i o n ; and ( I ) P r o f e s s i o n a l Role and Development, u s i n g t h e in d e p e n d e n t v a r i a b l e s o f p o s i t i o n , e d u c a t i o n , and i n t e r a c t i o n o f e d u c a t i o n and p o s i t i o n . They were a g a i n t e s t e d u s in g t h e i n d e p e n d e n t v a r i a b l e s o f p o s i t i o n , y e a r s o f work e x p e r i e n c e , and i n t e r a c t i o n o f p o s i t i o n and y e a r s o f work, th e n t e s t e d a g a i n u s in g t h e in d e p e n d e n t v a r i a b l e s o f y e a r s o f t e a c h i n g e x p e r i e n c e and p o s i t i o n , and t h e i n t e r a c t i o n o f p o s i t i o n and y e a r s o f teaching experience. A d d i t i o n a l comparisons and c o n t r a s t s were i n v e s t i g a t e d by u s in g t h e raw d a t a t o d e t e r m in e t h e p e r c e n t a g e o f f e l t needs above t h e 33 p e r c e n t l e v e l . C h a p t e r V w i l l be composed o f t h e summary o f t h i s r e s e a r c h , a l i s t o f c o n c l u s i o n s , and a d i s c u s s i o n o f i m p l i c a t i o n s and recom­ mendations f o r e d u c a t i o n a l p r a c t i c e . CHAPTER V SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS Summary Introduction T here a r e many tem porary and p a r t - t i m e t e a c h e r s u t i l i z e d in t h e i n d u s t r i a l a r e a s o f s k i l l c e n t e r s and community c o l l e g e s ea ch year. These p e o p le a r e a v a l u a b l e a s s e t t h a t can be made more e f f e c ­ t i v e 1n t e a c h i n g s t u d e n t s , t h r o u g h a d e q u a t e and p e r t i n e n t t r a i n i n g progra m s, as p o i n t e d o u t by M e s s e r s c h m i d t . 1 These programs s h o u ld c o n t r i b u t e t o m inim izin g o r e l i m i n a t i n g d e f i c i e n c i e s and Improving upon t h e v a l u e o f t h i s I m p o r t a n t gr oup. T r a i n i n g programs f o r t h i s s p e c i a l group w i l l und oubte dly be more u s a b l e and e f f e c t i v e t o t h e group 1 f t h e y t h e m s e lv e s have some i n p u t i n t o t h e development o f t h o s e t r a i n i n g pro gram s. T h i s , t h e n , a p p e a r s t o i n d i c a t e t h e need f o r some r e s e a r c h f o r a s s e s s i n g t h e needs as p e r c e i v e d by t h e t e a c h ­ e r s t h e m s e l v e s , weighing t h e s e d a t a a g a i n s t c e r t a i n v a r i a b l e s t o a s c e r t a i n a s a t i s f a c t o r y c r i t e r i o n f o r e f f e c t i v e program s e l e c t i o n and p l a n n i n g which can be f i t t e d t o t h e needs r e q u i r e m e n t s o f t h e Individual te a c h e rs . These d a t a can f u r t h e r h e l p d e t e r m i n e 1 f c o m p a tib l e mixed g r o u p i n g s o f s k i l l c e n t e r and community c o l l e g e ^Dale M e s s e r s c h m i d t , "A Study o f P a r t- T im e I n s t r u c t o r s i n V o c a t io n a l and T e c h n i c a l E d u c atio n Among Community C o l l e g e s i n Michigan" (Ph.D. d i s s e r t a t i o n , Michigan S t a t e U n i v e r s i t y , 196 7 ) . 98 99 t e a c h e r s i s p o s s i b l e , o r i f s e p a r a t e d groups o f s k i l l c e n t e r and community c o l l e g e t e a c h e r s i s n e c e s s a r y , o r even i f i n d i v i d u a l i n s t r u c t i o n w i l l be n e c e s s a r y . As t h e numbers o f n o n-degre ed i n d u s t r i a l s p e c i a l i s t s t h a t a r e used in t e a c h i n g a r e i n c r e a s e d , t r a i n i n g t o a s s i s t them t o do t h e b e s t j o b p o s s i b l e must be made more a v a i l a b l e . It is , there­ f o r e , hoped t h a t t h i s r e s e a r c h w i l l a s s i s t in making t h e a v a i l a b l e t r a i n i n g , and methods f o r g ro u p in g and p r e s e n t i n g t h i s t r a i n i n g , as e f f i c i e n t as p o s s i b l e . I t i s a l s o hoped t h a t t h i s s t u d y w i l l open doors f o r a d d i t i o n a l a s s i s t a n c e t o t e a c h e r s t o h e l p them do a b e t t e r j o b as t h e y work w i t h s t u d e n t s , and p r o v id e riew i n s i g h t s f o r a d m i n i s ­ t r a t o r s 1n a s s i s t i n g t e a c h e r s 1n r e a c h i n g t h a t g o a l . Purpose o f t h e Study The pu r p o se o f t h i s s t u d y was t o compare t h e annual a u t h o r ­ i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s and t h e a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s i n t h e S t a t e o f Michigan i n terms o f s e l f - p e r c e i v e d t e a c h e r competency t r a i n i n g n e e d s . In o r d e r t o accom pli sh t h i s , t h e f o l l o w i n g q u e s t i o n s were d e s i g n e d t o a c h i e v e t h a t end: 1. What a r e some o f t h e c o m m o n alities and d i f f e r e n c e s between community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s i n term s o f c e r t i f i c a t i o n ? 2. What a r e some o f t h e com m onalities and d i f f e r e n c e s between community c o l l e g e a d j u n c t i n d u s t r i a l t e a c h e r s 100 and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n te r m s o f formal e d u c a t i o n a l background? 3. What a r e some o f t h e c o m m o n aliti es and d i f f e r e n c e s between community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s 1n terms o f v o c a t i o n a l background and e x p e r i e n c e ? 4. What a r e some o f t h e c o m m onalities and d i f f e r e n c e s between community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r t e a c h e r s 1n term s o f teaching experience? 5. How does t h e amount o f e d u c a t i o n i n f l u e n c e t h e p e r c e i v e d d e g r e e o f t r a i n i n g need? 6. How does t h e amount o f c o m p a t i b l e work e x p e r i e n c e i n f l u ­ ence t h e p e r c e i v e d d e g r e e o f t r a i n i n g need? 7. How does t h e amount o f t e a c h i n g e x p e r i e n c e I n f l u e n c e t h e p e r c e i v e d d e g r e e o f t r a i n i n g needs? 8. What a r e t h e c o m m o n a lit ie s and d i f f e r e n c e s 1n p e r c e i v e d t r a i n i n g needs between s k i l l c e n t e r annual a u t h o r i z e d I n d u s t r i a l t e a c h e r s and community c o l l e g e a d j u n c t I n d u s ­ t r i a l teachers? In o r d e r t o answer q u e s t i o n s 5 , 6 , 7 , and 8 , n i n e h y p o th e s e s were d eveloped t h a t c o r r e s p o n d e d t o t h e n i n e c a t e g o r i e s o f t h e com­ petency s c a le . H y p o th e s is 1 : There 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s i n term s o f s e l f - p e r c e i v e d c o m p eten cies r e l a t i n g t o program p l a n n i n g , d e v e lo p m e n t , and e v a l u a t i o n . 101 H y poth es is 2: There 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n term s o f s e l f - p e r c e i v e d co m pet en ci es r e l a t i n g t o I n s t r u c ­ tio n a l planning. H y poth esis 3 : T here 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n term s o f s e l f - p e r c e i v e d com pet en ci es r e l a t i n g t o i n s t r u c ­ tio n a l execution. H y pothes is 4: There 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n terms o f s e l f - p e r c e i v e d com pet en ci es r e l a t i n g t o i n s t r u c ­ tional evaluation. H y poth es is 5 : T here 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s 1n term s o f s e l f - p e r c e i v e d com pet en ci es r e l a t i n g t o i n s t r u c ­ t i o n a l management. H y poth esis 6 : T here 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n terms o f s e l f - p e r c e i v e d com pet en ci es r e l a t i n g t o g u i d a n c e . H y p o t h e s is 7 ; There 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n terms o f s e l f - p e r c e i v e d com pet en ci es r e l a t i n g t o s c h o o l community r e l a t i o n s . H y p o t h e s is 8 : The re 1s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n te r m s o f s e l f - p e r c e i v e d co m p etencies r e l a t i n g t o s t u d e n t vocational organization. Hyp oth es is 9 : T here i s a s i g n i f i c a n t d i f f e r e n c e between a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n term s o f s e l f - p e r c e i v e d co m pet en ci es r e l a t i n g t o p r o f e s ­ s i o n a l r o l e and deve lo pm en t. 102 Data C o l l e c t i o n Before t h e s t u d y c o u l d be i n i t i a t e d , c e r t a i n I n f o r m a t i o n r e g a r d i n g t h e number o f I n d u s t r i a l a d j u n c t and annual a u t h o r i z e d t e a c h e r s who a r e u t i l i z e d i n t h e S t a t e o f Michigan had t o be obtained. T h e r e f o r e , a l e t t e r was s e n t t o t h e o c c u p a t i o n a l deans o f t h e 29 conmunlty c o l l e g e s and t h e p r i n c i p a l s o f t h e 24 a c t i v e area s k i l l centers requesting fa c u lty l i s t s . E ig h t y - o n e p e r c e n t o f th e s t a t e ' s community c o l l e g e s and s k i l l c e n t e r s were w i l l i n g t o cooperate in the study. One hundred p e r c e n t o f t h e t e a c h e r s who q u a l i f i e d ( a d j u n c t i n d u s t r i a l 1n t h e community c o l l e g e s and annual a u t h o r i z e d i n d u s t r i a l in t h e s k i l l c e n t e r s ) were s u r v e y e d . This t o t a l was made up o f 161 a d j u n c t and 47 annual a u t h o r i z e d , as i n d i ­ c a t e d by t h e deans and p r i n c i p a l s o f t h e c o o p e r a t i n g i n s t i t u t i o n s . These numbers were l a t e r r e v i s e d t o 42 annual a u t h o r i z e d s k i l l c e n t e r t e a c h e r s and 105 c o i m u n l t y c o l l e g e a d j u n c t t e a c h e r s as t h e r e t u r n s I n d i c a t e d changed s t a t u s o f t e a c h e r s and r e f u s a l s on t h e p a r t o f some t e a c h e r s t o c o o p e r a t e . The d a t a - g a t h e r i n g I n s t r u m e n t c o n t a i n e d s e v e r a l q u e s t i o n s s o l i c i t i n g demographic d a t a from t h e p a r t i c i p a n t s , p l u s s e l e c t e d item s from C a l v i n C o t r e l l ' s s t u d y o f v o c a t i o n a l t e a c h e r c o m p e t e n c i e s , co nducted a t t h e C e n t e r f o r V o c a tio n a l E d u c a t io n , The Ohio S t a t e U niversity.^ The Ite m s e l e c t i o n was made by a committee o f e x p e r t s c o n s i s t i n g o f f i v e community c o l l e g e t e c h n i c a l deans and f i v e a r e a ^Cal vin C o t t r e l l , Model C u r r i c u l a f o r V o c a tio n a l and T e acher E d u c a t io n ( C e n t e r f o r V o c a t io n a l and T e c h n i c a l E d u c a t i o n , The Ohio S t a t e U n i v e r s i t y , August 1972). 103 s k ill center p rin c ip a ls. Once t h e I n s t r u m e n t was d e v e l o p e d , a p i l o t was co nd ucted t o a s c e r t a i n t h e need f o r c o r r e c t i o n s and revisions. The f i n a l form o f t h e I n s t r u m e n t w i t h I t s c o v e r and f o l l o w - u p l e t t e r I s found 1n Appendices E, H, and 1. Except f o r t h r e e deans who r e q u i r e d t h a t t h e y have t h e p r e ­ r o g a t i v e o f d i s t r i b u t i n g t h e I n s t r u m e n t s among t h e i r own anonymous s t a f f , t h e s u r v e y was h andled by mall d u r i n g t h e c a l e n d a r p e r i o d O c to b e r 1976 t o December 1976. A q u e s t i o n n a i r e was d i s t r i b u t e d t o each e l i g i b l e annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r and a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r a s l i s t e d by t h e deans and p r i n c i p a l s o f t h e p a r t i c i p a t i n g I n s t i t u t i o n s 1n t h e S t a t e o f Michigan. A 1 1 s t o f t h e p a r t i c i p a t i n g i n s t i t u t i o n s , number o f q u e s t i o n n a i r e s s e n t , and number r e t u r n e d can be found 1n Appendix A. P r o c e d u re s f o r Data P r o c e s s i n g The d a t a f o r t h i s i n v e s t i g a t i o n were c o l l e c t e d t h r o u g h t h e use o f t h e d e s ig n e d I n s t r u m e n t . from q u e s t i o n s 1 t h r o u g h 6 . The demographic d a t a were o b t a i n e d The d a t a r e g a r d i n g p e r c e i v e d compe­ t e n c i e s were o b t a i n e d by q u e s t i o n s 7 t h r o u g h 57. In o r d e r t o o b t a i n a f l a v o r o f th e p o s s ib le v a l i d i t y o f the perceived competencies, a y e s - n o ans wer o f p a s t t r a i n i n g was a t t a c h e d t o each q u e s t i o n , s o a comparison o r c o n t r a s t c o u ld be made between t r a i n i n g background and perceived competencies. See Appendix N. The d a t a were t r a n s f e r r e d t o s c o r e s h e e t s and t h e n t o punch c a r d s f o r computer p r o c e s s i n g . 104 P r o c e d u re f o r A naly zing t h e Data The demographic d a t a were t a b u l a t e d by f r e q u e n c i e s and p e r ­ c e n t a g e s t o a c t a s t h e b a s i s f o r comparing t h e two t e a c h e r g r o u p s . The p e r c e i v e d co m p e te n c ie s were han dled by t h e m u l t i v a r i a t e ( t h r e e way, two-way) a n a l y s i s o f v a r i a n c e , t o d e te r m in e main and I n t e r a c t i o n effects. The u n i v a r i a t e (one-way) a n a l y s i s o f v a r i a n c e was per formed t o t e s t f o r s i g n i f i c a n t d i f f e r e n c e between s i n g l e in d e p e n d e n t v a r i ­ ables. The e x a m i n a t i o n o f means was used t o compare s u b g r o u p s . C o n c lu s io n s The c o n c l u s i o n s drawn from t h e s e I n v e s t i g a t i v e d a t a a r e based on t h e r e s u l t s from d a t a p r o c e s s i n g as t h e y r e l a t e t o t h e p u rposes s t a t e d 1n t h i s s t u d y and t h e l i m i t a t i o n s p r e v i o u s l y Imposed. The p r e s e n t a t i o n w i l l be d i v i d e d I n t o two s egm ents: (1) d e s c r i p t i v e comparison o f an nua l a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s and a d j u n c t community c o l l e g e I n d u s t r i a l t e a c h e r s i n term s o f c e r t i f i ­ c a t i o n , e d u c a t i o n , y e a r s c o m p a t ib le work e x p e r i e n c e , and y e a r s t e a c h i n g e x p e r i e n c e ; and (2) t h e r e s u l t s o f t h e h y p o th e s e s t e s t e d . The d i s c u s s i o n , f o l l o w i n g t h e f i n d i n g s r e l a t e d t o each q u e s t i o n , i s n o t based on e m p i r i c a l d a t a , b u t 1s t o p r o v i d e I n s i g h t and p e r c e p t i o n s o f t h e r e s e a r c h e r . D e s c r i p t i v e Comparison o f Annual A u t h o r iz e d S k i l l C e n t e r I n d u s t r i a l T e a c h e rs and A djunct Community C o l l e g e I n d u s t r i a l T eac he rs ' Q ues tio n 1: What a r e some o f t h e com m onali ties and d i f f e r e n c e s between community c o l l e g e a d j u n c t i n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s i n term s o f c e r t i f i c a t i o n ? 105 Findings: A h igher percentage o f s k i l l c e n te r teach ers were v o c a t i o n a l l y c e r t i f i e d t h a n were a d j u n c t community c o l l e g e t e a c h e r s ; c o n v e r s e l y , a h i g h e r p e r c e n t a g e o f a d j u n c t community c o l ­ le g e t e a c h e r s had t e a c h i n g c e r t i f i c a t e s t h a n d i d t h e s k i l l c e n t e r teachers. Discussion: S k i l l c e n t e r t e a c h i n g i s a f u l l - t i m e , day tim e j o b , and a s su ch r e q u i r e s c e r t i f i c a t i o n f o r f i n a n c i a l reimb ursem en t and c o n t i n u e d employment; community c o l l e g e a d j u n c t t e a c h i n g , on t h e o t h e r han d, may be a o n e - t i m e - o n l y b u t d e f i n i t e l y o n ly a p a r t time e x p e r i e n c e , and as such does n o t make i t co nd ucive t o become c e r t i f i e d , and i n many c a s e s n o t even m andatory, f o r employment. Most s k i l l c e n t e r t e a c h e r s a r e r e c r u i t e d from f i e l d s where t h e y have much e x p e r t i s e and l o n g e v i t y b u t no t e a c h i n g c e r t i f i c a t e . Community c o l l e g e a d j u n c t t e a c h e r s , on t h e o t h e r ha nd, a r e f r e ­ q u e n t l y r e c r u i t e d from o t h e r s ch ool systems o r mid-management l e v e l s o f I n d u s t r y w here, i n a d d i t i o n t o t h e e x p e r t i s e , t h e r e i s a h i g h e r p o s s i b i l i t y o f g e t t i n g p eo p le w i t h d e g r e e s a n d / o r t e a c h e r s certificates. Q u e s tio n 2: What a r e some o f t h e c o i r m o n a H t le s and d i f f e r e n c e s between community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n term s o f formal e d u c a t i o n a l background? Findings: The h i g h e s t p e r c e n t a g e o f s k i l l c e n t e r t e a c h e r s were community c o l l e g e g r a d u a t e s f o ll o w e d 1n d e s c e n d in g o r d e r by h i g h school g r a d u a t e s , B.S. d e g r e e h o l d e r s , and a low p e r c e n t a g e o f M.A. and beyond. The community c o l l e g e t e a c h e r s ' h i g h e s t p e r c e n t a g e h e l d t h e B.S. d e g r e e f o l l o w e d 1n d e s c e n d i n g o r d e r by t h o s e h o l d i n g 106 M.A. o r beyond, th e n community c o l l e g e d e g r e e h o l d e r s , and f i n a l l y f o ll o w e d by a small p e r c e n t a g e o f t e a c h e r s w i t h o n l y a high schoo l diploma. D iscussion: T h is c o n t r a s t In e d u c a t i o n a l p a t t e r n s o f t h e two t e a c h e r gr ou ps a p p e a r s t o s u b s t a n t i a t e t h e r e c r u i t i n g p a t t e r n s o f t h e two i n s t i t u t i o n s . The s k i l l c e n t e r a d m i n i s t r a t o r s a p p e a r t o f e e l s k i l l e d a r t i s a n s s h o u ld t e a c h s k i l l s t o s t u d e n t s . The community c o l l e g e a d m i n i s t r a t o r s a p p e a r t o f e e l t e a c h e r s w i t h s k i l l s o r p e r s o n s w ith mid-management e x p e r i e n c e , who p o s s i b l y hold d e g r e e s , sho uld t e a c h community c o l l e g e s t u d e n t s . Q u es tio n 3: What a r e some o f t h e c o m m o n alities and d i f f e r e n c e s between community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r I n d u s t r i a l t e a c h e r s 1n term s o f v o c a t i o n a l background and e x p e r i e n c e ? Findings: The m a j o r i t y o f b o t h t e a c h e r groups had f i v e o r more y e a r s o f c o m p a t i b l e work e x p e r i e n c e , w i t h t h e m a j o r p o r t i o n o f t h o s e t e a c h i n g i n t h e s k i l l c e n t e r s h a v in g t h e g r e a t e r l o n g e v i t y — none in t h e low e x tr e m e . The community c o l l e g e a d j u n c t t e a c h e r s , a l t h o u g h r e l a t i v e l y comparable t o t h e p e r c e n t a g e o f s k i l l c e n t e r t e a c h e r s who had f i v e o r more y e a r s o f work e x p e r i e n c e , d i d have a r e p r e s e n t a t i v e group w i t h minimal work e x p e r i e n c e . D iscussion: on t h e s e r e s u l t s . R e c r u i t m e n t aims un d o u b te d ly had much i n f l u e n c e However, t h e very n a t u r e o f b e i n g a p a r t - t i m e t e a c h e r i n d i c a t e s , i n most c a s e s , a second j o b , so u n l e s s a p e r s o n d e s i r e s an e x t r a Income, o r i s p u b l i c s p i r i t e d , d e s i r e s p e r s o n a l s a t i s f a c t i o n , o r i s t r e a d i n g h i s way t o p e r s o n a l Improvement, i t i s u s u a l l y t h e y o u n g e r p e r s o n i n l o n g e v i t y who a c c e p t s t h e r e s p o n s i b i l i t y 107 o f a second p a r t - t i m e j o b . Ano th er p o s s i b l e reaso n f o r t h e high p e r c e n t a g e s a t t h e h i g h e r l e v e l o f e x p e r i e n c e 1s bec a u s e o f t h e work e x p e r i e n c e d e s i r e d by a d m i n i s t r a t o r s h i r i n g t e a c h e r s f o r t e a c h i n g 1n t e c h n i c a l and v o c a t i o n a l programs. Q uestion 4: What a r e some o f t h e c o m m o n alities and d i f f e r e n c e s between community c o l l e g e a d j u n c t I n d u s t r i a l t e a c h e r s and annual a u t h o r i z e d s k i l l c e n t e r t e a c h e r s 1n terms o f teaching experience? Findings: A l a r g e r p e r c e n t a g e o f s k i l l c e n t e r t e a c h e r s had f i v e o r more y e a r s o f t e a c h i n g e x p e r i e n c e th a n d i d community c o l ­ l e g e t e a c h e r s , and a l a r g e r p e r c e n t a g e o f community c o l l e g e t e a c h ­ e r s had l i t t l e o r no e x p e r i e n c e as compared w i th t h e s k i l l c e n t e r group. D iscussion: The s k i l l c e n t e r , by b e in g a c o n t i n u i n g , f u l l ­ t i m e , daytim e program, would l i k e t o m a i n t a i n I t s t e a c h i n g I n t e g r i t y by r e t a i n i n g I t s b e s t t e a c h e r s . The community c o l l e g e , on t h e o t h e r hand, by I t s n a t u r e o f o n e - tim e c l a s s e s and s e c o n d - j o b t e a c h e r s , would, as a r e s u l t , have a g r e a t e r t u r n o v e r o f I t s t e a c h i n g s t a f f . R e s u l t s o f Hypotheses T e s te d In o r d e r t o g e n e r a t e d a t a t o a d e q u a t e l y measure t h e i n f l u ­ en ce e d u c a t i o n , y e a r s o f work e x p e r i e n c e , and y e a r s o f t e a c h i n g e x p e r i e n c e had on t h e p e r c e i v e d needs o f t h e r e s p o n d e n t s , n i n e h y p o th ese s were de vel oped t h a t c o r r e s p o n d e d t o t h e n i n e c a t e g o r i e s o f t h e competency s c a l e as n o te d 1n Appendix B. These d a t a were th e n u t i l i z e d 1n t h e a ns w eri ng o f q u e s t i o n s 5 t h r o u g h 8. S in c e t h e d a t a I n d i c a t e d t h a t both t e a c h e r gr oups had a s i g n i f i c a n t d i f f e r e n c e i n o n l y two o f t h e n i n e c a t e g o r i e s — I n s t r u c t i o n a l 108 Management and P r o f e s s i o n a l Role and Development-- 1 t was d e c id e d t o c o n t i n u e c h e c k in g u s i n g t h e v a r i a b l e s e d u c a t i o n , y e a r s o f work e x p e r i e n c e , and y e a r s o f t e a c h i n g e x p e r i e n c e on a l l n i n e c a t e g o r i e s , t o d e t e r m in e t h e i r e f f e c t , 1 f an y, on t h e q u e s t i o n s posed. Q u e s tio n 5: How does t h e amount o f e d u c a t i o n I n f l u e n c e t h e p e r ­ c e i v e d d e g r e e o f t r a i n i n g need? findings: In Program P l a n n i n g , Development, and E v a l u a t i o n , t h o s e t e a c h e r s w i th a b a c h e l o r ' s d e g r e e f e l t t h e s t r o n g e s t need f o r a s s i s t a n c e 1n d e v e lo p i n g a c o u r s e o f s t u d y . In t h e a r e a o f I n s t r u c ­ t i o n a l P l a n n i n g , t h e r e was r e a l l y no one s p e c i f i c group o f d e g r e e h o l d i n g t e a c h e r s who I n f l u e n c e d t h e f e l t need f o r a s s i s t a n c e more th a n any o t h e r grou p. The s t a t i s t i c s were so c l o s e 1 t ap p ear ed t o I n d i c a t e t h a t t e a c h e r s w i t h hi gh s ch oo l d i p l o m a s , a s s o c i a t e d e g r e e s , o r b a c h e l o r ' s d e g r e e s a l l had a s t r o n g need where d e v e l o p i n g s t u ­ d e n t pe rfo rm ance o b j e c t i v e s , p l a n n i n g a u n i t o f I n s t r u c t i o n , and w r i t i n g a l e s s o n p l a n were c o n c e r n e d . I t ap p e a r e d t h a t t h o s e t e a c h ­ e r s w i t h a h ig h school diploma had t h e s t r o n g e s t p e r c e p t i o n o f need 1n t h e c a t e g o r y o f I n s t r u c t i o n a l E x e c u t io n , p a r t i c u l a r l y I n I n t r o ­ ducing a Lesson and Summarizing a L e ss on. Those t e a c h e r s w i th b a c h e l o r ' s d e g r e e s seemed, 1n P r o f e s s i o n a l Role and Development, t o have t h e s t r o n g e s t need f o r h e l p 1n s e l e c t i n g , o b t a i n i n g , and m a i n t a i n i n g a t e a c h i n g p o s i t i o n 1n keeping w i t h t h e i r p r o f e s s i o n a l qualifications. D iscussion: I t appears a t a l l le v e ls o f educational degrees a t t a i n e d t h a t an I n s t r u c t o r becomes more aware t h a t h i s s k i l l and e x p e r t i s e a r e n o t s u f f i c i e n t f o r him t o a d e q u a t e l y p r e p a r e s t u d e n t s 109 t o o b t a i n em ployable s k i l l s . He, t h e r e f o r e , becomes I n t e r e s t e d 1n programming, m ethods, and t h e "how t o " o f t e a c h i n g s o h i s Inform a­ t i o n can be more e a s i l y and more s a t i s f a c t o r i l y t r a n s f e r r e d t o s t u d e n t s 1n a b e t t e r - c o o r d i n a t e d and more e f f i c i e n t manner. Those t e a c h e r s d e s i r i n g h e l p 1n o b t a i n i n g and m a i n t a i n i n g a t e a c h i n g p o s i ­ t i o n p r o b a b l y f e e l t h e need f o r f u l l - t i m e r a t h e r t h a n p a r t - t i m e employment. Q u e s tio n 6: How does t h e amount o f c o m p a t i b l e work e x p e r i e n c e I n f l u e n c e t h e p e r c e i v e d d e g r e e o f t r a i n i n g need? Findings: The l e n g t h o f c o m p a ti b le work e x p e r i e n c e d i d I n f l u e n c e t h e r e s p o n d e n t s 1n t h e i r f e e l i n g s c o n c e r n i n g I n s t r u c ­ t i o n a l management, where t h o s e t e a c h e r s having f i v e o r f e w e r y e a r s o f work e x p e r i e n c e f e l t a s t r o n g need f o r h e l p 1n l e a r n i n g t o manage and m a i n t a i n a v o c a t i o n a l l a b o r a t o r y . The same group ( f i v e o r fewer y e a r s o f work e x p e r i e n c e ) f e l t a s t r o n g need 1n t h e c a t e g o r y o f P r o f e s s i o n a l Role and Development 1n term s o f keeping up t o d a t e 1n p r o f e s s i o n a l and o c c u p a t i o n a l s p e c i a l t y . D iscussion: T h i s a p pears t o be 1n l i n e w i t h a g e n e r a l r e a c ­ t i o n — t h a t t h o s e p e o p le having fewer e x p e r i e n c e s have had l e s s ti m e t o ac cum ulate I n f o r m a t i o n and I d e a s from which t o draw o r use as a b a s e upon which t o b u i l d f u r t h e r knowledge. Q u es tio n 7: How does t h e amount o f t e a c h i n g e x p e r i e n c e I n f l u e n c e t h e p e r c e i v e d d e g r e e o f t r a i n i n g n ee ds ? Findings: Those t e a c h e r s having t h r e e o r fewer y e a r s o f t e a c h i n g e x p e r i e n c e were t h e ones who f e l t t h e most need 1n Program P l a n n i n g , Development and E v a l u a t i o n , p a r t i c u l a r l y In t h e competen cies no o f d e v e l o p i n g v o c a t i o n a l e d u c a t i o n g o a l s and o b j e c t i v e s and d e v e l o p ­ in g a c o u r s e o f s t u d y . The same group ( t h r e e o r fewer y e a r s o f t e a c h i n g e x p e r i e n c e ) v o iced t h e s t r o n g e s t need f e e l i n g s 1n t h e c a t e ­ gor y o f I n s t r u c t i o n a l P l a n n i n g , w i t h p l a n n i n g a u n i t o f I n s t r u c t i o n and w r i t i n g a l e s s o n p l a n as b e i n g t h e most I m p o r t a n t . A gain, t e a c h e r s w i t h t h r e e o r fewer y e a r s o f e x p e r i e n c e I n d i c a t e d t h e most need 1n t h e c a t e g o r y I n s t r u c t i o n a l E x e c u t i o n , w i t h summarizing a l e s s o n and employing o r a l q u e s t i o n i n g t e c h n i q u e s as t h e w e a k e s t points. In t h e c a t e g o r y I n s t r u c t i o n a l E v a l u a t i o n , e v a l u a t i n g I n s t r u c ­ t i o n a l e f f e c t i v e n e s s was t h e competency 1n which t h e most need was f e l t , and a g a i n 1 t was t h e t e a c h e r w i t h t h r e e o r fewer y e a r s o f t e a c h i n g e x p e r i e n c e who f e l t t h e s t r o n g e s t need . In I n s t r u c t i o n a l Management, managing and m a i n t a i n i n g a v o c a t i o n a l l a b o r a t o r y was t h e competency a r e a 1n which t h e most need f o r h e l p was e x p r e s s e d , and a g a i n by t h o s e t e a c h e r s w ith fe wer t h a n t h r e e y e a r s o f t e a c h i n g experience. Those t e a c h e r s w i t h s i x o r more y e a r s o f t e a c h i n g e x p e r i e n c e e x p r e s s e d t h e most need f o r a s s i s t a n c e 1n t h e c a t e g o r y o f P r o f e s s i o n a l Role and Development, and t h e n 1n t h e a r e a o f S e l e c t i n g , O b t a i n i n g , and M a i n t a i n i n g a Te aching P o s i t i o n 1n Keeping with T heir P ro fessio n al Q u a lif ic a tio n s . D iscussion: As might be e x p e c t e d , t h o s e t e a c h e r s w i t h t h e l e a s t t e a c h i n g e x p e r i e n c e a p p e a r e d t o f e e l t h e need f o r t h e most h e l p 1n a l m o s t a l l c a t e g o r i e s o f co m p e te n c ie s I n v o l v i n g methods and t e c h n i q u e s 1n t e a c h i n g . These c o m p e t e n c ie s a p p e a r t o have been d evelop ed o r a c q u i r e d by t h o s e t e a c h e r s h a v in g more t e a c h i n g Ill experience. The one competency— S e l e c t , O b t a i n , and M a i n t a i n a Teaching P o s i t i o n 1n Keeping w i t h P r o f e s s i o n a l Q u a l i f i c a t i o n s — a p p e a r s t o be t h e o n l y one where t h e t e a c h e r s w i t h g r e a t e r l o n g e v i t y e x p r e s s t h e most need and 1s p r o b a b l y bec a u s e o f t h e ver y f a c t t h a t a f t e r years o f teach in g they a re s t i l l only p a r t- tim e t e a c h e r s , or annual a u t h o r i z e d t e a c h e r s . Q u e s tio n 8: What a r e t h e co n v n o n alltl es and d i f f e r e n c e s 1n p e r c e i v e d t r a i n i n g needs between s k i l l c e n t e r and annual a u t h o r ­ i z e d I n d u s t r i a l t e a c h e r s and community c o l l e g e a d j u n c t In d u stria l teachers? Findings: During t h e p r o c e s s i n g o f d a t a 1 t was l e a r n e d t h a t a l t h o u g h few o f t h e c a t e g o r i e s were shown t o r e v e a l d i f f e r e n c e s between t h e two t e a c h e r g r o u p s , t h e r e were many c o m p e te n c ie s t h a t , a l t h o u g h n o t group s i g n i f i c a n t , were I n d i v i d u a l l y s i g n i f i c a n t as shown 1n Appendix J , I n d i c a t i n g d i f f e r e n c e s between t h e two t e a c h e r groups. As f u r t h e r e x e m p l i f i e d by t h e s t a t i s t i c s , t h e d i f ­ f e r e n c e s do n o t a p p e a r t o be between t h e community c o l l e g e and s k i l l c e n t e r I n d u s t r i a l t e a c h e r s as I n d i v i d u a l g r o u p s , b u t more as c h a r ­ a c t e r i s t i c s o f l e v e l s o f e d u c a t i o n , work e x p e r i e n c e , and t e a c h i n g e x p e r i e n c e w i t h i n t h e combined gr oup. Discussion: Based on t h e d a t a g e n e r a t e d by t h e anova t e s t ­ in g o f t h e 51 co m p e te n c ie s making up t h e 9 c a t e g o r i e s , 1 t a p p ear ed t h a t 20 were i n d i c a t e d a s b e in g s a t i s f a c t o r y f o r b o th t e a c h e r group s t o be c o m p a tib ly merged f o r t r a i n i n g c l a s s e s 1n t h e s e com­ petency a re a s. The o t h e r 31 co m petencies showed s t a t i s t i c s t h a t s u g g e s t e d t h e two t e a c h e r groups be p l a c e d 1n s e p a r a t e d c l a s s e s 1n t h e s e competency a r e a s . The s e p a r a t e l i s t i n g by competency number 112 and t i t l e 1s p r o v id e d 1n Appendix 0 . Appendix J can h e l p r e f i n e th e s e p a r a t i o n as a f f e c t e d by e d u c a t i o n , y e a r s work e x p e r i e n c e , and years teaching experience. I m p l i c a t i o n s o f t h e Study 1. Should t h e r e be a common c e r t i f i c a t i o n f o r both annual a u t h o r i z e d s k i l l c e n t e r and a d j u n c t conmunlty c o l l e g e t e a c h e r s ? 2. Sin ce t h e e d u c a t i o n a l l e v e l o f t e a c h e r s a t t h e s k i l l c e n t e r 1s l o w e r , s h o u ld t h e i n - s e r v i c e t r a i n i n g programs be l i n k e d to o b ta in in g degrees? 3. Employers sh o u ld r e c o g n i z e t h e need f o r t r a i n i n g t h o s e t e a c h e r s w i t h l e s s e r e d u c a t i o n and t e a c h i n g e x p e r i e n c e p r i o r t o t h o s e w i t h h i g h e r l e v e l s o f achieve men t 1n both a r e a s . 4. T h e re 1s a need t o c o n c e n t r a t e t h e t r a i n i n g o f t h o s e t e a c h e r s w i t h l i t t l e o r no t e a c h i n g e x p e r i e n c e d u r i n g t h e i r f i r s t t h r e e y e a r s o f employment, b e c a u s e t h e t e a c h e r s w i t h t h r e e o r fe wer y e a r s o f e x p e r i e n c e I n d i c a t e d t h e most n e e d s . 5. T r a i n i n g programs s h o u ld be d i v e r s i f i e d and c o n t i n u o u s t o m a i n t a i n i n t e r e s t and Improve e f f e c t i v e n e s s o f lo n g - t e r m e d teachers. 6. I n i t i a l t r a i n i n g programs s h o u ld o f f e r a s s i s t a n c e 1n t h e a r e a s o f Program P l a n n i n g , Development, and E v a l u a t i o n ; I n s t r u c ­ t i o n a l Planning; I n s tr u c tio n a l Execution; I n s t r u c t io n a l E v aluation; and I n s t r u c t i o n a l Management. 7. S in c e 1 t was t h e community c o l l e g e and s k i l l c e n t e r admin­ i s t r a t o r s who v a l i d a t e d t h e i n s t r u m e n t f o r t e a c h e r p e r f o r m a n c e , 1 t 113 might be w e l l f o r t r a i n i n g d i r e c t o r s t o u t i l i z e t h e d a t a i n Appen­ d i c e s 0 and 0 f o r c o m p a t i b l e I n s t r u c t i o n a l gr ou ping i n s t e a d o f a r b i t r a r i l y combining groups on b a s i s o f need o n l y . T h i s 1s p a r t i c u ­ l a r l y t r u e w i t h c a t e g o r y B, competency 10; c a t e g o r y C, competen­ c i e s 16, 17, 19, 23, 2 7 , 28, 33, 34, 40; c a t e g o r y 0 , co m petencies 42, 44; and c a t e g o r y E, co m p ete n cies 4 5 , 47. 8. T r a i n i n g grou p c o m b in a tio n s s h o u ld be c o n s i d e r e d by c h a r a c t e r i s t i c s o f l e v e l s o f e d u c a t i o n , work e x p e r i e n c e , and t e a c h i n g e x p e r i e n c e w i t h i n t h e combined t e a c h e r s gro u p , since the s t a t i s ­ t i c s i n d i c a t e t h i s i s where t h e m ajor d i f f e r e n c e s were found. 9. T e a c h e r t r a i n i n g i n s t i t u t i o n s w i l l p r o b a b ly have t o a d j u s t t h e i r programs t o s a t i s f y t h e n e e d s , a v a i l a b i l i t y , and tem­ perament o f t h e s e t e a c h e r g r o u p s . Recommendations f o r F u r t h e r Study An I n v e s t i g a t i o n always d i s c o v e r s more q u e s t i o n s t h a n an s w ers . T h e r e f o r e , t h e w r i t e r hopes t h i s r e s e a r c h may be a s t e p ­ pin g s t o n e o r f o u n d a t i o n f o r c o n t i n u a t i o n , e x p a n s i o n , and u t i l i z a ­ tio n of the data generated. T h is s e c t i o n g e n e r a t e s a few p o s s i b l e t h o u g h t s t h a t m ight be c o n s i d e r e d w o r th w h i le f o r c o n s i d e r a t i o n f o r future research p ro je c ts. 1. A f i v e - y e a r tim e l a p s e f o l l o w - u p s h o u ld be c onducted t o a s c e r t a i n i f I n - s e r v i c e t r a i n i n g programs have redu ced t h e p e r ­ c e i v e d needs o f annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l t e a c h e r s and a d j u n c t community c o l l e g e i n d u s t r i a l t e a c h e r s i n t e r n s o f t h e 51 co m p eten cies used i n t h i s s t u d y . 114 2. The s t u d y s h o u ld be r e p l i c a t e d 1n o t h e r s t a t e s . Where a dearth o f e l i g i b l e p a r tic ip a n ts occurs, several geographically c o n t i g u o u s and s o c i a l l y c o m p a t ib le s t a t e s m igh t combine t o c a r r y out th e p r o je c t . Where a b r o a d e r c r o s s - s e c t i o n 1s d e s i r a b l e , a n a t i o n a l sampling s h o u ld be c o n s i d e r e d . 3. The s t u d y s h o u ld be expanded t o i n c l u d e a l l annual a u t h o r i z e d and a d j u n c t v o c a t i o n a l and t e c h n i c a l t e a c h e r s i n s t e a d o f lim itin g th e study to only I n d u s tr ia l te a c h e rs . 4. a ll adjunct The s t u d y sh o u ld be expanded t o accommodate and I n c l u d e and annual a u t h o r i z e d t e a c h e r s from a l l s u b j e c t a r e a s Including a r t s , science, social science, and h u m a n i t i e s , t o d e t e r ­ mine a r e a s o f t r a i n i n g n eeds . 5. A s t u d y s h o u ld be co nd ucted t o d e t e r m in e what I n - s e r v i c e t r a i n i n g 1s p r e s e n t l y a v a i l a b l e t o s a t i s f y t h e needs o f annual a u t h o r i z e d s k i l l c e n t e r i n d u s t r i a l and a d j u n c t community c o l l e g e in d u stria l teachers. 6. A s t u d y s h o u ld be made t o d e t e r m i n e which i n - s e r v i c e t r a i n i n g I n s t r u c t i o n a l methods and d e l i v e r y ap p r o a c h e s a r e most s a t i s f a c t o r y and p a l a t a b l e t o t h e a d j u n c t and annual a u t h o r i z e d teacher. 7. A co m p a r a tiv e s t u d y o f s t u d e n t e v a l u a t i o n s o f a d j u n c t and annual a u t h o r i z e d vs . f u l l - t i m e i n s t r u c t o r s co uld prove bene­ f i c i a l t o program d e v e l o p e r s f o r both i n - s e r v i c e t r a i n i n g and t e a c h e r train er institutions. 8. A s tu d y s h o u ld be made t o d e t e r m in e how t h e community c o l l e g e s and s k i l l c e n t e r s a r e p r e s e n t l y d e t e r m i n i n g needs and 115 t y p e s o f I n - s e r v i c e t r a i n i n g and what i s i t s f r e q u e n c y and duration. 9. R e s e a r c h e r s s h o u ld be made aware o f t h e p r i v a c y o f i n f o r m a t i o n r u l i n g whereby d e s i r e d r e s e a r c h i n f o r m a t i o n may be d i f f i c u l t o r even i m p o s s i b l e t o o b t a i n . 10. The p o s s i b i l i t y o f o f f e r i n g a n d / o r r e q u i r i n g p r e ­ t r a i n i n g i n t e a c h i n g t e c h n i q u e s b e f o r e h i r i n g s h o u ld be i n v e s t i g a t e d . 11. I t i s f i n a l l y recommended t h a t t h e i n s t r u m e n t from t h i s i n v e s t i g a t i o n be made a v a i l a b l e t o any i n t e r e s t e d p a r t y f o r use i n a s s e s s i n g t r a i n i n g needs f o r any gro up . APPENDICES APPENDIX A INSTRUMENTS SENT, INSTRUMENTS RETURNED, PARTICIPATING INSTITUTIONS APPENDIX A INSTRUMENTS SENT, INSTRUMENTS RETURNED, PARTICIPATING INSTITUTIONS T a b le 3 2 . - - I n s t r u m e n t s s e n t , i n s t r u m e n t s r e t u r n e d , p a r t i c i p a t i n g in stitu tio n s. S k i l l C e n te rs Community C o lle g e s S ent S ent R e t. R e t. 10 10 Calhoun 5 4 C a p i t a l Area 6 4 Gogebic-Ontonogon 1 1 L ansing 2 2 A drian 4 2 Newaygo 4 4 North E a s t Oakland 4 4 P eto sk ey 3 3 3 Wexford 2 2 2 1 Jackson 6 6 Muskegon 12 8 North C e n tra l 10 8 S t. C l a i r Comm. 5 5 So. West M ichigan 1 1 W estshore 16 10 Henry Ford 10 6 Washtenaw 10 8 3 3 Alpena 4 3 Bay-Arenac Bay de Noc 5 3 10 10 Glen Oaks 4 3 Grand Rapids 4 4 H ighland Park 3 2 K i r tl a n d 7 5 Lake M ichigan 6 5 35 26 M id-Michigan 3 Monroe D e lta Macomb Jack so n 1* 2* 1* 1* ♦R etu rn ed t e r m i n a t e d no f o rw a rd in g a d d r e s s . 116 1* APPENDIX B OHIO STATE UNIVERSITY VOCATIONAL TEACHER COMPETENCY PROFILE PLEASE NOTE: D i s s e r t a t i o n c o n ta in s sm all and I n d i s t i n c t p r i n t . F ilm e d as r e c e i v e d . UNIVERSITY MICROFILMS. appendix b T ab le 3 3 .—Ohio S t a t e U n iv e r s ity V ocational Teacher Competency P r o f i l e . • I- O E r 03- APPENDIX C RESULTS OF COMMITTEE OF EXPERTS SURVEY APPENDIX C RESULTS OF COMMITTEE OF EXPERTS SURVEY T a b le 3 4 . - - R e s u l t s o f com m ittee o f e x p e r t s s u rv e y . Accepted Q u estio n Q u estio n T o ta l A ccepted C-18 ^20 118 R e ta in e d E lim in a te d 119 T a b le 3 4 . — C o n tin u ed . Q u estio n A ccepted Q uestion C-21 C-29 T o ta l A ccepted R e ta in e d E lim in a te d 120 T able 3 4 . — C o n tin u ed . Q u estio n A ccepted Q u estio n T o ta l A ccepted R e ta in e d E lim in a te d a R e f e r t o Appendix D f o r s p e c i f i c competency s t a t e m e n t . APPENDIX D COMPETENCY CHART AS VIEWED BY COMMITTEE OF EXPERTS SURVEY APPENDIX D COMPETENCY CHART AS VIEWED BY COMMITTEE OF EXPERTS SURVEY Table 3 5 .— Competency c h a r t from r e s u l t s o f committee o f e x p e r ts s u rv ey . Category B Competency Program P lan n in g , Development, and E v a lu a tio n A- 7—Develop V ocational Education Program Goals & O b je c tiv e s A- 8—Develop a Course o f Study In stru c tio n a l Planning B- 9—Determine Needs & I n t e r e s t s o f S tu d en ts B-10—Develop S tu d en t Performance O b je c tiv e s B - l l — Plan a U nit o f I n s t r u c t i o n B-12—W rite a Lesson Plan B-13—S e l e c t S O btain S tu d e n t I n s t r u c t i o n a l M a te ria ls B-14—P rep are Teacher-Made I n s t r u c t i o n a l M a te ria ls In stru c tio n a l Execution C-15—D i r e c t In d iv id u a l & Group F ie ld T r ip s C-16—Conduct Group D is c u s s io n s , Panel D iscu ssio n s & Symposiums C - l 7— S tim u la te L earning Through B rain Storm ing, Buzz Group, & Q uestion Box Techniques C-18—D i r e c t S tu d e n ts in I n s t r u c t i n g O ther S tu d en ts C -l9—Employ S im u latio n Techniques C-20—D ir e c t S tu d e n t Study C-21—D i r e c t S tu d en t L a b o rato ry Experience C-22—D ir e c t S tu d en ts i n Applying Problem -Solving Techniques C-23—D ir e c t t h e P r o j e c t Method C-24— In tro d u c e a Lesson C-25—Summarize a Lesson C-26—Employ Oral Q uestio nin g Techniques Table 3 5 . — Continued. C ategory C Competency In stru c tio n a l Execution ( c o n t 'd ) C-27— Employ Reinforcem ent Techniques C-28— Provide I n s t r u c t i o n f o r Slower &More Capable S tu dents C-29— P re s e n t In form atio n Through an I l l u s t r a t e d Talk C-30—Demonstrate a M an ip ulative S k i ll C-31—Demonstrate a Concept o r P r i n c i p l e C-32—D i r e c t I n d iv id u a liz e d I n s t r u c t i o n C-33—Conduct Team Teaching C-34—P r e s e n t In fo rm atio n Using a S u b je c t M a tte r Expert C-35— I l l u s t r a t e w ith Models, Real O b je c ts , and Flannel Boards C-36— P r e s e n t Inform atio n w ith Overhead & Opaque M a te ria ls C-37— P r e s e n t In fo rm atio n w ith F i lm s t r i p s and S lid e s C-38— P r e s e n t Inform atio n w ith Films C-39—P r e s e n t Inform atio n w ith Audio Recordings C-40—D ir e c t Programmed I n s t r u c t i o n C-41— P r e s e n t In form atio n w ith t h e Chalkboard & F l i p C h art In stru c tio n a l E v aluatio n D-42— E s t a b l i s h C r i t e r i a f o r S tu d en t Performance in a Vocational Education Program D-43—Determine S tu d en t Grades i n a V ocational Program D-44—E v a lu a te I n s t r u c t i o n a l E f f e c tiv e n e s s In stru c tio n a l Management E-45—P r o je c t I n s t r u c t i o n a l Resource Needs E-46—Provide f o r t h e S a fe ty Needs o f V ocational S tu d en ts E-47—A s s i s t S tu d en ts in Developing S e l f - D i s c i p li n e E-48—Organize th e V ocational L ab o rato ry E-49—Manage & M aintain t h e V ocational L ab orato ry Guidance F-50—Provide Inform atio n on E ducational & C areer O p p o r tu n itie s Table 3 5 . — Continued. Category H Competency School-Comnunity R e la tio n s G-51—Cooperate w ith S t a t e & Local Educators S tu d en t V ocational O rg an izatio n H-52— P rep are S tu dents f o r L eadersh ip Roles in th e S tud ent V ocational O rg an izatio n P r o fe s s io n a l Role and Development 1-53— Keep U p-to-Date in Vour P r o fe s s io n & in Your O ccupational S p e c i a l ty 1-54—Serve Your Teaching P ro fe s s io n 1-55— E s t a b li s h & M aintain a P r o fe s s io n a l P hilosophy o f Education 1-56—Serve th e School 4 Comnunity 1-57—S e l e c t , O b ta in , & M aintain a Teaching P o s itio n in Keeping w ith Your P ro fe s s io n a l Q u a l i f i c a t i o n s APPENDIX E INSTRUMENT APPENDIX E INSTRUMENT S e l f - P e r c e i v e d Competency R a tin g C h a rt P a r t I— G eneral In fo r m a tio n 1. P r e s e n t t e a c h i n g a s sig n m e n t; (1 ) s k i l l c e n t e r f j \ (2) community c o l l e g e p o s t hj_gh scho ol I _ J \ (3 ) community c o l l e g e v o c a t i o n a l h ig h sch o o l ( _ j 2. V o c a tio n a l 3. T e a c h e r 's c e r t i f i c a t e : 4. H ig h e s t l e v e l o f form al e d u c a t io n : (1 ) h ig h sch o o l £ 7 ; (2) community college £* 7; (3 ) bachelors /_7; (4) masters £ 7 ; (5) beyond £ 7 5. Years work e x p e r ie n c e c o m p a tib le w ith te a c h i n g a r e a : 1) 1 £7*» (2) 2 £ 7 ; (3) 3 £ 7 ; (4 ) 4 £ 7 ; (5 ) 5 J T /v (6) more t h a n 5 £ 7 6. Years t e a c h i n g e x p e r i e n c e : (1 ) 0 £ 7 l (2 ) 1 (3) 2 £ 7 ; (4) 3 J~1 ; (5) 4 £ 7 i (6) 5 £ 7 » (7) number o f y e a r s , 1 f beyond c e rtific a te : (1) Yes £ j ; (2 ) No £ 7 (1 ) Yes £ 7 * (2 ) No £ 7 124 125 P a r t I I —Answer P a r t s A and 8 o f a l l t h e f o llo w in g q u e s t i o n s . P a r t A i s a p e r s o n a l r a t i n g o f how you f e e l in term s o f w hat i n s t r u c t i o n m ight be h e l p f u l t o you i n a c c o m p lis h in g y o u r t e a c h i n g ro le . P a r t 6 i s an i n d i c a t o r o f w h e th e r o r n o t you have had form al i n s t r u c t i o n in t h a t p a r t i c u l a r a r e a . H elp fu l In stru c tio n • 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Develop v o c a t i o n a l e d u c a tio n program q o a l s and o b j e c t i v e s D evelop a c o u r s e o f s tu d y D eterm ine needs and I n t e r e s t s o f s tu d e n ts Develop s t u d e n t perform ance o b je c tiv e s P lan a u n i t o f I n s t r u c t i o n W rite a l e s s o n p la n S e l e c t and o b t a i n s t u d e n t in s tr u c tio n a l m a te ria ls P r e p a re te a c h e r-m a d e I n s tru c tio n a l m a te ria ls D i r e c t I n d i v i d u a l and group fie ld trip s Conduct group d i s c u s s i o n s , pan el d i s c u s s i o n s , and symposiums S t i m u l a t e l e a r n i n g th ro u g h b r a i n s t o r m i n g , buzz g ro u p , & q u e s t i o n box te c h n iq u e s D i r e c t s t u d e n t s 1n I n s t r u c t i n g o th e r s tu d e n ts Employ s im u l a t i o n t e c h n iq u e s D i r e c t s t u d e n t s tu d y Feel very competent in this a r e a Feel competent in this a r e a Would like some h e lp in this a r e a Would like much h e lp in this a r e a P art A T ra in in g P art B Have had some t r a i n i n g Yes No 126 H elp fu l In stru c tio n P art B 21. D ire c t s tu d e n t la b o ra to ry ex p erien ce 2 2 . D i r e c t s t u d e n t s 1n a p p ly in g p r o b le m - s o lv ln q te c h n iq u e s t i . D i r e c t t h e p r o .le c t method 24. I n tr o d u c e a l e s s o n 25. Summarize a le s s o n 26. Employ o r a l q u e s t l o n l n q te c h n iq u e s •27. Employ r e i n f o r c e m e n t te c h n iq u e s 2 6 . P ro v id e I n s t r u c t i o n f o r s lo w e r & more c a p a b l e s t u d e n t s 29. P r e s e n t I n fo r m a tio n th ro u g h an I l l u s t r a t e d t a l k 30. D em o n strate a m a n i p u l a t i v e s k i l l 31. D em onstrate a c o n c e p t o r p r i n c i p l e 32. D i r e c t I n d i v i d u a l i z e d I n s t r u c t i o n 33. Conduct team te a c h f n q 34. P r e s e n t I n f o r m a tio n u s in g a s u b je c t m a tte r ex p ert 35. I l l u s t r a t e w ith m o d els, r e a l o b j e c t s . & f l a n n e l bo ard s 3 6 . P r e s e n t i n f o r m a t i o n w ith ov erh ead & opaque m a t e r i a l s 37. P r e s e n t I n f o r m a tio n w ith f i l m ­ s t r i p s and s l i d e s 38. P r e s e n t I n f o r m a tio n w ith f ilm s 39. P r e s e n t i n f o r m a t i o n w ith a u d io r e c o r d ln q s 40 . D i r e c t proqrammed I n s t r u c t i o n 41. P r e s e n t in f o r m a t i o n w ith t h e c h a lk b o a rd & f l i p c h a r t 42. E s t a b l i s h c r i t e r i a f o r s t u d e n t perfo rm an ce 1n a v o c a t io n a l e d u c a t io n program Would.like much h elp in this a re a Eeel very competent in this are a Feel competent In this a re a Would.like some h elp in this are a P art A Have had some t r a i n i n g Yes No 127 H elp fu l In stru c tio n Feel very competent in this a re a Feel competent in this a re a Would like some h elp in this a re a Would like much help in this are a P art A 43. 44. 45. 46. 47. 48. 49. 50. S i. 52. 53. 54. 55. 56. 57. D eterm ine s t u d e n t g ra d e s In a v o c a t i o n a l proqram E v a lu a te i n s t r u c t i o n a l e ffe c tiv e n e ss P r o je c t I n s tr u c tio n a l resource needs P ro v id e f o r t h e s a f e t y needs o f v o c a t io n a l s t u d e n t s A s s i s t s t u d e n t s 1n d e v e lo p in g se lf-d 1 sc 1 p l1 n e O rq a n lz e t h e v o c a t i o n a l l a b o r a t o r y Manage and m a i n t a i n t h e v o catio n al la b o ra to ry P ro v id e i n f o r m a t i o n on e d u c a t io n a l and c a r e e r o p p o r t u n i t i e s C o o p erate w ith s t a t e and lo c a l ed u cato rs P r e p a re s t u d e n t s f o r l e a d e r s h i p r o l e s 1n t h e s t u d e n t v o c a t i o n a l o rq a n lz a tlo n Keep u p - t o - d a t e In y o u r p r o f e s s i o n and 1n vou r o c c u p a t i o n a l s p e c i a l t y S erve v o u r t e a c h i n g p r o f e s s i o n E s t a b l i s h and m a i n t a i n a p r o f e s ­ s i o n a l p h ilo s o p h y o f e d u c a t io n S e rv e t h e sch o o l and community S e l e c t , o b t a i n , & m a in ta in a t e a c h i n g p o s i t i o n 1n k eep in g w ith vour p ro fe s sio n a l q u a lif ic a tio n s T rain in g P art B Have had some t r a i n l n g Yes No APPENDIX F LETTER TO PRINCIPALS APPENDIX F LETTER TO PRINCIPALS Dear Mr. ____________________ • In a d d i t i o n t o b e in g a f u l l - t i m e t e a c h e r a t J a c k s o n Community C ollege* I am a Ph.D. c a n d i d a t e a t M ichigan S t a t e U n i v e r s i t y , working on a p r o j e c t t h a t w i l l , I ho p e, a s s i s t 1n d e t e r m in in g p o s s i b l e I n s e r v i c e t r a i n i n g programs f o r d e g re e d and n o n -d e g re e d I n d u s t r i a l t e a c h e r s a t a r e a c e n t e r s and community c o l l e g e s 1n th e s t a t e . I am r i g h t now 1n a p o s i t i o n where I need h e l p . In o r d e r t o come up w ith a l e g i t i m a t e sa m p le , I must have I n f o r m a tio n from a l l In stitu tio n s. I , t h e r e f o r e , would r e a l l y a p p r e c i a t e y o u r s e n d in g me a 1 1 s t o f names an d , 1 f p o s s i b l e , a d d r e s s e s o f a l l y o u r d eg reed and n o n -d eg reed I n d u s t r i a l t e a c h e r s o n ly (n o t e l e c t r o n i c ) . Thank you very much f o r y o u r h e l p . S in c e re ly , H e r b e rt L. Howell 128 APPENDIX G LETTER TO DEANS APPENDIX G LETTER TO DEANS Dear D e a n _________________ : In a d d i t i o n t o b e in g a f u l l - t i m e t e a c h e r a t J a c k so n Community C o lle g e , I am a Ph.D. c a n d i d a t e a t M ichigan S t a t e U n i v e r s i t y , work­ ing on a p r o j e c t t h a t w i l l , I h ope, a s s i s t 1n d e te r m in in g p o s s i b l e I n - s e r v i c e t r a i n i n g programs f o r f u l l - t i m e and p a r t - t i m e I n d u s t r i a l t e a c h e r s a t community c o l l e g e s and a r e a c e n t e r s 1n t h e s t a t e . I am r i g h t now 1n a p o s i t i o n where I need h e l p . In o r d e r t o come up w ith a l e g i t i m a t e sam p le, I need I n f o r m a tio n from a l l In stitu tio n s. I , t h e r e f o r e , would r e a l l y a p p r e c i a t e y o u r s e n d in g me a 1 1 s t o f names a n d , 1 f p o s s i b l e , a d d r e s s e s o f a l l y o u r f u l l ­ tim e and p a r t - t i m e t e c h n i c a l - i n d u s t r i a l t e a c h e r s o n ly ( n o t ap p re n tic e o r e le c tr o n ic ) . Thank you v ery much f o r y o u r h e l p . S in c e re ly , H e r b e rt L. Howell 129 APPENDIX H COVER LETTER APPENDIX H COVER LETTER ommun RHONE 8 1 2 .1 a t.Q 0 O O 2 1 1 1 E M M O N S RO A D JACKSON. MICHIGAN 4*201 S e p t e m b e r 17 , 1976 F o r s e v e r a l y e a r s , 1 w o rk ed as a p a r t tim e te a c h e r b e fo re leav in g in d u s try , g ettin g a d e g r e e , and b e c o m in g a full ti m e t e a c h e r . D u rin g t h a t t i m e p e r i o d , 1 h a d p r o b l e m s t h a t c o u l d h a v e b e e n r e d u c e d , if not elim inated. I n - s e r v i c e tra in in g p r o g r a m s h a v e not b e e n a s s u c c e s s f u l as they m ig h t b e c a u s e of la ck of te a c h e r input. I a m , th e r e f o r e , seek in g y o u r e x p e r t i s e to h e lp m e d e t e r m i n e the d e g r e e of i n t e r e s t a n d d e s ira b ility of o ffering a p p ro p ria te " h e lp s" fo r tr a d e and in d u stria l in s tru c to rs who m ight d e s ire such a s s is ta n c e . P l e a s e think b a c k to w h en you f i r s t s t a r t e d as a t e a c h e r , and t r y t o a n s w e r in t e r m s o f w h a t w o u l d h a v e b e e n m o s t h e l p f u l t o y o u in y o u r f i r s t t e a c h i n g e x p e r i e n c e , o r w h a t m i g h t h e l p y o u e v e n n o w , a n d f i l l in th e q u e s t i o n n a i r e a c c o r d i n g l y . A t r i a l r u n h a s i n d i c a t e d th e a v e r a g e t i m e is 8^ m i n u t e s , w ith 6 m i n u t e s a s t h e t i m e t o b e a t . Y o u r p a rtic ip a tio n and a s s is ta n c e a r e v e ry im p o rta n t to th e s u c c e s s of th e p r o j e c t , s o I w o u ld a p p r e c i a t e v e r y m u c h , y o u r i n t e r r u p t i n g y o u r b u s y s c h e d u l e to c o m p l e t e a n d r e t u r n it t o m e in t h e s e l f a d d re s s e d r e tu r n envelope. T h a n k you v e r y m u c h . V ery tru ly yours, H e r b e r t L. Howell 130 APPENDIX I FOLLOW-UP LETTER APPENDIX I FOLLOW-UP LETTER J-ackson Community Colteqe n i l E MMO N S HOAD 0 PHONE 3 I 7 -7 S 7 - O 0 O O J A C K S O N . MI CH I GAN 4 9 2 0 1 Dear Mr. Several weeks ago, you were sent an important ques­ tionnaire concerning a research study on part time and annual authorized teachers. You may recall the questions dealt with perceived training needs. Administrators and institutions are often criticized for presenting programs that do not take into consi­ deration the needs and wishes of educators, either full or part time. Perhaps at one time you too have voiced such criticism. If so, we are certain that you will want to assist us in this study. Without your support, our efforts will not be as successful as they could be with your cooperation. We realize our request is an imposition on your time and this may have hit you at a bad time; however, we hope you too will feel the goal as being worth the effort. Enclosed please find another questionnaire in case you have misplaced the first one. Should this have crossed the return in the mail of the original we thank you. Very truly y o u r s , Herbert L. Howell 131 APPENDIX J F SCORE AND SIGNIFICANCE OF EACH ITEM (7 -5 7 ) OF PERCEIVED COMPETENCIES OF INSTRUMENT BY EDUCATION, BY YEARS OF WORK EXPERIENCE, AND BY YEARS OF TEACHING EXPERIENCE APPENDIX J F SCORE AND SIGNIFICANCE OF EACH ITEM (7 -5 7 ) OF PERCEIVED COMPETENCIES OF INSTRUMENT BY EDUCATION, BY YEARS OF WORK EXPERIENCE, AND BY YEARS OF TEACHING EXPERIENCE T a b le 3 6 . - - F s c o r e and s i g n i f i c a n c e o f each Ite m (7 -5 7 ) o f p e r c e iv e d c o m p e te n c ie s . E d u c atio n Item® A- 7 A- 8 B- 9 B-10 B - ll B-12 B-13 B-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35 C-36 F 2 .275 6 .779 1.599 2 .2 1 4 6 .303 8 .2 4 4 2 .564 2 .3 1 8 3 .4 5 8 1.286 3.024 2 .8 47 4 .7 3 3 3.600 4 .1 8 8 2.441 4 .5 4 4 6 .4 87 5.727 4 .8 1 0 3.421 1.539 2 .0 8 8 1.140 1 .933 1.563 3.779 4 .1 0 4 1.315 2 .78 5 S ig n ifi­ cance of F .062 .0003* .1928 .0897 .0005* .00005* .0567 .0787 .0194** .2836 .0333** .0416** .0040** .0162** .0078** .0689 .0050** .0005* .0011* .0036** .0203** .2091 .1067 .3366 .1292 .2031 .0129** .0086** .2736 .0448** Work Exp. F S ig n ifi­ cance of F .065 .027 .018 1.459 .276 .190 .0006 .654 .044 .609 .249 .002 .239 .869 .462 1.097 .017 .431 1.337 .369 .007 .739 .001 .054 .102 .903 .475 .469 .451 .292 .7988 .8676 .8922 .2291 .5997 .6635 .9804 .4201 .8326 .4367 .6183 .9598 .6258 .3532 .4982 .2973 .3954 .5126 .2502 .5445 .9314 .3917 .9685 .8154 .7490 .3440 .4919 .4946 .5030 .5897 132 T each in g Exp. F 6 .1 8 8 ’ 13.486 .968 3.129 7.211 5 .1 13 1.714 2 .4 17 .980 .213 2 .9 1 4 2 .5 8 7 2 .4 4 9 2 .05 2 .332 2 .24 5 1.745 5.731 6 .75 2 8 .9 4 0 3 .6 7 4 4 .9 9 0 4 .86 2 .982 4 .5 3 0 1.815 3.639 2 .0 2 2 1.111 3.679 S ig n ifi­ can ce of F .0026* .00001* .3825 .0470** .0010* .0072* .1841 .0931 .3787 .8078 .0588 .0802 .0915 .1337 .7178 .1111 .1798 .0044** .0017** .0002* .0288** .0085** .0096** .3778 .0130** .1681 .0298** .1377 .3331 .0287** Group Item S ig n ifi­ cance = .025 .00 8 'W = *001 133 Table 3 6 . — C on ti nue d. E d u catio n Item 3 F C-37 C-38 C-39 C-40 C-41 0-42 D-43 D-44 E-45 E-46 E-47 E-48 E-49 F-50 G-51 H-52 1-53 1-54 1-55 1-56 1-57 3.705 2 .4 0 4 .626 2 .1 2 0 .948 1.312 .884 2 .1 7 6 2 .6 3 5 1.780 1 .6 6 8 1.289 1.992 NAb NA NA 1.162 2 .8 9 8 3.317 2 .8 95 4 .8 2 6 Work Exp. S ig n ifi­ cance of F F S ig n ifi­ cance of F .0 1 4 2 ^ .0721 .5995 .1026 .4203 .2730 .4509 .0938 ,0 5 2 8 ^ .1546 .1774 .2810 .1188 NA NA NA .3070 .0 3 7 9 ^ .0 2 2 3 ^ .0 3 8 1 ^ .O033A 2 .0 03 3.746 .099 .007 1.069 .007 .803 .927 .870 .597 .369 .245 .0142 NA NA NA 1.076 .027 .534 .085 .374 .1599 .0556 .7534 .9293 .3035 .9292 .3716 .3373 .3525 .4409 .5444 .6208 .9052 NA NA NA .3014 .8688 .4662 .7702 .5419 T e ach ing Exp. F S ig n ifi­ cance of F 4 .1 75 4 .2 4 0 1.014 5 .3 6 8 1.041 1.950 2 .24 2 6 .4 6 8 1.971 1 .79 3 2 .7 4 3 .590 .256 NA NA NA .924 .493 .917 .771 .002 .0 1 8 1 ^ .0 1 7 0 ^ .3663 .0 0 6 1 ^ .3568 .0598 .0 2 8 6 ^ .OOOOl^ .1435 .1706 .0682 .5553 .7741 NA NA NA .3995 .6119 .4022 .4646 .9976 ♦Group s i g n i f i c a n t . ♦ ♦ I n d iv id u a l s i g n i f i c a n t . a R e fe r t o Appendix D f o r s p e c i f i c competency s t a t e m e n t . ^NA = I n d iv i d u a l item c a t e g o r y . * . No manova. Group Item S ig n ifi­ cance HR 4 Jr " -016 nc 0 = .010 .05 .0 5 .05 f 0 8 .01 APPENDIX K TABLE OF MEANS OF ITEMS (7 -5 7 ) BY EOUCATION LEVEL APPENDIX K TABLE OF MEANS OF ITEMS (7-57) BY EDUCATION LEVEL T able 3 7 .—Means o f item s as a f f e c t e d by v a r i a b l e e d u c a tio n . S k i l l C en ter Community C olleg e Item3 High School A s s o c ia te Degree B.A. M.A. & Beyond High School A s so c ia te Degree B.A. M.A. & Beyond A- 7 A- 8 B- 9 B—10 B -ll B-12 B-13 B-14 C-15 C-16 C-17 C-18 C—19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 1.909 1.909 1.727 2.181 1.909 2.090 2.000 1.909 1.800 2.600 2.900 2.200 2.400 2.100 1.600 1.800 2.600 2.100 2.100 2.300 2.300 2.300 1.941 1.882 1.882 2 .0 0 0 1.941 1.941 2.000 1.823 2.076 2.692 2.692 2.230 2.307 2.076 1.538 1.846 2.076 1.615 1.615 1.769 2.076 1.923 2.000 1.857 1.833 2.000 1.666 1.833 2.166 2.500 2.000 2.750 3.000 2.000 2.250 2.500 2.000 2.250 2.250 2.000 1.750 1.750 1.750 2.250 1.750 1.250 1.600 1.600 1.200 1.200 2.000 1.800 1.500 2.000 2.000 1.500 1.500 1.500 1.000 2.500 2.000 2.000 2.500 2.500 2.500 3.000 2 .153 1.923 1.769 2.307 2.230 2.230 2.307 2.307 2.555 2.222 2.111 1.888 2.111 2.111 2.111 1.777 2.222 2.000 2.000 1.888 2 .333 2.000 2.000 2.000 2.100 2.550 2.000 2.050 2.350 2.150 2.000 2.235 2.411 2.117 2.176 2.117 1.941 1.941 2.411 2.000 2.000 2.000 2.176 2.117 2.394 2.184 2.257 2.257 1.971 2.000 2.085 2.171 2.214 2.357 2.714 2.535 2.678 2.428 2.142 2.142 2.178 2.000 2.107 2.071 2.571 2.464 1.962 1.444 1.964 2.000 1.535 1.428 1.714 1.785 1.636 1.954 2.045 2.000 1.818 1.818 1.454 1.636 1.590 1.272 1.318 1.404 1.818 1.909 Table 3 7 .--C o n tin u e d . S k i l l C enter Item3 High School C-29 C-30 C—31 C-32 C-33 C-34 C-35 C-36 C-37 C-38 C-39 C-40 C-41 D-42 D-43 D-44 D-45— H-52 1-53 1-54 1-55 1-56 H-57 2.200 1.800 1.800 2.000 2.500 2.200 2.300 2.200 2.200 2.200 2.300 2.400 2.200 2.181 2.090 2.363 Not P rin te d 2.400 2.300 2.100 2.200 1.800 Community C ollege B.A. H.A. & Beyond High School A s so c ia te Degree 1.846 1.115 1.846 2.158 2.076 2.230 2.000 2.000 1.692 1.692 1.923 2.076 1.923 2.058 2.000 2.000 1.750 1.500 1.750 2.250 3.000 2.250 2.000 2.250 2.000 2.000 2.250 2.500 2.000 2.142 2.285 2.428 2.500 2.500 3.000 2.500 3.500 3.000 2.500 2.500 2.500 2.500 2.500 3.000 2.500 2.200 1.800 2.600 2.000 2.111 2.111 1.888 2.444 2.555 2.222 2.222 2.222 2.111 2.111 2.222 1.888 2.357 2.142 2.142 1.823 1.764 1.941 1.882 1.588 2.142 2 .428 2.285 1.857 1.857 2.500 2 .500 2.500 2.500 1.500 1.900 2.300 2.400 2.100 2.000 A s so c ia te Degree aR efer to Appendix D f o r s p e c i f i c competency s ta te m e n t. B.A. M.A. & Beyond 1.882 2.000 1.941 2.176 2.588 2.529 1.941 2.058 1.882 1.882 2.235 2.470 1.823 2.285 2.190 2.571 2.107 1.857 1.857 2.142 2.928 2.392 1.928 1.857 1.857 1.892 2.214 2.571 2.000 2.305 2.138 2.472 1.545 1.500 1.409 1.727 2.136 1.681 1.590 1.404 1.363 1.454 1.909 2.000 1.590 1.892 1.892 1.928 1.705 2.529 2.235 2.352 1.882 1.628 2.171 2.114 1.885 1.971 1.703 1.703 1.555 1.555 1.370 APPENDIX L TABLE OF MEANS OF ITEMS (7 -5 7 ) AS AFFECTEO BY VARIABLE YEARS OF WORK EXPERIENCE APPENDIX L TABLE OF MEANS OF ITEMS (7 -5 7 ) AS AFFECTED BY VARIABLE YEARS OF WORK EXPERIENCE T a b le 3 8 . —Means o f Item s a s a f f e c t e d by v a r i a b l e y e a r s work ex p e rie n c e . S k i l l C e n te r Item 3 A- 7 A- 8 B- 9 B-10 B - ll B-12 B-13 B-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C- 32 C-33 C-34 C-35 C-36 C-37 C-38 C-39 5 o r Less Years Work 1.700 1 .7 00 1.800 1 .9 0 0 1 .6 00 1 .7 00 1 .900 1 .9 00 2 .0 0 0 2 .4 2 8 2 .7 1 4 2 .1 4 2 2 .14 2 2 .1 4 2 1 .2 85 1 .71 4 1 .8 57 1 .4 28 1 .4 28 1 .71 4 1 .85 7 2.571 1 .7 14 1.571 1.857 2 .14 2 2 .4 2 8 2 .0 0 0 1.571 1.571 1.714 1.714 2 .0 0 0 6 o r More Years Work 1.967 1 .8 38 1.800 2 .0 0 0 1.833 1.900 2 .03 3 1.933 1.909 2.681 2 .7 7 2 2 .136 2 .3 1 8 2 .0 9 0 1.681 2 .0 0 0 2 .4 0 9 2 .0 0 0 2 .0 0 0 2 .0 9 0 2 .2 2 7 2 .04 5 2 .0 9 0 1.772 1.909 2 .1 36 2 .45 4 2 .3 6 3 2 .3 1 8 2 .3 1 8 2 .04 5 2.045 2.181 Community C o lle g e 5 o r Less Years Work 2 .1 8 9 1 .9 18 2 .0 8 8 2 .1 1 7 1.882 1.970 2 .0 8 8 2 .1 7 6 2 .0 0 0 2.151 2 .3 3 3 2 .2 1 2 2.212 2 .0 3 0 1 .8 78 1 .8 4 8 2.151 1 .8 18 1 .8 1 8 1 .8 4 8 2 .3 0 3 2 .2 1 2 1 .939 1 .8 7 8 1 .8 1 8 1.909 2 .4 8 4 2.212 1 .909 1 .8 78 1.6 6 6 1.636 2.181 6 o r More Years Work 2.145 1.903 2 .0 6 3 2 .317 1 .8 8 8 1.825 2 .047 2 .015 2 .0 6 8 2 .2 5 0 2.431 2 .204 2 .272 2.227 1.909 1.954 2.0 2 2 1.772 1.863 1.840 2.181 2 .159 1.840 1.772 1.750 2 .0 9 0 2 .6 3 6 2 .250 1.840 1.772 1.840 1.909 2 .0 6 8 137 T able 3 8 . - - C o n t 1 n u e d . S k i l l C e n te r Item® C-40 C-41 D-42 D-43 0-44 E-45 E-46 E-47 E-48 E-49 F-50 G-51 H-52 1-53 1-54 1-55 1-56 1-57 5 o r Less Years Work 1.857 1.571 1.800 2 .0 0 0 2 .0 0 0 2.111 1 .8 8 8 2 .2 2 2 1.333 1.333 NA NA NA 2.111 2 .0 0 0 2.111 2.111 1.555 6 o r More Years Work 2 .4 5 4 2 .2 2 7 2 .2 1 8 2 .0 0 0 2 .312 2 .322 1 .903 2 .129 1.935 1.806 NA NA NA 2 .0 6 4 2 .096 2 .096 2 .0 0 0 1.709 Community C o lle g e 5 o r Less Years Work 2 .4 2 4 1 .8 18 2 .2 9 7 2 .18 9 2 .2 4 3 2 .5 14 2 .0 2 8 2 .3 14 2 .25 7 2 .2 0 0 NA NA NA 1 .8 1 8 2.151 1.909 1.909 1 .8 7 8 6 o r More Years Work 2 .2 72 1.840 2 .14 2 2 .115 2 .3 17 2 .6 07 1.875 2 .2 32 1.964 2.071 NA NA NA 1.631 2.087 2 .0 5 2 1.894 1.719 aR e f e r t o Appendix D f o r s p e c i f i c competency s t a t e m e n t . APPENDIX M TABLE OF MEANS OF ITEMS (7 -5 7 ) AS AFFECTED BY YEARS OF TEACHING EXPERIENCE APPENDIX M TABLE OF MEANS OF ITEMS (7 -5 7 ) AS AFFECTED BY YEARS OF TEACHING EXPERIENCE T a b le 3 9 . --Means o f Item s as a f f e c t e d by y e a r s t e a c h i n g e x p e r i e n c e . Community C o lle g e S k i l l C e n te r Item 3 A- 7 B- 8 B- 9 B-10 B -ll B-12 B-13 B-14 C-15 C-16 C-17 C-18 C-19 C-20 C—21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35 C-36 C-37 C-38 C-39 3 o r Less Years T each ing 4-5 Years T eachin g 6 o r More Years T eachin g 3 o r Less Years T each ing 4-5 Years T eachin g 6 o r More Years T each ing 2 .3 3 3 2 .3 3 3 1.714 2 .1 4 2 2 .0 0 0 2 .14 2 2 .2 8 5 2 .4 2 8 2 .0 0 0 2 .6 0 0 2 .0 0 0 2 .0 0 0 2 .0 0 0 2 .4 0 0 1.000 2 .2 0 0 2 .6 0 0 2 .4 0 0 2 .2 0 0 2 .4 0 0 2 .4 0 0 2 .8 0 0 2 .6 0 0 2 .2 0 0 2 .6 0 0 2 .8 0 0 3 .00 0 2 .8 0 0 2 .4 0 0 2 .6 0 0 2 .4 0 0 2 .6 0 0 2 .8 0 0 1.923 1.846 1.846 2 .1 5 3 1.769 1.846 2.153 2 .0 0 0 1.600 2 .400 2 .800 1.800 2 .1 0 0 1.800 1.600 1.900 1.900 1.700 1.700 1.900 1.900 1.800 1.900 1.500 1.700 1.800 1.900 1.800 2 .2 0 0 2 .1 0 0 1.900 1.800 1.900 1.772 1 .636 .800 1 .800 1 .700 1.750 1 .800 1 .700 2 .142 2.785 2.785 2 .4 2 8 2 .5 0 0 2 .214 1.571 1.857 2 .4 2 8 1.785 1.857 1.928 2.214 2 .2 1 4 1.857 1 .714 1.785 2 .14 2 2.642 2 .4 2 8 2 .0 0 0 2 .0 0 0 1.857 1.857 2.071 2.432 2 .32 4 2 .1 84 2 .4 7 3 2 .18 4 2 .10 5 2 .18 4 2 .1 84 2.192 2 .3 07 2 .76 9 2.461 2 .61 5 2 .34 6 2 .0 0 0 2 .07 6 2 .26 9 2 .0 3 8 2.192 2.192 2 .5 3 8 2 .5 3 8 2 .1 5 3 1 .92 3 1.961 2.115 2 .84 6 2 .3 84 2 .0 3 8 2 .0 3 8 2 .0 3 8 2 .0 3 8 2 .15 3 2 .03 3 1 .700 1.862 2 .0 6 8 1.655 1.862 2 .0 0 0 2 .03 4 2 .0 0 0 2 .2 3 0 2 .30 7 2 .07 6 2 .07 6 2 .07 6 1.884 1.692 2 .1 15 1.846 1.807 1.769 2 .15 3 2 .0 0 0 1.807 1.846 1.767 1.961 2.461 2 .192 1.730 1.846 1.692 1 .65 3 2 .0 3 8 1 .9 68 1.625 2 .1 0 3 2 .1 0 3 1.724 1.586 1.965 1.965 1.920 2 .0 8 0 2 .0 8 0 2 .0 8 0 2 .0 4 0 2 .0 0 0 1.800 1.960 1.840 1.480 1.520 1.560 2.0 0 0 2.0 0 0 1.680 1.680 1.600 1.960 2 .4 00 2.1 2 0 1.840 1 .56 0 1.560 1 .680 2 .1 6 0 138 139 Table 3 9 . — Co ntinued. Community C o lle g e S k i l l C e n te r Item 9 C-40 C-41 D-42 D-43 D-44 E-45 E- 46 E-47 E-48 E-49 F-50 G-51 H-52 1-53 1-54 1-55 1-56 1-57 3 o r Less Years T eachin g 3 .0 00 2 .4 0 0 2.571 2 .8 57 2 .8 5 7 2 .8 0 0 2 .2 0 0 2 .8 0 0 1 .800 1.800 NA NA NA 2 .4 2 8 2.571 2 .7 1 4 2 .2 8 5 2 .0 0 0 4-5 Years T eaching 2 .0 0 0 1.900 2 .0 0 0 1.923 2 .0 0 0 2 .0 0 0 1.615 1.923 1.846 1.615 NA NA NA 2 .0 8 3 1.196 1.916 1.833 1 .666 6 o r More Years T each ing 3 o r Less Years T e achin g 4-5 Years T eachin g 6 o r More Years T each ing 2 .28 5 2.071 2.045 1.772 2.181 2 .31 8 2 .0 0 0 2 .13 6 1.772 1.727 NA NA NA 1.952 2 .0 0 0 2 .0 0 0 2 .047 1.571 2 .5 7 6 1.961 2 .3 8 4 2 .2 0 5 2 .6 6 6 2 .6 6 6 2 .0 8 3 2 .4 1 6 2 .1 6 6 2 .1 9 4 NA NA NA 1.735 2 .2 9 4 2 .17 6 1.941 2 .0 0 0 2 .1 1 5 1.846 2 .1 0 3 2 .0 0 0 2.172 2.481 1.851 2 .2 5 9 2 .0 7 4 2.111 NA NA NA 1 .576 2 .0 3 8 1.884 1 .92 3 1.692 2 .3 2 0 1.680 2 .03 2 1.967 1 .90 3 2 .5 1 8 1.814 2 .0 7 4 1.925 2 .03 7 NA NA NA 1 .7 5 8 1.165 1 .896 1.827 1 .586 aR e f e r t o Appendix D f o r s p e c i f i c competency s t a t e m e n t . APPENDIX N COMPARISON CHART BY ITEM (7 -5 7 ) OF FELT COMPETENCIES APPENDIX N COMPARISON CHART BY ITEM (7 -5 7 ) OF FELT COMPETENCIES T a b le 4 0 . --C o m p ariso n c h a r t by Item o f f e l t c o m p e te n c ie s . Feel Competent ro E QJ u oo> U Q) 4C -» C *o uat ( J » •r- (/> A- 7 X B- 9 X B-10 X B -ll X B-12 X B-13 X B-14 X C-15 X C-16 C-17 C-18 C-19 C-20 C-21 C-22 X C o a. t/i at cn • 4-» C at -M c o 4-* Tl*j IOU zs 0>>*iff -> A }C Sm uJOJ a. 31 50 74 52 4-> o z & o o C < C O) TJ Have o r Have Not Had I n s tr u c tio n 41 at 42 37 33 X 33 73 42 37 33 c Ot 22 52 27 31 74 X 101 89 88 51 51 X 101 88 87 49 49 X 100 74 39 39 X 99 76 74 33 77 83 75 48 68 46 47 X 40 33 83 42 32 76 41 41 34 98 42 99 38 X 96 X 4) X 92 X X 41 X 101 42 X X 100 42 X X 97 No Da ta X 34 73 20 67 13 34 53 29 62 26 64 35 77 38 79 55 71 67 63 63 83 77 91 81 27 68 20 48 26 63 13 32 33 34 12 29 35 7 25 14 27 14 31 22 34 27 46 35 18 26 34 29 34 30 52 34 64 47 e ■or o 3U 4-> to c o z 5 20 5 31 c c 4J C QJ O u O Q.J z 12 21 6 27 14 28 31 16 16 13 140 7 17 5 12 9 S? 21 *or— T3+-» (OU Z U W a>4-> > «/* 4-» V) C c at H. uu o at a. z 3 7 2 5 6 4 15 1 4 8 19 32 6 28 15 35 12 33 13 43 11 33 c at uu at a. 12 29 35 3 30 21 40 Q. sZ ■o at at 15 36 33 14 34 6 26 6 38 6 39 Have o r Have Not Had I n s tr u c tio n Need Help 1 2 7 1 5 2 lo 2 3 2 8 5 12 11 4 10 4 10 8 19 16 15 15 5 12 43 29 55 38 27 28 34 29 12 16 7 13 X X X X X X X IO 4b to 4b CO 4b to 4k to 4b to CO to CO to 4b to 4b to 4b to 4b to 4b to 4b to 4b tO 4b to 4b to 4b to 4b O d O sj — l00 09 s| 09 SJ to 4b tO CO O d 09 sj ro d 09 00 — d 0 9 01 — 09 09 d 09 sj 09 09 O Item9 S k i l l C en ter Comm. C o llege No. Respondents 01 09 sJ CO 00 to 00 CO 00 CO 00 CO d 09 CO 09 sj CO 00 CO sj CO oo to d 09 d co 00 CO 09 CO CD CO d 09 'si01 09 O 4b 01 01 *sd CO 09 09 — — 00 d ui 01 4b to sj 00 00 to 4b — to 09 to sj 01 sj d sj d 01 01 Competent oioi -J "4 oo oo oo go 00 sj 00 oo d SJ co d sj 00 to 00 00 to 0000 d d d O O 00 00 tO 09 to 00 sj d m *09 00 — 1bJ 01 01 sj 01 •JOO d d 01 o 01 09 to to 00 m 01 CO 4b to 01 — to CO — d O d — CO P e rc e n t no — CO 09 01 09 01 09 01 09 4b ro 09 — 4b no 01 09 4b 09 01 09 CO — to — 4b 09 01 ro 01 09 CO — dO O 00 01 4b sj SJ SJ 01 d SJ 01 4b 09 to to — 09 00 oo — 4b 09 sj 09 sj sj CO — 09 4b 00 to 09 Have Had In stru c tio n no 4b 4b d 01 d 01 d 01 d 4b d 09 tO 09 09 4b 01 01 01 01 d 01 01 CO 4b 4b 4b 4b 01 0 id 01 d 4b 4b 00 01 O CO d d 00 4b SJ 09 to 4b d — O Co CO O tO 09 O ”SJ 09 tO to — O 09 CD 01 CO SJ d sj ro cri P e rc e n t 31 CO CO 09 — 09 to CO — CO — to — to — CO — 09 — — ^ — CO CO 09 4b 01 o 00 CD O oo d 01 Ol sj d sj d 4b CO 00 01 O O 09 0 to 09 to 4b d O 09 d O O CO C9 d SJ No I n s t r u c t i o n 09 — t o d O d sj 01 Need Help 09 tO to 4b 0 4b tO 09 P e rc e n t 21 m m * CO — CO 00 01 00 4b 01 SJ 01 to CO CD — SJ — — CO to to — (O (O 09 09 — 09 — 09 to 09 d co 09 — « c o 01 01 CO 01 CO 09 4b 4b 01 — 01 00 — oo 09 tO 00 09 CD O 01 s j S J — 01 to — SJ 09 SJ 09 01 CO 01 09 d 09 CO CO 01 09 sJ4b 0101 ■sj4» 01 09 tO 09 d 09 01 4b 01 01 to 4b d 09 4b — sj Co Have Had In stru c tio n SJ 01 01 00 01 01 d 01 CO S J 01 01 S J O 01 to S J O 01 d CO 01 d 01 01 o 00 09 CO o d cn 4b 09 09 09 P e rc e n t — to — 09 01 — CO 09 09 — O CO tO “J 00 4b sJ CO — *SJ O d d sj 09 O 4b 4b CO CO 01 09 to 01 o to 01 CO 00 CO CO 4b d Ol 0 0 9 No I n s t r u c t i o n CO CO 09 — 09 — 01 09 CO 09 09 09 CO 09 tO O 00 00 O sjsj — SJ O 01 00 00 d 01 01 O CO sj 01 01 to 09 d sj 09 sj CO O d 09 09 O P e rc e n t n o 3 "n "U CD q m r* — (9 3 ft — ;e 3 Q> VI Z < ftOU I *1 ft c o n n rt Oi -SQ.X o o* 3 < CD Need Help CO — 09 — ‘ SJ 01 4b O to d to 01 4b O 01 oo a P e rc e n t 11 33 to — co — CO 09 09 09 09 — CO — CO 4b — 4b co co to Co CO 09 CO 09 CO 09 09 CO A 09 CO — CO — 09 — CO 00 01 CO — © to 4b to 4b d 01 co — 00 o 01 — to 01 — 4b CO 4b o to 01 to — to 09 to 4b tO 09 CO 01 — SJ 01 4 0 . — C ontinued X X Table X X X C-23 X X C-24 X X C-25 X X C-26 X X 00 C-27 X X C9 I 09 C-29 X X C-30 X C-31 X X C-32 X X C-33 X X 0 1 CO 4b C-35 X X C-36 X X C-37 X C-3B C-39 0 1 A o — as 3 Ot VI z < r+ O fl> -t rf c o n z -i — Q.3C O 01 3 < CD 1 [ E E [ | j 142 Table 4 0 . — Co ntinued. Feel Competent 0) k at 40 " ob JX to D-42 X X D-44 X E-45 X E-48 X E-49 X F-50 X G-51 X H-52 X 1-53 X 1-54 X 1-55 X 1-56 o a. T3 4J 03 U X 41 98 31 86 76 88 32 76 23 98 63 64 35 X 41 41 32 78 X 100 75 X 100 61 X 95 96 45 35 75 28 62 38 66 95 65 41 28 4o 28 41 93 41 X 95 41 X X X 41 41 97 4-* 75 68 61 65 47 86 81 68 65 > t/i lOC 3=t-> 23 52 3k c c Ol (J k 0) a. 56 53 56 35 Id 46 Q. 40 1/1 40 C *— l U k 0) O- •o a> ss 01 a. 28 13 35 19 35 22 28 31 35 10 12 9 35 9 25 24 12 22 36 20 25 2 5 3 3 2 6 39 14 50 39 35 53 18 o as 8 34 d 0) 40 36 t3 22 38 33 23 61 52 23 13 23 23 33 24 27 29 15 37 13 26 12 2d 10 24 5 5 8 7 6 32 20 7 15 33 17 19 17 32 25 42 5 13 7 3 5 6 16 15 7 7 4 10 4 10 10 10 6 7 7 19 7 7 32 10 40 2 12 6 26 27 30 31 3 2 3 27 28 1 68 40 42 25 26 32 4 4 26 27 16 37 14 34 30 62 29 30 32 32 37 38 17 6 31 32 34 38 25 45 8 8 18 23 16 19 13 16 41 34 32 40 30 53 2 2 7 10 26 7 26 38 36 36 33 45 38 45 40 15 9 25 8 22 7 14 4 13 15 24 28 21 24 18 15 7 2 4 2 5 2 4 2 5 15 38 47 13 14 3d 2d 74 Id 4d 29 X 98 85 57 90 72 33 16 38 58 38 37 42 42 26 X 83 28 65 38 30 7d 76 82 85 90 86 14 37 44 17 47 45 46 13 32 10 26 14 32 14 30 17 35 17 37 7 12 2d 1 6 21 42 14 3 7 36 12 47 16 3d 89 76 5 12 7 7 6 3 40 28 70 17 2 2 5 13 8 2 5 8 18 7 40 3 8 § .7 5 6 5 4 5 5 6 17 5 10 2 8 10 Note: Imbalance o f Item s t o 100% b e c a u s e o f ro u n d in g o f f d e c im a ls . 93 80 43 14 a R e f e r t o Appendix D f o r s p e c i f i c competency s t a t e m e n t . 5 5 12 1-57 11 15 4 10 X X u k 25 X 38 34 0) a. ?2 15 31 79 o 0) a. 42 59 24 32 2 27 28 X 0) 69 32 29 31 .-4 33 2d 71 68 C u k 25 48 13 38 26 90 38 93 40 24 60 X 15 1/1 c 40 61 54 X 13 31 40 c 01 26 3d 31 60 37 ID ( J as s k 0J4O > 1/) IOc ac*-< 40 16 3d 40 c ai u k C 88 90 X S o •f*0 40 •!“ 40 O 3 k 40 19 32 35 38 d3 60 =0)40 2 c o U o o o 0) Have o r Have Not Had In stru c tio n Need Help oc *r c *■> e QJ so u X X c ai XI c. C O u) u O) Q. X E-47 to 40 10 a> a: • o as •r* X E-46 0) c f™ 0) o u u f— • • C-41 D-43 cn Have o r Have Not Had In stru c tio n 11 5 9 APPENDIX 0 CHECK LIST OF ITEMS WHERE BOTH TEACHER GROUPS SHOULD BE SEPARATED, OR MAY BE COMBINED FOR TRAINING PURPOSES APPENDIX 0 CHECK LIST OF ITEMS WHERE BOTH TEACHER GROUPS SHOULD BE SEPARATED, OR MAY BE COMBINED FOR TRAINING PURPOSES T a b le 4 1 . —Check l i s t o f ite m s where b o th t e a c h e r groups may be combined, and where t h e two t e a c h e r g rou ps s h o u ld be s e p a ra te d , fo r tr a in i n g purposes. Item # A- 7 A- 8 B- 9 B-10 B - ll 8-12 B-13 B-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 Compat­ ib le T itle Develop v o c a t i o n a l e d u c a t i o n program g o a ls and o b j e c t i v e s Develop a c o u r s e o f s tu d y D eterm ine needs and I n t e r e s t s o f s t u d e n t s Develop s t u d e n t p erfo rm ance o b j e c t i v e s Plan a u n i t o f i n s t r u c t i o n W rite a l e s s o n p la n S e le c t & o b tain s tu d e n t in s tr u c tio n a l m a te ria ls P r e p a re te a c h e r-m a d e I n s t r u c t i o n a l m a t e r i a l s D i r e c t i n d i v i d u a l & group f i e l d t r i p s Conduct g rou p d i s c u s s i o n s , panel d i s c u s s i o n s & symposiums S im u la te l e a r n i n g th ro u g h b r a i n s to r m in g , buzz g ro u p , & q u e s t i o n box te c h n iq u e s D i r e c t s t u d e n t s in i n s t r u c t i n g o t h e r s t u d e n t s Employ s im u l a t i o n te c h n iq u e s D i r e c t s t u d e n t s tu d y D i r e c t s t u d e n t l a b o r a t o r y e x p e r ie n c e D i r e c t s tu d e n t in a p p ly in g p ro b le m - s o lv in g tech n iq u es D i r e c t t h e p r o j e c t method I n tr o d u c e a l e s s o n Summarize a l e s s o n Employ o r a l q u e s t i o n i n g te c h n iq u e s Employ r e in f o r c e m e n t te c h n iq u e s P ro v id e I n s t r u c t i o n f o r lo w er & more c a p a b le s t u d e n t s P r e s e n t i n f o r m a t io n th ro u g h an I l l u s t r a t e d ta lk D em onstrate a m a n i p u l a ti v e s k i l l D em onstrate a c o n c e p t o r p r i n c i p l e D ire c t In d iv id u a liz e d in s tr u c tio n Conduct team t e a c h i n g P r e s e n t i n f o r m a t i o n u s in g s u b j e c t m a t t e r expert 143 Sepa­ ra te X X X X X X X X X X X X X X X X X X X X X X X X X X X X 144 T abl e 4 1 . - - C o n t i n u e d . Item # C-35 C-36 C-37 C-38 C-39 C-40 C-41 D-42 D-43 D-44 E-45 E-46 E-47 E-48 E-49 F-50 6-51 H-52 1-53 1-54 1-55 1-56 1-57 T itle I l l u s t r a t e w ith m o d e ls, r e a l o b j e c t s , & f l a n n e l b o ard s P r e s e n t i n f o r m a t i o n w ith ov erh ead & opaque m a t e r i a l s P r e s e n t in f o r m a tio n w ith f i l m s t r i p s & s l i d e s P r e s e n t i n f o r m a t i o n w ith f il m s P r e s e n t i n f o r m a tio n w ith a u d io r e c o r d i n g s D i r e c t programmed I n s t r u c t i o n P r e s e n t I n f o r m a t i o n w ith t h e c h a lk b o a rd & f lip chart E s t a b l i s h c r i t e r i a f o r s t u d e n t perfo rm an ce in v o c a t i o n a l e d u c a t i o n programs D eterm ine s t u d e n t g ra d e s in a v o c a t i o n a l program E v a lu a te I n s t r u c t i o n a l e f f e c t i v e n e s s P r o j e c t i n s t r u c t i o n a l r e s o u r c e needs P ro v id e f o r t h e s a f e t y needs o f s t u d e n t s A s s i s t s t u d e n t s 1n d e v e lo p in g s e l f d isc ip lin e O rg a n iz e t h e v o c a t i o n a l l a b o r a t o r y Manage & m a i n ta i n t h e v o c a t i o n a l l a b o r a t o r y P ro v id e i n f o r m a t i o n on e d u c a t i o n a l & c a re e r o p p o rtu n itie s C o o p erate w ith s t a t e & l o c a l e d u c a t o r s P r e p a re s t u d e n t s f o r l e a d e r s h i p r o l e s 1n th e s tu d e n t v o c atio n al o rg a n iz a tio n Keep u p - t o - d a t e 1n y o u r p r o f e s s i o n a l 4 in y o u r o c c u p a t io n a l s p e c i a l t y S erve y o u r t e a c h i n g p r o f e s s i o n E s t a b l i s h & m a in ta in a p r o f e s s i o n a l p h ilo s o p h y o f e d u c a tio n S erve t h e sch o o l & community S e l e c t , o b t a i n , & m a in ta in a t e a c h i n g p o s i t i o n In k eep in g w ith y o u r p r o f e s s i o n a l q u a lific a tio n s Compat­ ib le Sepa­ ra te X X X X X X X X X X X X X X X X X X X X X X X BIBLIOGRAPHY BIBLIOGRAPHY Books B a ir d , Ronald J . 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