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3 0 0 N. ZEEB ROA D, ANN A R B O R , Ml 4 8 1 0 6
18 B E D F O R D ROW, LONDON WC1R 4 E J, ENGLANO

8101180

T o l b e r t , W il l ia m

a

.

A SURVEY OF MICHIGAN VOCATIONAL TEACHERS OF STUDENTS
WITH SPECIAL NEEDS TO DETERMINE THE EFFECT OF SPECIALIZED
TRAINING ON SELECTED ATTITUDES

Michigan State University

University
Microfilms
International

PH.D.

300 N. Zeeb Road, Ann Arbor, MI 48106

1980

A SURVEY OF MICHIGAN VOCATIONAL TEACHERS OF STUDENTS
WITH SPECIAL NEEDS TO DETERMINE THE EFFECT OF
SPECIALIZED TRAINING ON SELECTED ATTITUDES
By
W illiam A. T o lb e r t

A DISSERTATION
Submitted to
Michigan S t a t e U n iv e r s ity
in p a r t i a l f u l f i l l m e n t o f t h e req u irem en ts
f o r th e degree o f
DOCTOR OF PHILOSOPHY
Department o f Secondary Education and Curriculum
1980

ABSTRACT
A SURVEY OF MICHIGAN VOCATIONAL TEACHERS OF STUDENTS
WITH SPECIAL NEEDS TO DETERMINE THE EFFECT OF
SPECIALIZED TRAINING ON SELECTED ATTITUDES
By
W illiam A. T o lb e r t

Problem. — Finding q u a l i f i e d te a c h in g personnel f o r v o catio n al
programs f o r s tu d e n ts w ith s p e c ia l needs has been very d i f f i c u l t .
One o f th e f a c t o r s working a g a i n s t p la c in g th e handicapped in th e
r e g u l a r classroom i s th e v o c a tio n a l e d u c a t o r s ' la c k o f t r a i n i n g in d e a l­
ing w ith s p e c ia l needs s t u d e n t s .
Because i n t e g r a t i o n o f th e handicapped i n t o th e r e g u l a r ed u catio n
program i s encouraged by Federal and S t a t e law , and i s n e c e s sa ry i f th e
handicapped a r e t o be s e rv e d a d e q u a te ly , v o c a tio n a l e d u c a tio n must p r e ­
p are v o c a tio n a l e d u c a to rs t o deal e f f e c t i v e l y w ith th e handicapped and
th e d isad v a n ta g ed .
Purp ose. —The purpose o f th e stu d y was t o d eterm in e whether
te a c h e r s who a tte n d e d a V ocational E d u c atio n /S p ecial Education Work­
shop would i n c r e a s e t h e i r p o s i t i v e a t t i t u d e s toward s p e c ia l needs s t u ­
d e n ts .

Another purpose o f t h e stu dy was to r e s e a r c h t h e r e l a t i o n s h i p

between th e independent v a r i a b l e s (a g e , s e x , c l u s t e r , tr e a t m e n t, and
e d u c a tio n ) and t h e in te r p e r s o n a l r e l a t i o n s h i p f a c t o r s , le v e l o f reg ard
and u n c o n d i t i o n a l i t y o f r e g a rd .
Background. —An e x te n s iv e review o f th e l i t e r a t u r e was under­
taken as a means o f e s t a b l i s h i n g a background f o r th e s tu d y .

W illia m A. T o lb e rt

Method. - “The p o p u la tio n s tu d i e d in clu d ed Michigan v o c a tio n a l
te a c h e r s te a c h in g in high sch o o ls and p o s t-s e c o n d a ry i n s t i t u t i o n s in
th e S t a t e o f M ichigan.
s te p s :

This p o p u la tio n was i d e n t i f i e d through two

(1) th e names o f a l l a d m i n i s t r a to r s o f s p e c ia l needs programs

in Michigan were o b ta in e d from t h e Disadvantaged and Handicapped Pro­
grams U n it, V o c atio n al-T ech n ical E du cation .

(2) A V ocational E d u catio n/

S p ecial Education Workshop f o r t e a c h e r s o f s p e c ia l needs s tu d e n ts was
a tte n d e d .
A n a ly s is .- - A n a ly s is o f co v a ria n c e was computed f o r th e d a ta c o l ­
l e c t e d in th e s tu d y , using t h e p r e t e s t s c o re s as th e c o v a r i a t e .

In

p r e s e n tin g th e r e s u l t s o f th e d a ta an 0 .05 alp h a was used as th e c r i ­
t e r i o n o f s i g n i f i c a n c e o f t h e s t a t e d h y p o th ese s.

Chi Square was used

to t e s t f o r r e l a t i o n s h i p between age o f te a c h e r and th e in te r p e r s o n a l
r e l a t i o n s h i p f a c t o r s , le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f re g a rd .
Spearman Rank C o r r e l a t io n was a l s o computed to t e s t f o r r e l a t i o n s h i p
between a g e , e d u c a tio n , and th e i n t e r p e r s o n a l r e l a t i o n s h i p f a c t o r s ,
le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f re g a rd .
Conclusions and Recommendations. — I t was concluded from th e
a n a l y s i s o f th e d a t a , t h a t 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
t e a c h e r s ' a t t i t u d e s who had a tte n d e d a V ocational E d u c a tio n /S p e c ia l
Education Workshop and te a c h e r s who had n o t a tte n d e d a V ocational Edu­
c a ti o n / S p e c ia l Education Workshop.

I t was concluded t h a t a g e , s e x ,

c l u s t e r , t r e a t m e n t , and ed u catio n d id n o t s i g n i f i c a n t l y a f f e c t th e
a t t i t u d e s te a c h e r s h eld toward s p e c ia l needs s t u d e n t s .
t i o n s in c lu d e d ;

Recommenda­

(1) t h a t t h e model p r e s e n t l y being used by th e S t a t e

o f Michigan f o r i n s e r v i c e t e a c h e r t r a i n i n g o f t e a c h e r s who te a c h in

W illia m A. T o lb e rt

s p e c ia l needs programs be examined by d e c is io n makers and programmers
in v o c a tio n a l e d u c a tio n .

(2) t h a t th e model p r e s e n t l y being used be

m odified by adding a s e n s i t i v i t y t r a i n i n g a n d /o r human r e l a t i o n s h i p
f a c t o r ; (3) t h a t surveys should be made among th e o c c u p a tio n a l c l u s t e r s
in which te a c h e r s seemed t o have h ig h e r p o s i t i v e a t t i t u d e s to d e t e r ­
mine why they h e ld h ig h e r p o s i t i v e a t t i t u d e s .

To my w ife Ruth, w ith o u t whose h e l p , p r a y e r s ,
and p a tie n c e 1 could n o t have completed t h i s
t a s k ; and to God who d i r e c t e d me as I s tr u g g le d
and prayed f o r s t r e n g t h and wisdom t o f i n i s h
th is task .

ACKNOWLEDGMENTS

I want to thank a l l who have had a p a r t In h elp in g me t o complete
t h i s achievem ent.
To my committee chairm an, Frank B o b b itt, I extend my most s i n c e r e
thanks and a p p r e c i a t i o n .

To th e o th e r members o f my committee:

0.

Donald Meaders, Sam C o r l , and John S uehr, I extend my most s in c e r e
thanks and a p p r e c i a t i o n .
To my w if e , Ruth, I g iv e more than thanks and a p p r e c i a t i o n .

It

was she who helped me t o accom plish t h i s t a s k ; and by h e r p ra y e rs and
p a tie n c e brought me to th e com pletion o f t h i s t a s k .
To my c h i l d r e n , I extend my thanks and a p p r e c i a t i o n .
to f e e l t h a t Dad could do a n y th in g .

They seemed

TABLE OF CONTENTS

Page
LIST OF TABLES.........................................................................................................

vi

Chapter
I.

INTRODUCTION ........................................................................................

I

Background o f Study ..................................................................
2
7
S tatem en t o f th e Problem .........................................................
8
S ig n if i c a n c e o f th e Study .....................................................
Hypotheses t o be T ested ......................................................... 11
Assumptions o f th e Study . . .
............................................ 14
L im ita tio n s o f th e S t u d y .............................................................. 14
D e f i n i tio n s o f Terms ................................................................. 14
Summary and O v e r v i e w ....................................................................... 19
II.

REVIEW OF RELATED LITERATURE .....................................................

24

L i t e r a t u r e on J u s t i f i c a t i o n f o r th e Study .................. 24
Research on Teacher A t t i t u d e s ........................................ 25
L i t e r a t u r e on D isadvantaged S tu d e n ts ........................... 27
L i t e r a t u r e on Personnel T ra in in g f o r S tu dents
w ith S p ecial N e e d s ...................................................................29
L i t e r a t u r e Concerning Recommendations t o Improve
P r e p a r a tio n o f Teachers o f S tu d en ts w ith S pecial
N e e d s ................................................................................................. 32
Attem pts t o Modify E d u c a to rs ' A t t i t u d e s .................. 32
E f f e c t i v e and N o n -E ffec tiv e Teachers o f S pecial
Needs S t u d e n t s ........................................................................... 37
L i t e r a t u r e R elated to th e E f f e c t o f I n s e r v ic e
T ra in in g on I n te r p e r s o n a l R e la tio n s h ip F acto rs . . 42
Goals f o r T ra in in g Regular V ocational Teachers . . 43
L i t e r a t u r e on I n s e r v i c e Teacher T ra in in g .................. 43
--III.

DESIGN OF THE S T U D Y ........................................................................... 55
Research Hypotheses .................................................................. 56
A n aly sis Procedures .................................................................. 58
P o p u l a t i o n .............................................................................................58
Sampling P rocedures .................................................................. 59
S u m m a r y ................................................................................................. 63

iv

Chapter

IV.

V.

Page

FINDINGS OF THE STUDY..................................................................

67

Data A n a l y s i s ...............................................................................
Normative D a t a ......................................................................
T e s tin g o f th e H y p o t h e s e s .....................................................
I n t e r p r e t a t i o n o f th e Data ................................................
Sum m ary............................................................................................

68
68
73
91
94

CONCLUSIONS AND RECOMMENDATIONS ............................................

97

98
C o n c l u s i o n s ...................................................................................
Recommendati o n s .......................................................................... 100
Recommendations f o r F utu re Research ............................... 104
APPENDICES
Appendix A—L E T T E R S .........................................................................................106
Appendix B - TEACHER-PUPIL RELATIONSHIP INVENTORY; TEACHER
FORM AND AUTHORIZATION LETTER ~ . . . . . Y .

110

Appendix C—OBSERVED CELL MEANS FOR VARIABLES, STANDARD
DEVIATION, FACTORS, AND SUBJECT NUMBER . . . .

116

BIBLIOGRAPHY

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

v

121

LIST OF TABLES

Table

Page

3.1

Design o f th e S t u d y ...............................................................................

65

4.1

D istrib u tio n of

th e Sample by Formal Education

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

69

4 .2

D i s tr i b u t i o n o f

th e Sample by E x p e r i e n c e ................................

69

4 .3

D i s tr i b u t i o n o f

th e Sample by A g e .................................................

70

4 .4

D i s tr i b u t i o n o f

th e Sample by S e x ..................................................

71

4 .5

D i s tr i b u t i o n o f

th e Sample by P r o g r a m .........................................

71

4 .6

D istrib u tio n o f

th e Sample by C l u s t e r .........................................

72

4 .7

Comparison o f P re - and P o s t - t e s t Means f o r th e V a ria b le
Level o f R e g a r d ...................................................................................

74

Comparison o f P re- and P o s t - t e s t Means f o r th e V a ria b le
U n c o n d itio n a lity o f Regard .........................................................

75

P r e t e s t Scores f o r th e V a ria b le Level o f Regard and
O ccupational C l u s te r ......................................................................

76

P r e t e s t Scores f o r th e V a ria b le U n c o n d itio n a lity o f
Regard and O ccupational C l u s t e r .................................................

77

Comparison o f P re- and P o s t - t e s t Scores o f Five Occupa­
t i o n a l C lu s te r s f o r th e V a ria b le Level o f Regard . . .

78

Comparison o f P re- and P o s t - t e s t Scores o f Five Occupa­
t i o n a l C lu s te r s f o r th e V a ria b le U n c o n d itio n a lity o f
R e g a r d .....................................................................................................

79

Comparison o f P re- and P o s t - t e s t Scores f o r Sex and Level
o f R e g a r d .................................................................................................

81

Comparison o f P re- and P o s t - t e s t Scores f o r Sex and
U n c o n d itio n a lity o f Regard .........................................................

81

Comparison o f P re- and P o s t - t e s t Scores o f Three Levels
o f Education and Level o f Regard ............................................

82

4 .8
4 .9
4 .1 0
4.11
4.12

4 .1 3
4 .1 4
4 .1 5

vi

Table

4.16
4.17
4 .18
4 .1 9
4 .2 0
4.21
4 .22
4 .2 3
4 .2 4
4 .2 5
4.26

C.l
C.2
C.3
C.4
C.5
C.6

Page

Comparison o f P re - and P o s t - t e s t Scores o f Three Levels
o f Education and U n c o n d itio n a lity o f Regard ......................

82

Comparison o f P re- and P o s t - t e s t Scores o f Sex by Formal
Education on th e V a ria b le Level o f Regard ...........................

84

Comparison o f P re- and P o s t - t e s t Scores o f Sex by Formal
Education on th e V a ria b le U n c o n d itio n a lity o f Regard .

85

Comparison o f P re - and P o s t - t e s t Scores o f Five C a te g o rie s
o f T e a c h e rs' Age and Level o f R e g a r d ...................................

87

Comparison o f P re- and P o s t - t e s t Scores o f Five C ate g o rie s
o f T e ach ers' Age and U n c o n d itio n a lity o f Regard . . . .

88

Chi Square T e st f o r R e la tio n s h ip Between T e ach ers' Age and
V a ria b le s Level o f Regard .............................................................

89

Chi Square T e s t f o r R e la tio n s h ip Between T e ach ers' Age and
V a ria b le U n c o n d itio n a lity o f Regard ..........................

89

Spearman Rank C o r r e l a t io n o f V ocational T e ach ers' Age and
V a ria b le Level o f Regard .............................................................

90

Spearman Rank C o r r e l a t io n o f Vocational T e ach ers' Age and
V a ria b le U n c o n d itio n a lity o f Regard ........................................

90

Spearman Rank C o r r e l a t io n o f V ocational T e ach ers' Educa­
t i o n and V a ria b le Level o f R e g a r d ............................................

91

Spearman Rank C o r r e l a t io n o f V ocational T e ach ers' Educa­
t i o n and V a ria b le U n c o n d itio n a lity o f Regard ....................

91

Observed Cell Mean and S tandard D ev iation f o r V ariab le
Level o f Regard by C l u s t e r and Treatm ent ...........................

117

Observed C ell Mean and S tandard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard by C l u s t e r and Treatm ent .

.

117

Observed C ell Mean and S tandard D ev iatio n f o r V a ria b le
Level o f Regard and A g e .................................................................

118

Observed C ell Mean and S tandard D eviation f o r V a ria b le
U n c o n d itio n a lity o f Regard and Age .....................................

118

Observed Cell Mean and S tandard D eviation f o r V a ria b le
Level o f Regard and Experience .................................................

118

Observed C ell Mean and S tandard D eviation f o r V ariab le
U n c o n d itio n a lity o f Regard
and Experience ........................

119

v ii

Table

C.7
C.8

Page

Observed C ell Mean and S tandard D ev iatio n f o r V a ria b le
Level o f Regard and Program .........................................................

119

Observed Cell Mean and S tan dard D ev iatio n f o r V ariab le
U n c o n d itio n a lity o f Regard and Program ..............................

119

C.9

Observed Cell Mean and S tandard D ev iatio n f o r V ariab le
Level o f Regard and S e x ....................................................................... 120

C.10

Observed C ell Mean and S tandard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard and Sex .......................................

120

C .ll

Observed C ell Mean and S tandard D ev iatio n f o r V a ria b le
Level o f Regard and E d u c a t i o n .......................................................... 120

C.12

Observed Cell Mean and S tandard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard and Education ..........................

v iii

121

CHAPTER I

INTRODUCTION
Education f o r e x c e p tio n a l c h i l d r e n , o r s p e c ia l e d u c a tio n , has
been a r e l a t i v e l y new f i e l d o f p r o f e s s io n a l a c t i v i t y .

In th e United

S ta t e s improvements in s p e c ia l e d u c a tio n a r e in l a r g e measure due to
changing s o c ia l a t t i t u d e s toward handicapped and d isa d v a n ta g e d i n d i v i d ­
u a ls.

The change from th e use o f such terms as " a t y p i c a l " and "d eviant"

t o th e more p o s i t i v e use o f th e term " e x c e p tio n a l" and " s p e c ia l needs"
has been an i n d i c a t i o n o f a very b a s ic development in th e f i e l d o f
e d u c a tio n .
In th e a r e a o f d i r e c t s e r v i c e s and th e development o f programs
f o r " s p e c ia l needs" c h i l d r e n ov er th e p a s t d ecad es, t h e r e have been
v i t a l p r o g r e s s iv e movements in which such developments have helped to
c r e a t e a more p o s i t i v e a t t i t u d e on th e p a r t o f th e p u b lic toward h a n d i­
capped and d isad v a n ta g ed c h i l d r e n .

The change in p u b li c a t t i t u d e s

toward e x c e p tio n a l c h i l d r e n has a s s i s t e d in d ev elo pin g methods and
programs f o r th e handicapped.

Growing modern te c h n o lo g y , r e f l e c t i o n

o f economic r e a lis m and o t h e r s o c ia l changes r a i s e a c o n s id e r a b le
r e s p o n s i b i l i t y and leav e l i t t l e chance f o r r e f u s a l o f e d u c a ti o n a l ly
a c c o u n ta b le programs f o r a l l e x c e p tio n a l c h i l d r e n .
In th e development o f e d u c a ti o n a l l y a c c o u n ta b le programs f o r
" s p e c ia l needs" c h i l d r e n , a t t i t u d e s have played an im p o rta n t and e s s e n ­
t i a l ro le .

I t has been proved t h a t p lan nin g f o r any r a t i o n a l

1

2

e d u c a tio n a l change o r program in n o v a tio n f o r " s p e c ia l needs" c h il d r e n
must in c lu d e th e a t t i t u d e component.

A t t i t u d e assessm ent has been an

im p o rta n t s te p in th e assessm en t o f r e a d in e s s f o r th e development o f
programs and s e r v i c e s f o r handicapped and d isa d v a n ta g e d p e rso n s .
A t t i t u d e s and c o n cep tio n s o f th e handicapped and disad v a n ta g ed
h eld by th e p u b lic in g en eral and p a r t i c u l a r l y by th o s e i n d i v i d u a l s
who have d i r e c t c o n t a c t w ith e x c e p tio n a l c h i l d r e n ; such as e d u cato rs
and em p loy ers, have been im p o rta n t.

Hence, i t ap pears t h a t i d e n t i f i c a ­

t i o n and m o d ific a tio n o f a t t i t u d e s as th ey r e l a t e to handicapped and
d isad v a n ta g ed p erso ns have been o f i n c r e a s i n g concern to e d u c a to rs and
r e s e a r c h e r s i n t e r e s t e d in improving th e e d u c a tio n a l and employment
o p p o r t u n i t i e s o f handicapped and d isad v a n ta g ed p e rso n s .
I t has been d i f f i c u l t t o d e s c r ib e s u c c i n c t l y t h e p o p u la tio n on
which t h i s stu d y was fo c u se d .

A review o f th e l i t e r a t u r e in d ic a te d

t h a t such terms as a cad em ically d is a d v a n ta g e d , s o c i a l l y d isa d v a n ta g e d ,
d is a d v a n ta g e d , edu cab le m e n ta lly han dicap ped, e m o tio n a lly d i s t u r b e d ,
and slow l e a r n e r , among o t h e r s , f r e q u e n t l y have been used in te rc h a n g e ­
ab ly when r e f e r r i n g t o s tu d e n t s w ith s p e c ia l needs.

Group c h a r a c t e r ­

i s t i c s o f th e s e s tu d e n ts in c lu d e d such problems as d e f i c i e n c i e s in
re a d in g and o t h e r b a s ic s k i l l s e s s e n t i a l t o l e a r n i n g , th e la c k o f
achievem ent, m o ti v a ti o n , and n e g a tiv e p e r c e p tio n s o f s e l f and educa­
tio n .
Background o f Study
Mith minor e x c e p ti o n s , m ankind's a t t i t u d e s toward i t s h an d i­
capped p o p u la tio n has been c h a r a c t e r i z e d by overwhelming p r e j u d i c e .
The handicapped have been s y s t e m a t i c a l l y i s o l a t e d from th e mainstream

3

of s o c ie ty .

From a n c ie n t t o modern ti m e s , t h e p h y s i c a l l y , m e n ta lly o r

e m o tio n a lly d i s a b l e d have been a l t e r n a t i v e l y viewed by th e m a jo r ity as
dangers t o be d e s tr o y e d , as n u isan c es to be d riv e n o u t o r as burdens
t o be c o n fin e d .

Treatm ent r e s u l t i n g from a t r a d i t i o n o f i s o l a t i o n has

been i n v a r i a b l y unequal and has o p e ra te d to p r e j u d ic e th e i n t e r e s t s o f
th e handicapped as a m in o rity group.
The m a n if e s ta tio n s o f th e s e a t t i t u d e s o ccu rred in sch o o ls i n a
v a r i e t y o f ways:

e x c lu s io n o f c h i l d r e n who have h an d icap s, i n c o r r e c t

o r i n a p p r o p r i a t e c l a s s i f i c a t i o n , l a b e l i n g o r p lacem en t, and in a p p ro ­
p r i a t e e d u c a tio n program s, as well as a r b i t r a r y and c a p r ic io u s educa­
t i o n a l d e c is io n making.

While t h i s l i s t i n g has n o t been e x h a u s tiv e ,

i t has shown th e m ajor p r a c t i c e s in u se.
The 1968 V ocational Education Amendments d i r e c t e d t h a t each s t a t e
develop programs f o r th e d isa d v a n ta g e d .

F ederal funds from th e same

a c t were a l l o c a t e d to p ro v id e v o c a tio n a l e d u c a tio n f o r handicapped
p e rso n s .

With r e l e a s e o f th e s e fu n d s , th e V o c a tio n a l-T e c h n ic a l Educa­

t i o n S e rv ic e U n it o f th e Michigan Department o f Education moved to
h i r e c o n s u lt a n t s to develop programs w ith in t h e s t a t e f o r th e d i s a d ­
vantaged and th e handicapped.
In 1971, Michigan l e g i s l a t o r s passed and th e Governor sig n ed
P u b lic Act 198, th e Mandatory S p ecial E ducation A ct.

The Act in clu d ed

th e s e major p r o v is i o n s :
The law r e q u ir e d t h a t t h e S t a t e Board o f Education
w r i t e and c o n t i n u a l l y modify a S t a t e Plan t h a t would
a s s u r e a l l p e r s o n s , age 0 -2 5 , who may have handicaps
w i l l be lo c a te d and given th e s p e c ia l e d u c a tio n programs
and s e r v i c e s t h a t would develop t h e i r maximum p o t e n t i a l .
The law a l s o r e q u ir e d t h a t each I n te rm e d ia te School
D i s t r i c t Board o f Education w r i t e an I n te rm e d ia te
School D i s t r i c t Plan f o r th e D e liv e ry o f S pecial Edu­
c a t i o n Programs and S e r v ic e s . . . .2

4
The E v a lu a tio n Report o f th e Michigan V ocational Education
S p ecial Needs Programs f o r 1973-74 recommended t h a t " th e g o a ls o f th e
S p ecial Needs programs w ith r e s p e c t t o th e a r e a o f p r e s e r v i c e t e a c h e r
e d u c a tio n f o r th e handicapped and d isad v a n ta g ed should be d e l i n e a t e d . "

3

Concerning te a c h e r s f o r such programs, th e Disadvantaged and Handicap­
ped U n it, V o c atio n al-T ech n ical Education S e rv ic e o f th e Michigan
Department o f Education i n d i c a t e d , "Teachers must be c e r t i f i e d in ac4
cordance w ith th e Michigan Department o f Education code. . . . "
The
A d m in istra tio n Guide f o r V o catio n al-T ech n ical E d u c atio n , Michigan
Department o f E d u catio n , V o catio n al-T ech n ical Education S e rv ic e s t a t e d ,
"All t e a c h e r s who a r e te a c h in g in a S t a t e reim bursed v o c a tio n a l c l a s s 5
room a r e t o be v o c a t i o n a ll y c e r t i f i e d . . . . "
However, n e i t h e r th e G u id elin es f o r V ocational Education Programs
f o r persons w ith s p e c ia l needs f o r FY 1975-76 nor th e A d m in is tra tio n
Guide f o r V o catio n al-T ech n ical Education in d i c a t e d th e r e q u i r e d c h a r ­
a c t e r i s t i c s f o r v o c a tio n a l t e a c h e r s in s p e c ia l needs program s.

L ike­

w is e , n e i t h e r P u b lic Act 198 nor th e sub sequ ent S p ecial Education Code
i n d i c a t e d th e d e s i r e d c h a r a c t e r i s t i c s f o r v o c a tio n a l te a c h e r s in
s p e c ia l e d u c a tio n o r s p e c ia l needs program s, nor d id th ey i n d i c a t e th e
d e s ir e d c h a r a c t e r i s t i c s f o r s p e c ia l e d u c a tio n t e a c h e r s te a c h in g in
s p e c ia l v o c a tio n a l e d u c a tio n programs.
Jan B axter s t a t e d :
P u b lic Act 198 and th e su b seq uent S pecial
Education Code do n o t s p e c if y who i s r e s p o n s i b le
f o r p ro v id in g th e v o c a tio n a l i n s t r u c t i o n f o r
handicapped s t u d e n t s . The i n s t r u c t i o n can be
provided by e i t h e r s p e c ia l e d u c a tio n o r v o c a tio n a l
t e a c h e r s . Handicapped persons i n t e g r a t e d i n t o th e
r e g u l a r v o c a tio n a l programs w i l l o b v io u sly r e c e iv e
t h e i r i n s t r u c t i o n from a c e r t i f i e d v o c a tio n a l edu­
c a t io n t e a c h e r . . . . 6

5

The Michigan G u id e lin e s f o r V ocational Education Programs f o r persons
w ith s p e c i a l needs f o r FY 1975-76 i n d i c a t e d a lo c a l e d u c a tio n a l agency
may be co n s id e re d e l i g i b l e to o p e r a te a s p e c i a l needs p r e p a r a to r y and/
o r c o o p e r a tiv e e d u c a tio n program i f t h e f e d e r a l g u i d e li n e s a r e met.
On th e opening day o f school in September 1978, P u b lic Law 94142 became e f f e c t i v e .

I t s prim ary goal was t o p ro v id e f r e e , a p p r o p r i­

a t e e d u c a tio n a l o p p o r tu n i t i e s f o r a l l handicapped i n d i v i d u a l s who r e ­
q u ire d s p e c ia l e d u c a tio n a l s e r v i c e s .
P u b lic Law 94-142 made th e s t a t e r e s p o n s ib le f o r en su rin g t h a t
th e s e s e r v i c e s were p ro v id e d .

Thus, th e s ta n d a rd s o f th e s t a t e plan

under P u b lic Law 94-142 would apply t o s p e c ia l e d u c a tio n programs in
o th e r p u b lic and p r i v a t e a g e n c ie s , as well as t o lo c a l e d u c a tio n a l
a g e n c ie s .
The c l e a r mandate f o r p r o t e c t i o n o f r i g h t s o f th e handicapped
t o e d u c a tio n and f a i r tre a tm e n t in employment c a l l e d f o r s i g n i f i c a n t
changes in th e e x i s t i n g systems f o r v o c a tio n a l e d u c a tio n , s p e c ia l
e d u c a tio n , v o c a tio n a l r e h a b i l i t a t i o n , jo b placem ent, and personnel
management i n b u s in e s s and i n d u s t r y .
The range o f i n d iv id u a l d i f f e r e n c e s in s tu d e n ts in r e g u l a r school
programs has been expanded, as has been th e d i v e r s i t y o f i n d iv i d u a ls
in th e n a t i o n 's w ork fo rce.

A g en eral a t t i t u d e o f a c c e p ta n c e , as well

as o rg an ized programs o f awareness and p u b lic in fo rm a tio n and i n s e r v i c e
e d u c a tio n was c r i t i c a l to s u c c e s s fu l im plem entation o f th e i n t e n t o f
Congress.
A number o f s p e c ia l workshops have been conducted throu gh ou t
th e S t a t e o f M ichigan.

They a r e o f two ty p e s :

6

1.

I n s t r u c t i o n a l S t r a t e g i e s in S p ecial Needs.

The purposes o f

th e s e workshops were:
(a) t o update lo c a l e d u c a to rs in th e t e c h n i c a l r e q u i r e ­
ments a s s o c i a t e d w ith t h e i r p r o j e c t s , (b) t r a i n
them in th e com pletion o f v a rio u s form s, (c ) p ro v id e
some d is c u s s io n o f methods and re s o u rc e s which may
be used to i n s t r u c t th e handicapped and d isa d v a n ta g e d ,
and (d) f a c i l i t a t e communications among th e v a rio u s
p r o j e c t personnel and among th o se co n tem p latin g o f f e r ­
ing a S p ecial Needs Program .’
These workshops were a tte n d e d by v o c a tio n a l and s p e c i a l e d u c a tio n
t e a c h e r s , p a r a p r o f e s s i o n a l s , and a d m i n i s t r a t o r s .
2.

V ocational E d u c a tio n /S p e c ia l Education Workshops.

The p u r­

pose o f th e s e workshops was to t r a i n v o c a tio n a l and s p e c ia l e d u c a tio n
t e a c h e r s to work c o o p e r a tiv e ly in o c c u p a tio n a l p r e p a r a t i o n o f s tu d e n ts
w ith s p e c ia l n eed s.

I t was th e o p in io n o f th e sponsors o f th e s e work­

shops t h a t i f te a c h e r s were b e t t e r p repared t o work w ith th e hand i­
capped and d isad v a n ta g ed s tu d e n ts who were being a s sig n e d to t h e i r
c la s sro o m s, t h e i r a t t i t u d e s would be more p o s i t i v e toward th o se s t u ­
d en ts.

I t was assumed t h a t th e s e workshops would be a means of

in c r e a s in g p o s i t i v e a t t i t u d e s o f te a c h e r s te a c h in g in s p e c i a l needs
programs.

These workshops were funded by th e Michigan Department o f

E du cation , V ocational Education and C areer Development S e r v ic e ,
Q

S p ecial Needs S e c tio n .

A model f o r i n - s e r v i c e t r a i n i n g o f s p e c ia l

needs te a c h e r s was developed by a com m ittee, c o - c h a ire d by:

Gene

T h u rb er, Kent I n te rm e d ia te School D i s t r i c t ; Larry B arb e r, V o c a tio n a lTechnical Education S e r v ic e ; and Sheryl Cook, Bureau o f R e h a b i l i t a t i o n .
The model—S pecial E d u catio n , V ocational Education
and V ocational R e h a b il i t a t i o n S t a f f Competencies
f o r P r e s e r v ic e and I n s e r v i c e T ra in in g in P rev o c a tio n a l and V ocational Education f o r th e Handi­
capped—co n tain ed th e fo llo w in g components:

7

1.

LAW SECTIONS
(P u rp o se, a p p l i c a b i l i t y and g en eral p r o v is io n s o f Federal
and S t a t e L e g i s l a t i o n in s u r in g handicapped c h i l d r e n an
a p p r o p r i a t e p u b lic e d u c a tio n ) .

2.

HANDICAPPED SECTION
(Types o f im pairm ents and t h e i r c h a r a c t e r i s t i c s ) .

3.

AGENCIES/INTERAGENCY SECTION
( I n t e r - d i s c i p l i n a r y r e s p o n s i b i l i t i e s and s e r v i c e s f o r th e
handicapped in v o c a tio n a l e d u c a t i o n ) .

4.

INDIVIDUALIZED EDUCATION PLAN SECTION
( P ro v is io n f o r and a s su ra n c e o f th e e d u c a tio n o f handicapped
s tu d e n ts ).

5.

INSTRUCTIONAL PROGRAMS
( P ro v is io n o f i n s t r u c t i o n a l program s).

6.

INSTRUCTIONAL MATERIALS DEVELOPMENT
(Resource m a t e r i a ls and r e l a t e d in fo r m a tio n ).

7.

EVALUATION
( E v a lu a tio n f o r purposes o f d eterm in in g i n s t r u c t i o n a l
e ffe c tiv e n e ss).
S tatem en t o f th e Problem

The purpose o f t h i s s tu d y was to determ ine w hether te a c h e r s who
a tte n d e d a V ocational E d u c atio n /S p ecial Education Workshop would
i n c r e a s e t h e i r p o s i t i v e a t t i t u d e s toward s p e c ia l needs s tu d e n ts and
th u s s c o re h ig h e r on a le v e l o f re g a rd and an u n c o n d i t i o n a l i t y o f
re g a rd s c a l e o f a t e a c h e r - p u p i 1 r e l a t i o n s h i p in v e n to ry th an would
t e a c h e r s who had n o t a t te n d e d a V ocational E d u c a tio n /S p e c ia l Education
Workshop.

A high s c o re on a t e a c h e r - p u p i 1 r e l a t i o n s h i p in v e n to ry was

t o be viewed as having a high p o s i t i v e a t t i t u d e toward s p e c i a l needs
s tu d e n ts.

The stu d y was a l s o designed t o d is p u s s th e r e l a t i o n s h i p

found between th e norm ative d a ta ( a g e , s e x , te a c h in g e x p e r ie n c e , and
formal e d u c a tio n o f th e te a c h e r ) and th e i n te r p e r s o n a l r e l a t i o n s h i p
f a c t o r s ( le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a r d ) .

The

8

Independent v a r i a b l e s in t h i s stu d y were:

(1) o c c u p a tio n a l c l u s t e r ,

(2) s e x , (3) a g e , (4) e d u c a tio n , and (5) tr e a tm e n t (ex p erim en tal and
c o n tro l.
An a d d i t i o n a l purpose o f th e stu d y was to p ro v id e in fo rm a tio n and
make recommendations f o r d e c is io n makers and programmers in th e f i e l d
o f v o c a tio n a l e d u c a tio n f o r s t u d e n t s w ith s p e c i a l n e e d s, w ith emphasis
on i n s e r v i c e t e a c h e r e d u c a tio n a t th e secondary and p o s t-s e c o n d a ry
le v e ls.
S i g n i f i c a n c e o f th e Study
I t has been su g g ested by many s c h o la r s in th e f i e l d o f s p e c ia l
Q

e d u c a tio n and r e h a b i l i t a t i o n , e . g . , Jordan (1969)

t h a t an im p o rtan t

a r e a o f i n v e s t i g a t i o n f o r r e s e a r c h e r s i n t e r e s t e d in improving th e
s t a t u s o f e x c e p tio n a l c h i l d r e n w ith in a co u n try would be f i r s t t o f in d
o u t what a t t i t u d i n a l c l u s t e r s e x i s t concerning handicapped a n d /o r
d is a b le d p e rs o n s .
To d a t e , i n s u f f i c i e n t a t t e n t i o n has been p aid to th e a t t i t u d e s
o f r e g u l a r t e a c h e r s toward e x c e p tio n a l c h i l d r e n in l i g h t o f th e i n ­
c r e a s e d demand f o r e d u c a tio n o f handicapped c h i l d r e n .

As Gardner

(1963)^° s u g g e s te d , i f sch o o ls a r e going t o be more a ttu n e d to major
s o c ia l chan ges, a t t e n t i o n must be given to problems o f a t t i t u d e and
a t t i t u d e change; c e n t r a l t o t h i s concern must be th e e f f e c t o f te a c h e r
a t t i t u d e s on c h i l d r e n .
Bayham ( 1 9 6 3 ) ^ s t a t e d t h a t w hatever changes and improvements in
c u r r i c u l a and methods a r e lau n ch ed , th e c r u c i a l f a c t o r ap p ears to be
th e t e a c h e r 's a t t i t u d e .

Teacher e x p e c t a t i o n , in i t s e l f , can have a

s u r p r i s i n g e f f e c t on p u p i l 's achievem ent, and th e t e a c h e r who ex p ects

9

achievem ent, and who has f a i t h in th e e d u c a b i l i t y o f h i s p u p i l s , con­
veys t h i s hope through every nuance o f h is b e h a v io r.
17
Kemp (1967)
noted t h a t f in d i n g q u a l i f i e d te a c h in g personnel
f o r v o c a tio n a l programs f o r s tu d e n ts w ith s p e c ia l needs has been very
d iffic u lt.

One o f th e f a c t o r s working a g a i n s t p la c in g t h e handicapped

in th e r e g u l a r classroom s has been th e r e g u l a r v o c a tio n a l e d u c a to r s '
lack o f t r a i n i n g in working w ith th e handicapped.

Many v o c a tio n a l

t e a c h e r s have n o t had s p e c ia l t r a i n i n g f o r working w ith t h e handicapped,
and have been r e l u c t a n t to a c c e p t th e handicapped in t h e i r c lassro o m s.
Since i n t e g r a t i o n o f th e handicapped i n t o th e r e g u l a r e d u c a tio n
program has been mandated by Federal and S t a t e law and has become
n e c e ssa ry i f th e handicapped a r e to be s erv ed a d e q u a te ly , v o c a tio n a l
e d u c a tio n must p re p a re v o c a tio n a l e d u c a to rs to deal e f f e c t i v e l y w ith
th e handicapped.
Some o f th e problems r e p o r t e d by G reer (1975)

13

seem to be:

V ocational te a c h e r s a r e very a p p re h e n siv e a b o u t having
handicapped s tu d e n ts in t h e i r c l a s s e s .
V ocational e d u c a to rs s ta te w id e w i l l n o t a c c e p t h a n d i­
capped s t u d e n t s . They b e l i e v e th e handicapped should
be p laced in s e g re g a te d programs. More handicapped
s tu d e n ts could r e c e iv e v o c a tio n a l s e r v i c e s i f r e g u l a r
i n s t r u c t o r s would a c c e p t them.
V ocational e d u c a to rs a r e very r e l u c t a n t to deal w ith
handicapped s tu d e n ts and s t r o n g l y o b j e c t to placem ent
o f th e s e s tu d e n ts in r e g u l a r classro o m s.
V ocational e d u c a to rs should r e c e i v e i n s t r u c t i o n t o
b e t t e r u n d erstan d th e needs o f th e handicapped and
th e methods f o r e d u c a tin g them.
Many problems a r i s e when u n t r a i n e d , i n s e n s i t i v e t e a c h e r s
deal w ith th e handicapped.

10

There has been r e l a t i v e l y l i t t l e e x p l o r a t io n o f human r e l a t i o n s
t r a i n i n g i n s p e c i a l e d u c a tio n t e a c h e r p r e p a r a t i o n .

There has been

ev id en ce t h a t te a c h in g and t r a i n i n g to te a c h handicapped c h i ld r e n has
14
been v ery f r u s t r a t i n g and e m o tio n a lly demanding. B l a t t (1966)
de­
s c r ib e d th e w o r rie s and s e l f - d o u b t s o f s tu d e n ts in t r a i n i n g t o te a c h
r e t a r d e d c h i l d r e n , and Gersh and Nagel ( 1 9 6 9 ) ^ have w r i t t e n ab ou t th e
discouragem ent and d e fe n s iv e n e s s o f s t u d e n t te a c h e r s o f th e e m o tio n a lly
distu rb ed .

A s i g n i f i c a n t e a r l y e f f o r t t o p rov id e em otional s u p p o r ti v e ­

ness and s o c ia l s k i l l b u ild in g f o r s p e c i a l e d u c a tio n t e a c h e r s in t r a i n ­
ing was c a r r i e d o u t by Fagen and Long ( 1 9 7 0 ) They b u i l t a human
r e l a t i o n s t r a i n i n g component i n t o an e x p e rie n c e -b a se d s p e c ia l e d u c a tio n
m a s t e r 's degree program.

I t was in resp o n se t o such reco g n ized s p e c ia l

e d u c a tio n t e a c h e r t r a i n i n g needs and p o s s i b i l i t i e s t h a t th e I n t e r p e r ­
sonal S k i l l s Workshop a t Southern C o n n ec ticu t S t a t e C o lleg e was d e v e l­
oped (Gerber and Drezek, 1 9 7 7 ) . ^
To e v a l u a t e th e e f f e c t i v e n e s s o f th e workshop th e fo llo w in g
h ypotheses were t e s t e d .
I f s tu d e n t te a c h e r s p a r t i c i p a t e in an I n te r p e r s o n a l
S k i l l s Workshop, th e n : (1) t h e i r gen eral i n t e r p e r s o n a l
s k i l l s i n c r e a s e ; (2) t h e i r g e n e ra l s e l f - a c c e p t a n c e i n ­
c r e a s e s ; (3 ) t h e i r acc e p ta n c e o f o t h e r s i n c r e a s e s ;
(4) t h e i r classroom i n t e r p e r s o n a l s k i l l s i n c r e a s e .
F indings were t h a t s h o r t- te r m human r e l a t i o n s t r a i n i n g s i g n i f i ­
c a n t l y in c r e a s e d s p e c i a l e d u c a tio n t e a c h e r s ' s e l f - e v a l u a t e d i n t e r p e r ­
sonal s k i l l s and a ccep tan ce o f s e l f and o t h e r s .
p o rte d recommendations Gropper e t a l . (1968)

18

These f in d in g s supmade to supplement

c o u rse s and s tu d e n t te a c h in g e x p e rie n c e s t h a t meet s t u d e n t s ' needs f o r
s o c ia l and em otional growth and i n t e r p e r s o n a l s k i l l s .

11

A r e p o r t on i n - s e r v i c e t e a c h e r t r a i n i n g (1973)

19

on how to P lan -

Conduct-Evaluate i n d i c a t e d :
For v o c a tio n a l e d u c a to rs t h a t a r e in vo lv ed i n implement­
ing programs and s e r v i c e s f o r th e s tu d e n t w ith s p e c ia l
needs—th e d isad v a n ta g ed and th e handicapped— i n s e r v i c e
t r a i n i n g can f i l l a c r u c i a l need. This i s f o r new te a c h ­
ing methods and m a t e r i a l s t h a t w i l l help th e s p e c i a l
needs s tu d e n t to succeed in overcoming le a r n i n g l i m i t a t i ons.
20
Wamplar (1973)
su pp orted t h i s p o i n t o f view. His f in d in g s were:
(1) Those s u b je c ts w ith a s u b s t a n t i a l p r e s e r v i c e e x p e r i ­
ence in a disad v an tag ed school dem onstrated a more p o s i ­
t i v e a t t i t u d e toward te a c h in g in a s i m i l a r s c h o o l, and
were more adequ ate in t h e i r te a c h in g s i t u a t i o n ; (2) th o se
s u b je c ts having a li m it e d p r e s e r v i c e e x p e rie n c e d id i n d i ­
c a t e t h a t th ey were b e t t e r prep ared when compared w ith
th e no p r e s e r v i c e group, b u t d id n o t d i f f e r as markedly
as d id th o se s u b j e c t s w ith th e p r e s e r v i c e s tu d e n t te a c h ­
ing e x p e r ie n c e ; and (3) th o se s u b je c t s w ith th e p r e ­
s e r v i c e s tu d e n t te a c h in g e x p e rie n c e were found to be more
e f f e c t i v e te a c h e r s and appeared to be more w i l l i n g to
a c c e p t a p o s i t i o n in sch o o ls f o r d isad v a n ta g ed fo llo w in g
c e rtific a tio n .
U n i v e r s i t i e s , l e g i s l a t o r s , em ploy ers, t e a c h e r s , p a r e n t s , and
o th e r s have shown a g r e a t in c r e a s e in i n t e r e s t in th e s e l e c t i o n and
t r a i n i n g o f te a c h e r s f o r s p e c ia l needs s t u d e n t s .

T h e re f o re , t h i s

p a r t i a l review o f l i t e r a t u r e has shown t h a t t h e r e i s a g r e a t amount
o f r e s e a r c h needed in t h i s a r e a .
This stu d y has been deemed to be s i g n i f i c a n t because i t has added
t o th e re s e a rc h t h a t has been done and has ad d ressed th e problems r e ­
l a t e d t o te a c h e r p r e s e r v ic e and i n s e r v i c e t r a i n i n g .
Hypotheses to be T ested
The c e n t r a l h y p o th e sis t e s t e d in t h i s stu d y was:
H 1

Michigan v o c a tio n a l te a c h e r s who a r e te a c h in g in s p e c ia l
needs programs who have a tte n d e d a V ocational E du catio n/
S p ecial Education Workshop w i l l s c o re s i g n i f i c a n t l y

12

h ig h e r on an i n t e r p e r s o n a l r e l a t i o n s h i p in v e n to ry th an w il l
v o c a tio n a l te a c h e r s who a re te a c h in g in s p e c ia l needs p ro ­
grams who have n o t a tte n d e d a V ocational E d u c atio n /S p ecial
Education Workshop.
H 1.1

V ocational te a c h e r s who have a tte n d e d a V ocational E d u c atio n /
S p ecial Education Workshop w i ll s c o re s i g n i f i c a n t l y h ig h e r
on a le v e l o f re g a rd s c a l e o f a te a c h e r - p u p i1 r e l a t i o n s h i p
in v e n to ry than w il l v o c a tio n a l te a c h e r s who have n o t a tte n d e d
a V ocational E d u c atio n /S p ecial Education Workshop.

H 1 .2

V ocational te a c h e r s who have a tte n d e d a V ocational E d u c atio n /
S p ecial Education Workshop w i l l s c o re s i g n i f i c a n t l y h ig h e r on
an u n c o n d i t i o n a l i t y o f re g a rd s c a l e o f a t e a c h e r - p u p i 1
r e l a t i o n s h i p in v e n to ry than w ill v o c a tio n a l t e a c h e r s who have
n o t a tte n d e d a V ocational E d u c a tio n /S p e c ia l Education Work­
shop.

H2

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 among v o c a tio n a l t e a c h e r s
te a c h in g in d i f f e r e n t o c c u p a tio n a l c l u s t e r s .

H 2.1

V ocational t e a c h e r s te a c h in g in c l u s t e r 2 ( c l o th i n g and
t e x t i l e s / f o o d s e r v i c e s / f a m i l y ecology) and c l u s t e r 4
( h e a lt h o c c u p a ti o n s /c h il d c a re and development) w i l l s c o re
s i g n i f i c a n t l y h ig h e r on a le v e l o f re g a rd s c a l e o f a p up il
r e l a t i o n s h i p in v e n to ry than w i ll v o c a tio n a l te a c h e r s te a c h ­
ing in c l u s t e r 5 ( o f f i c e e d u c a tio n /b u s in e s s e d u c a tio n /
d i s t r i b u t i v e e d u c a tio n ) .

H 2 .2

V ocational t e a c h e r s te a c h in g in c l u s t e r 2 ( c l o th i n g and
t e x t i l e s / f o o d s e r v i c e s / f a m i l y ecology) and c l u s t e r 4
h e a lth o c c u p a t i o n s /c h il d c a r e and development) w i l l s c o re
s i g n i f i c a n t l y h ig h e r on an u n c o n d i t i o n a l i t y o f re g a rd s c a l e
o f a te a c h e r - p u p il r e l a t i o n s h i p in v e n to ry than w i l l voca­
t i o n a l te a c h e r s te a c h in g in c l u s t e r 5 ( o f f i c e e d u c a tio n /
b u s in e s s e d u c a t i o n / d i s t r i b u t i v e e d u c a tio n ) .

H3

There i s a s i g n i f i c a n t i n t e r a c t i o n e f f e c t between tre a tm e n t
and o ccu p atio n al c l u s t e r .

H 3.1

There i s a s i g n i f i c a n t i n t e r a c t i o n e f f e c t between occupa­
t i o n a l c l u s t e r and tre a tm e n t on th e"d ep en d en t v a r i a b l e
le v e l o f re g a rd .

H 3 .2

There i s a s i g n i f i c a t i o n i n t e r a c t i o n e f f e c t between occupa­
t i o n a l c l u s t e r and tre a tm e n t on th e v a r i a b l e u n c o n d itio n ­
a l i t y o f re g a rd .

H4

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 in th e p o s i t i v e a t t i t u d e s
o f male and fem ale te a c h e r s in v o c a tio n a l c l a s s e s in s p e ­
c i a l needs programs.

13

H 4.1

Female t e a c h e r s in s p e c i a l needs programs w i l l s c o re s i g n i f i ­
c a n t ly h ig h e r on a le v e l o f re g a rd s c a l e o f a te a c h e r - p u p i l
r e l a t i o n s h i p in v e n to ry th an w il l male v o c a tio n a l te a c h e r s .

H 4 .2

Female te a c h e r s in s p e c i a l needs programs w ill s c o r e s i g n i f i ­
c a n t ly h ig h e r on an u n c o n d i t i o n a l i t y o f re g a rd s c a l e o f a
te a c h e r - p u p i l r e l a t i o n s h i p in v e n to ry th an w i ll male voca­
t i o n a l te a c h e r s .

H5

V ocational t e a c h e r s te a c h in g in s p e c i a l needs programs who
have r e c e iv e d m asters degrees and beyond w i l l s c o re s i g n i f i ­
c a n t ly h ig h e r on an i n t e r p e r s o n a l r e l a t i o n s h i p s c a l e o f a
te a c h e r - p u p il r e l a t i o n s h i p in v e n to ry th an w ill v o c a tio n a l
te a c h e r s who have r e c e iv e d l e s s than a m asters d e g re e .

H 5.1

V ocational te a c h e r s te a c h in g in s p e c i a l needs programs who
have r e c e iv e d m asters d eg rees and beyond w i l l s c o re s i g ­
n i f i c a n t l y h ig h e r on a le v e l o f re g a rd s c a l e o f a te a c h e r p u p il r e l a t i o n s h i p in v e n to ry th an w i ll v o c a tio n a l te a c h e r s
who have r e c e iv e d l e s s th a n a m asters d e g re e .

H 5.2

V ocational t e a c h e r s te a c h in g in s p e c i a l needs programs who
have re c e iv e d m a ste rs d eg rees and beyond w il l s c o re s i g n i f i ­
c a n t l y h ig h e r on an u n c o n d i t i o n a l i t y o f re g a rd s c a l e o f a
te a c h e r - p u p il r e l a t i o n s h i p in v e n to ry th an w ill v o c a tio n a l
te a c h e r s who have re c e iv e d l e s s than a m asters d e g ree.

H6

There i s a s i g n i f i c a n t i n t e r a c t i o n e f f e c t between sex and
formal le v e l o f e d u c a tio n .

H 6.1

There i s a s i g n i f i c a n t i n t e r a c t i o n e f f e c t between sex and
formal le v e l o f e d u c a tio n on a le v e l o f re g a rd s c a l e o f a
te a c h e r - p u p il r e l a t i o n s h i p in v e n to ry .

H 6 .2

There i s a s i g n i f i c a n t i n t e r a c t i o n e f f e c t between sex and
formal le v e l o f e d u c a tio n on an u n c o n d i t i o n a l i t y o f re g a rd
s c a l e o f a te a c h e r - p u p i l r e l a t i o n s h i p in v e n to ry .

H7

V ocational te a c h e r s te a c h in g in s p e c ia l needs programs who
a r e 39 y e a r s o ld o r l e s s w i l l s c o re s i g n i f i c a n t l y h ig h e r
on a le v e l o f re g a rd s c a l e o f a t e a c h e r - p u p il r e l a t i o n s h i p
in v e n to ry th an w i l l v o c a tio n a l te a c h e r s te a c h in g in s p e c ia l
needs programs who a r e 40 y e a r s o ld o r o l d e r .

H8

V ocational te a c h e r s te a c h in g i n s p e c ia l needs programs who
a r e 39 y e a r s o ld o r l e s s w i l l s c o re s i g n i f i c a n t l y h ig h e r
on an u n c o n d i t i o n a l i t y o f re g a rd s c a l e o f a te a c h e r - p u p i l
r e l a t i o n s h i p in v e n to ry th a n w i l l v o c a tio n a l t e a c h e r s
te a c h in g in s p e c ia l needs programs who a r e 40 y e a r s o ld
or o ld e r.

14

Assumptions o f th e Study
1.

I t was assumed t h a t th e in stru m e n t could be used as an
in d ic a to r o f p o s itiv e teach er a t t i t u d e s .

2.

I t was assumed t h a t p o s i t i v e te a c h in g a t t i t u d e s , such
as were measured by th e in s tr u m e n t, a f f e c t th e q u a l i t y
o f t e a c h in g .

3.

I t was assumed t h a t th e resp o n ses o f p a r t - t i m e t e a c h e r s
were as v a l i d as th o s e o f f u l l - t i m e te a c h e r s .

4.

I t was assumed t h a t th e resp o n ses made t o th e survey form
were th e a c c u r a t e views o f t h e r e s p o n d e n ts .
L im ita tio n s o f th e Study

The p o p u la tio n o f t h i s stu dy was li m i t e d t o th o se s p e c ia l needs
t e a c h e r s in high s c h o o ls and p o s t-s e c o n d a ry i n s t i t u t i o n s in th e S t a t e o f
Michigan t h a t had been c u r r e n t l y o p e r a tin g s p e c i a l needs programs under
th e g u i d e l in e s f o r v o c a tio n a l e d u c a tio n programs f o r p ersons w ith sp e­
c i a l n eed s.

These g u id e l i n e s have been i n d i c a t e d by th e D isadvantaged

and Handicapped Program U n it, V o c a tio n a l-T e c h n ic a l Education S e r v ic e ,
Michigan Department o f E d u catio n .

S p ecial t r a i n i n g , as d e fin e d in t h i s

s tu d y , has a l s o been a l i m i t i n g f a c t o r .
D e f in i tio n o f Terms
The fo llo w in g term s have been d e fin e d i n th e c o n te x t in which
th ey w i l l be used in t h i s s tu d y .
A ttitu d e :

A r e l a t i v e l y enduring system o f e v a l u a t i v e , a f f e c t i v e

r e a c t i o n s based upon and r e f l e c t i n g th e e v a lu a tio n con cepts o r b e l i e f s
which have been le a rn e d about th e c h a r a c t e r i s t i c s o f a s o c ia l o b j e c t
or c la ss o f o b je c ts.

21

15

A l l p o r t (1974):

pp

"A mental and neurol s t a t e o f r e a d i n e s s ,

o rg an ized through e x p e rie n c e s e x e r t in g a d i r e c t i v e o r dynamic i n f lu e n c e
upon th e i n d i v i d u a l 's re sp o n se to a l l o b j e c t s and s i t u a t i o n s w ith which
i t 1s r e l a t e d . "
Drech, e t a l . (1962) d e f i n e s :
An a t t i t u d e i s a s t a t e o f r e a d i n e s s , a tendency t o .
a c t o r r e a c t in a c e r t a i n manner when co n fro n te d w ith
c e r t a i n s t i m u l i . Thus, th e i n d i v i d u a l 's a t t i t u d e s
a r e p r e s e n t b u t dormant most o f th e tim e: th e y become
ex p ressed i n speech o r o t h e r b eh av io r only when th e
o b j e c t o f t h e a t t i t u d e i s p e r c e iv e d . A t t i t u d e s a r e
r e i n f o r c e d by b e l i e f s ( c o g n i ti v e component) and o f te n
a t t r a c t s tr o n g f e e l i n g s (em otional component) t h a t
lead t o p a r t i c u l a r forms o f b eh av io r ( a c t i o n tendency
component).23
For th e purposes o f t h i s s tu d y , a t t i t u d e has been assumed t o be
an enduring s t a t e o f p r e j u d ic e which has r e s u l t e d from la c k o f t r u e
r e l a t i o n s h i p w i t h , and a knowledge o f t h e o b j e c t s a g a i n s t which t h i s
p r e j u d ic e has been fo rm u la te d .
C lu ste r:

A number o f s i m i l a r o ccu p atio n s c o n s id e re d as a group

because o f t h e i r r e l a t i o n t o each o t h e r f o r convenience i n tre a tm e n t
o r d i s c u s s io n .
D isadvantaged P e r s o n s :

The Michigan S t a t e Plan f o r V ocational

Education 1976-77 d e f in e s d isad v a n ta g ed persons a s :
Persons who have academ ic, socio-eco no m ic, c u l t u r a l
o r o t h e r handicaps t h a t p re v e n t them from succeeding
in r e g u l a r v o c a tio n a l e d u c a tio n consumer o r homemaking programs desig ned f o r persons w ith o u t such
h a n d ic a p s , and who f o r t h a t reaso n r e q u ir e s p e c i a l l y
d esig ned e d u c a tio n a l programs o r r e l a t e d s e r v i c e s o r
both in o r d e r f o r them to b e n e f i t from v o c a tio n a l
e d u c a tio n o r consumer and homemaking e d u c a tio n . The
term in c lu d e s persons whose needs f o r such programs
o r s e r v i c e s r e s u l t from p o v e rty , n e g l e c t , d e lin q u e n c e ,
o r c u l t u r a l o r l i n g u i s t i c i s o l a t i o n from th e community
a t l a r g e , b u t does n o t in c lu d e p h y s ic a ll y o r m e n ta lly
handicapped persons u n le s s such persons a l s o s u f f e r
from t h e handicaps d e s c rib e d in t h i s p a r a g r a p h .24

16

Handicapped P e r s o n s :
M entally r e t a r d e d , hard o f h e a r i n g , d e a f , speech im p a ire d ,
v i s u a l l y handicapped, s e r i o u s l y e m o tio n a lly d i s t u r b e d ,
c r i p p l e d o r o t h e r h e a lt h im paired p ersons who by reaso n
o f handicapping c o n d itio n can n o t succeed in a program de­
sig n ed f o r persons w ith o u t such h a n d ic a p s , and who f o r
t h a t reason r e q u i r e s p e c ia l e d u c a tio n a l a s s i s t a n c e o r a
m odified v o c a tio n a l o r consumer and homemaking e d u c a tio n
program .25
In se rv ic e :

For th e purpose o f t h i s s tu d y , i n s e r v i c e t r a i n i n g i n ­

c lu d e s workshops, c o n f e re n c e s , and c r e d i t and n o n c r e d it c o u rse s aimed
a t improving i n te r p e r s o n a l r e l a t i o n s h i p s f o r th o s e te a c h in g in a
s p e c i a l needs program.
I n te r p e r s o n a l R e l a t i o n s h i p s :
. . . d enotes r e l a t i o n s between "few" u s u a lly between "two"
p eo p le. I t s i g n i f i e s r e l a t i o n s h i p s among d i f f e r e n t persons
in a group. I t i s a p e r s o n - to -p e r s o n r e l a t i o n s h i p . I t
may appear between two p erson s o r more. I t may in c lu d e
th e f r i e n d l y as w ell as u n f r i e n d ly r e l a t i o n s . 2°
Level o f Regard:
. . . th e a f f e c t i v e a s p e c t o f one p e r s o n 's resp o n se to an­
o t h e r . In g e n e r a l , i t i s ex p re sse d o r r e f l e c t e d in a
v a r i e t y o f p a r t i c u l a r q u a l i t i e s and s t r e n g t h s f o r both
" p o s i ti v e " and " n e g a tiv e " f e e l i n g s . 27
M ainstream ing:

As d e f i n e d , and adopted A p ril 8 , 1976 by th e

D elegate Assembly o f th e Council f o r E xceptional C h ild re n :
. . . a b e l i e f which in v o lv e s an e d u c a tio n a l placem ent
p ro cess and procedure f o r e x c e p tio n a l c h i l d r e n , based on
th e c o n v ic tio n t h a t each such c h i l d sh ould be ed ucated in
l e a s t r e s t r i c t i v e environm ent in which h is e d u c a tio n a l and
th e r e l a t e d needs can be s a t i s f a c t o r i l y p ro v id e d . This
concept re c o g n iz e s t h a t e x c e p tio n a l c h i l d r e n have a wide
range o f s p e c i a l e d u c a tio n a l n e e d s, varyin g g r e a t l y in
i n t e n s i t y and d u r a t io n ; t h a t t h e r e i s a recog nized con­
tinuum o f e d u c a tio n a l s e t t i n g s which may, a t a given tim e ,
be a p p r o p r i a t e f o r an in d iv id u a l c h i l d ' s needs; t h a t to
maximum e x t e n t a p p r o p r i a t e , e x c e p tio n a l c h i ld r e n should
be educated w ith n o n -ex cep tio n al c h i l d r e n ; and t h a t s p e ­
c i a l c l a s s e s , s e p a r a t e s c h o o lin g , o r o t h e r removal o f an
e x c e p tio n a l c h i l d from e d u c a tio n w ith n o n -e x c e p tio n a l

17
c h i l d r e n should occur on ly when th e i n t e n s i t y o f th e
c h i l d ' s s p e c ia l e d u c a tio n and r e l a t e d needs i s such t h a t
th ey cannot be s a t i s f i e d in an environment in c lu d in g none x c e p tio n a l c h i l d r e n , even w ith th e p r o v is io n o f s u p p le ­
m entary a id s and s e r v i c e s . 28
P r e s e r v ic e T r a i n i n g :

For t h e purpose o f t h i s s tu d y , p r e s e r v i c e

t r a i n i n g has been c o n s id e re d to be t r a i n i n g aimed a t p re p a rin g a person
f o r an i n s t r u c t i o n a l p o s i t i o n b e f o re t h a t person i s employed in a sp e ­
c i a l needs program.
R egular Classroom :
A classroom f o r s o - c a l l e d normal c h il d r e n wherein th e en­
t i r e s t r u c t u r e has been m odified t o p ro v id e 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 e f f e c t i v e l y to a l l c h i l d r e n and t o accommodate
th e s p e c ia l needs s t u d e n t .
S p ecial Education Program:

As s e t f o r t h in th e P u b lic and Legal

Acts o f th e L e g is la t u r e o f th e S t a t e o f Michigan (1971).
E ducational and t r a i n i n g programs and s e r v i c e s d esig ned
f o r handicapped persons o p e ra te d by lo c a l school d i s ­
t r i c t s , In te rm e d ia te school d i s t r i c t s , th e Michigan
School f o r th e B lin d , Department o f Mental H e a lth , D epart­
ment o f S o cial S e r v ic e s , o r any com bination t h e r e o f , and
a n c i l l a r y p r o f e s s i o n a l s e r v i c e s f o r th e handicapped persons
rend ered by a g e n c ie s approved by th e S t a t e Department o f
E d u c a tio n .29
Handicaps i n c l u d e , b u t a r e n o t l i m it e d t o , mental, p h y s i­
c a l , e m o tio n a l, b e h a v io r a l , sen so ry and speech h an d icap s.
The programs in c lu d e v o c a tio n a l t r a i n i n g b u t need n o t
in c lu d e academic programs o f c o l l e g e o r u n i v e r s i t y l e v e l .
S p ecial Education T e a c h e r:

A t e a c h e r having met c e r t i f i c a t i o n

req u irem en ts in one o r more o f th e fo llo w in g c a t e g o r i e s :

le a r n in g

d i s a b i l i t i e s , m e n ta lly handicapped, e m o t i o n a l l y / s o c i a l l y m a la d ju ste d .
S p ecial Needs:

The V ocational Education Amendments (1974) gave

th e fo llo w in g d e f i n i t i o n o f s p e c ia l needs:
The term "persons w ith s p e c i a l needs" means persons who
a r e o r have been a d v e r s e ly a f f e c t e d by p h y s i c a l , academ ic,
so cio -eco no m ic, o r o t h e r f a c t o r s and c o n d itio n s which

18

r e q u i r e s p e c i a l s u p p o rtiv e e d u c a tio n a l a s s i s t a n c e and
s e r v i c e s in o r d e r t o succeed in v o c a tio n a l e d u c a tio n
programs. The term in c lu d e s persons who a r e handicapped,
t h a t i s , "persons who a r e m e n ta lly r e t a r d e d , hard o f h e a r ­
i n g , d e a f , speech im p aired , v i s u a l l y handicapped, s e r i ­
o u s ly e m o tio n a lly d i s t u r b e d , c r i p p le d o r o t h e r h e a lt h im­
p a ir e d persons who by reason th e r e o f r e q u i r e s p e c ia l s e r ­
v i c e s ; and persons who a r e d isa d v a n ta g e d , t h a t i s :
'p e r ­
sons who have academ ic, socio-econom ic, o r o t h e r d is a d vantagem ents which p re v e n t them from succeeding i n a re g u ­
l a r v o c a tio n a l e d u c a tio n p r o g r a m .'" 30
S p e c ia liz e d T r a i n i n g :

S p e c ia liz e d t r a i n i n g , in t h i s s tu d y , r e f e r s

t o w orkshops, p r o f e s s io n a l f i e l d e x p e r ie n c e s , academic i n t e r n s h i p p ro ­
grams, i n s t i t u t e s a n d /o r r e c e n t and r e l e v a n t formal e x p e rie n c e s t h a t
deal s p e c i f i c a l l y w ith t r a i n i n g e d u c a tio n a l personnel t o meet th e edu­
c a t i o n a l needs o f handicapped and d isad v a n ta g ed p eo p le.
U n c o n d itio n a lity o f Regard:

The constancy o f one p e r s o n 's a f f e c ­

t i v e resp o n ses and accep tan ce o f a n o th e r person which i s communicated
as a n o n - e v a lu a tiv e a t t i t u d e o f fundamental a ccep tan ce w ith o u t s t a t e d
o r im plied terms o f c o n d i t i o n a l i t y .
V ocational E d u c a tio n :

31

According t o th e V ocational Amendments

Act (1974):
The term " v o c a tio n a l ed u c a tio n " means v o c a tio n a l o r t e c h n i ­
cal t r a i n i n g o r r e t r a i n i n g which i s given in sch o o ls o r
c l a s s e s ( in c lu d in g f i e l d o r la b o r a t o r y work o r rem edial
o r r e l a t e d academic and t e c h n ic a l i n s t r u c t i o n i n c i d e n t
t h e r e t o ) under p u b lic school s u p e rv is io n and c o n tr o l o r ,
by p r i v a t e n o n p r o f i t o r p r o p r i e t a r y sch o o ls under c o n t r a c t
w ith a S t a t e Board o r Local E ducational Agency and i s con­
d ucted as p a r t o f a program designed to p rep are i n d i v i d u a l s
f o r g a in in g employment as s e m i - s k i l l e d o r s k i l l e d workers
o r te c h n ic ia n s o r s u b p r o f e s s io n a ls in reco gn ized occupa­
t i o n s in new o r emerging o ccu p atio n s . . . b u t ex clu d in g
programs to p re p a re in d i v i d u a l s f o r employment in occupa­
t i o n s which r e q u i r e a b a c c a la u r e a te o r h ig h e r d e g r e e . 32

19

Summary and Overview
In c h a p te r 1 th e r e s e a r c h i d e n t i f i e d t h e need f o r e d u c a tio n a l
g o als t h a t emphasize p re p a rin g v o c a tio n a l te a c h e r s to work w ith s tu d e n ts
having s p e c ia l needs.

The need f o r i n s e r v i c e e d u c a tio n and t r a i n i n g

t h a t would modify t e a c h e r s ' p o s i t i v e a t t i t u d e s toward c r e a t i n g th e
optimum le a r n in g environment in which s tu d e n t s could develop t h e i r
maximum e d u c a tio n a l p o t e n t i a l was i d e n t i f i e d .
The o b j e c t i v e o f th e stud y was t o determ ine whether te a c h e r s who
had a tte n d e d a V ocational E d u c a tio n /S p e c ia l Education Workshop would
develop h ig h e r p o s i t i v e a t t i t u d e s toward s p e c ia l needs s tu d e n ts as a
d i r e c t r e s u l t o f having a tte n d e d such a workshop.

The s tu d y was a ls o

d esigned to determ ine whether o r n o t th e r e was a r e l a t i o n s h i p between
th e independent v a r i a b l e s (a g e , s e x , formal le v e l o f e d u c a tio n , t r e a t ­
ment c l u s t e r ) and th e dependent v a r i a b l e s ( l e v e l o f re g a rd and uncon­
d i t i o n a l i ty o f reg ard ).

Another o b j e c t i v e o f th e stu d y was to p rov id e

in fo rm a tio n f o r d e c i s io n makers and programmers in th e f i e l d o f voca­
t i o n a l e d u c a tio n f o r s tu d e n ts w ith s p e c ia l n e e d s, w ith emphasis on
i n s e r v i c e t e a c h e r e d u c a tio n a t t h e secondary and p o s t-s e c o n d a ry l e v e l s .
The a u t h o r 's purposes in t h i s stu d y in r e l a t i o n s h i p to th e de­
f in e d need were a l s o d e s c r ib e d .

The s i g n i f i c a n c e o f th e s tu d y ,

h y p o th e se s, d e l i m i t a t i o n s , and d e f i n i t i o n s o f terms v/ere in clu d ed as
w e ll.
C hapter 2 c o n ta in s a review o f th e r e s e a r c h l i t e r a t u r e r e l a t e d
t o th e a u t h o r 's purpose in t h i s p r e s e n t s tu d y .

In c h a p te r 3 th e

d esig n o f th e s tu d y i s e s t a b l i s h e d by e x p la in in g th e methodology and
p rocedures used t o t e s t th e hypotheses fo rm u lated f o r th e s tu d y .

In

20

c h a p te r 4 th e f in d in g s o f th e i n t e r p r e t a t i o n o f r e s u l t s , based on th e
a n a l y s i s o f th e d a ta o b ta in e d f o r t h i s s tu d y , a r e d e t a i l e d .
e ses o f th e stu d y a r e a l s o t e s t e d .

The hypoth­

A summary o f th e s tu d y , c o n c lu sio n s

and recommendations a r e given in c h a p te r 5.

NOTES

E o r i Case vs S t a t e o f C a l i f o r n i a , C iv il No. 13127.
A pp eals, Fourth D i s t. C a l i f . , F ile d Dec. 14, 1973.

Court o f

2

P u b lic and Local Acts o f t h e L e g is la t u r e o f th e S t a t e o f
Michigan (L an sin g , Michigan: L e g i s l a t i v e S e rv ic e Bureau, 1971), p. 11.
3

E v a lu a tio n R eport—Michigan V ocational E ducational S p ecial Needs
Program s, 1973-74 (L ansing: Michigan Department o f E d u c a tio n , 1974),
pi' 4 .
^ G u id elin es f o r V ocational Education Programs f o r Persons w ith
S p e c i a O e e d s f o r FY 1973-74 (L ansing: D isadvantaged and Handicapped
Programs U n it, V o c a tio n a l-T e c h n ic a l Education S e r v ic e , Michigan D epart­
ment o f E d u c a tio n , October 1974), p. 8.
5

A d m in is tr a tiv e Guide f o r V o catio n al-T ech n ical E ducation (Lansing:
V o c a tio n a l-T e c h n ic a l Education S e r v ic e , Michigan' Department o f Educa­
t i o n , 1974), p. 12.
8Jan B a x te r , Development and Im plem entation o f Secondary Spec i a l E ducation Programs (Lake Odessa, Michigan: E . F . I . B re a k th ru ,
I n c . , 1975), p. 21.
E v a l u a t i o n R e p o rt, p . 33.
8 I b i d . , 34.
g

J . E. J o rd a n , A t t i t u d e s Toward Education and P h y s i c a l l y D isabled
Persons in Eleven N ations ( E a s t Lansing: L a tin American S tu d ie s Cent e r , Mi ch'i'gan S t a t e Uni v ers i t y , 1968).
^ ° J . W. G arn er, S e lf - r e n e w a l: The In d iv id u a l and th e In n o v a tiv e
S o c ie ty (New York: Harper and Rowe, 1963), p . 15.
^ D o r s e y Bayham, "The G reat C i t i e s P r o je c ts " S t i r r i n g in th e Big
C i t i e s : The G reat C i t i e s P r o j e c t . Ford Foundation R e p rin t from NEA
J o u r n a l , Vol. 52, no. 4 , (A p ril 1963).

21

22

12

B arbara H. Kemp, "Where V ocational Education I s a S p ecial Need,"
American V ocational Jo u rn a l 42 (November 19 6 7 ):2 4 .
13

W. G. G re e r. Testimony given b e fo re House o f R e p r e s e n ta tiv e s
Subcommittee on Elem entary, Secondary, and V ocational E d u c a tio n .
(Washington, D. C .: U. S. Government P r i n t i n g O f f i c e , March 19, 1975).
14

E. B l a t t , "The P r e p a r a t io n o f S p e c ia l Education P e r s o n n e l."
Review o f Education R esearch , (1966, 3 6 ) , pp. 151-161.
15

N. Gersh and R. N agle, Forum: P r e p a r a t i o n o f Teachers f o r th e
Em otionally D is tu rb e d . E xceptional C h ild ren (1969, 3 5 ) , pp. 643-9.
16S. Fagan and N. Long. American U n iv e r s i t y - H i 11 c r e s t Chi 1d r e n 1s
Mental H ealth C en ter Research R e p o r t. (W ashington, D. C .: U. S.
O ffic e o f E d u c a tio n , Bureau f o r th e E ducation o f th e Handicapped,
1970).
17

S t u a r t A. Gerber and S ta n le y D rezek, "An I n te r p e r s o n a l S k i l l s
Workshop f o r P re p a rin g S p e c ia l E ducation T e a c h e rs ," The Jo u rn a l o f th e
D iv isio n o f Mental R e t a r d a t i o n , The Council f o r E xceptional C h ild r e n ,
Volume I I , No. I , (F ebru ary 1977).
18

G. C ropper, G. K re ss, R. Hughes, and J . P ekick. T ra in in g
Teachers t o Recognize and Manage S o cial and Emotional Problems in th e
C lassroom s, J o u rn a l o f Teacher Education (1968, 1 9 ) , pp. 477-85.
19

The AMIDS Report on I n s e r v i c e T r a in in g Workshop f o r V ocational
E ducations o f D isadvantaged and Handicapped S tu d e n ts : How to P lan C onduct-E valuate (Montgomery, Alabama: Link E n t e r p r i s e s , I n c . , 1973).
20

David R. Wampler, "A Study o f F i r s t Year T eachers in Disadvan­
tag ed Schools t o Determine th e R e la tio n s h ip o f P r e - s e r v i c e P re p a ra ­
t i o n E xperiences t o P r e s e n t A t t i t u d e s and E f f e c t i v e n e s s , " D i s s e r t a t i o n
A b s tr a c ts I n t e r n a t i o n a l (Ann A rbor, M ichiqan: U n iv e r s ity M icrofilm s
33/07-A, 1973).
21

Marvin E. Shaw and Jack M. W right. S c a le s f o r th e Measurement
o f A t t i t u d e s (New York: McGraw-Hill Book Company, 1967), p. 3.
22

G. W. A l l p o r t . The H i s t o r i c a l Background o f Modern S ocial
Psychology. Handbook o f S o cial P sychology, Volume I (Cambridge, M ass.:
Addison-Wesley, 1974), pp. 3-56.
23

David D rech, e t a l .
H i l l , 1962).

In d iv id u a l in S o c ie ty (New York:

McGraw-

23

24

Michigan Department o f Education:
V ocational E ducation (1 9 7 6 -7 7 ), p. 3.

The Michigan S t a t e Plan f o r

25I b i d . , p. 4.

og
F r i t z H e id e r, "The E f f e c t s o f I n te r p e r s o n a l R e la tio n s T ra in in g
on P r o s p e c tiv e T e a c h e rs ," D i s s e r t a t i o n A b s tra c ts I n t e r n a t i o n a l (Ann
Arbor M ichigan: U n iv e r s ity M ic ro film s , 32/02-A, 1971), p. 6.
27

G. T. B a r r e tt-L e n n a rd . Dimensions o f P erceiv ed T h e r a p is t Re­
sponse R elated to T h e ra p e u tic Change. D octoral d i s s e r t a t i o n . U niver­
s i t y o f Chicago, 1959.
28

Alan Abeson, " L i t i g a t i o n s , " P u b lic P o lic y and th e Education
o f E xceptional Chi 1d r e n . F re d e ric k W eintraub, AI Abeson, J . B a lla rd
and M. Lavor, ed s., ( P r e s t o n , Va.: Council f o r E xceptional C h ildren
1976), pp. 251-70.
29

P u b lic and Legal Acts o f th e L e g i s l a t u r e o f th e S t a t e o f
Michigan (L an sin g , Michigan: L e g i s l a t i v e S e rv ic e Bureau, 1971), p . 637.
30

V ocational Education Amendments o f 1974, 93d Congress
(W ashington, D. C .: Government P r i n t i n g O f f i c e , 1975), p. 608.
31

B a r r e tt- L e n n a r d , Dimensions o f P erceiv ed T h e r a p i s t Response
R elated to T h e ra p e u tic Change.
32

V ocational Education Amendments o f 1974, p. 605.

CHAPTER I I

REVIEW OF RELATED LITERATURE
The review o f l i t e r a t u r e covered th r e e a re a s o f i n q u ir y p e r t i ­
n en t to th e t o p i c o f t h i s s tu d y .

They were:

l i t e r a t u r e on j u s t i f i c a ­

t i o n f o r th e s tu d y ; l i t e r a t u r e concerning recommendations to improve
th e p r e p a r a t io n o f t e a c h e r s and s tu d e n ts w ith s p e c ia l need s; and,
l i t e r a t u r e r e l a t e d to th e e f f e c t o f i n s e r v i c e t r a i n i n g on in te r p e r s o n a l
re la tio n sh ip fa c to rs .
L i t e r a t u r e on J u s t i f i c a t i o n f o r th e Study
I t i s n o t enough to know t h a t t h e r e has been some m easurable
change in a t t i t u d e ; u s u a ll y we would a l s o want t o know what kind o f
change i t has been.

Has i t been a s u p e r f i c i a l change, on a le v e l which

d is a p p e a rs a f t e r a s h o r t la p s e o f tim e?

Or has i t been a l a s t i n g

change in a t t i t u d e and b e l i e f which m a n ife s ts i t s e l f in a wide range
o f s i t u a t i o n s and which has been i n t e g r a t e d i n t o th e p e r s o n 's valu e
system?

Or, t o p u t i t in o t h e r te rm s , d id th e communication produce

p u b lic confo rm ity w ith o u t p r i v a t e a c c e p ta n c e ; o r did i t produce p u b lic
conform ity coupled w ith p r i v a t e a ccep tan ce ( F e s t i n g e r , 1973)?^

Only

i f we know something about th e n a tu r e and depth o f change can we make
meaningful p r e d i c t i o n s about th e way in which a t t i t u d e changes w ill be
r e f l e c t e d in sub seq uent a c t i o n s and r e a c t i o n s t o e v e n ts .

These q ues­

t i o n s about th e n a tu r e o f a t t i t u d e changes have been s i g n i f i c a n t in th e
s tu d y o f e d u c a tio n a l a t t i t u d e s .
24

25

Research on T eacher A t t i tu d e s
I f th e p e r c e p tio n o f s tu d e n ts h eld by th e te a c h e r in f lu e n c e s th e
academ ic, s o c ia l and emotional growth o f th e s t u d e n t ; then we need t o
know th e s e p e r c e p tio n s and a t t i t u d e s p r i o r t o th e tim e te a c h e r s a r e
faced w ith e x c e p tio n a l c h i l d r e n in t h e i r classro o m s.

I f th e a t t i t u d e s

o f te a c h e r s a r e u n fa v o ra b le toward handicapped and d isad v a n ta g ed p e r ­
s o n s, th en means may be sought to change th e u n fa v o ra b le a t t i t u d e s .
A c o n s id e r a b le amount o f r e s e a r c h has been conducted in th e p a s t
decade on a t t i t u d e measurement and th e m o d ific a tio n o f a t t i t u d e s .
S tu d ie s o f a t t i t u d e s r e l a t e d to e t h n i c , r e l i g i o u s , and c u l t u r a l groups
c o n s t i t u t e app rox im ately 80 p e r c e n t o f th e t o t a l .

In v estig atio n s of

a t t i t u d e s toward s p e c i f i c d i s a b i l i t y g ro u p s, such as th e b l i n d , t h e
d e a f , o r th e m e n ta lly r e t a r d e d , make up about 5 p e r c e n t o f th e s t u d i e s .
A t t i t u d e s t u d i e s con cerning th e d is a b le d in g en eral c o n s t i t u t e l e s s
than 1 .5 p e r c e n t o f th e t o t a l (Saunders 1975).

One o f th e most com­

p re h e n siv e a n a ly s e s o f th e a t t i t u d e s o f ed u c a to rs toward e x c e p tio n a l
c h i l d r e n was conducted by H arin g, S te rn and Cruickshank (1 9 5 8).

They

s t a t e d t h a t th e a t t i t u d e s o f r e g u l a r classroom t e a c h e r s w ith whom
e x c e p tio n a l c h i ld r e n have been placed p re s e n te d a v i t a l c o n s id e r a t i o n
which had n o t been e x p lo r e d .

These a u th o rs f u r t h e r s t a t e d t h a t th e

a t t i t u d e s which te a c h e r s have a r e r e f l e c t e d in t h e i r b e h a v io r , and
i n f lu e n c e s t r o n g l y th e s o c ia l growth o f e x c e p tio n a l c h i l d r e n .
The r e l a t i o n s h i p between t e a c h e r s ' a t t i t u d e s and s tu d e n t a c h ie v e ­
ment was s tu d i e d by Helton and Oakland ( 1 9 7 7 ) The i r experim ent con­
s id e r e d a t t i t u d i n a l respo nses o f a tta c h m e n t, r e j e c t i o n , co n cern , and
i n d i f f e r e n c e among f i f t y - t h r e e elem entary te a c h e r s as evoked by

26

s ix te e n d e s c rip tio n s of stu d e n ts .

These s tu d e n ts d i f f e r e d in 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 , academic achiev em en t, and s e x .

The a n a l y s i s o f

v a r ia n c e on th e d a ta showed i n t e r a c t i o n f o r s tu d e n t p e r s o n a l i t y c h a ra c ­
t e r i s t i c s on a l l fo u r t e a c h e r a t t i t u d e s .

I t a l s o showed main e f f e c t s

f o r academic achievem ent on t h r e e t e a c h e r a t t i t u d e s .

Helton and

Oakland (1977)5 concluded t h a t :
S tu d e n ts ' 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 most s tr o n g l y
in f lu e n c e t e a c h e r s ' a t t i t u d e s o f attach m en t and r e ­
j e c t i o n ; academic a b i l i t y most s t r o n g l y in flu e n c e s
t e a c h e r s ' a t t i t u d e o f co ncern ; w h ile academic a b i l i t y
and 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 in f lu e n c e s t e a c h e r s '
a t t i t u d e and i n d i f f e r e n c e (p . 261).
The fo u r ty p es o f a t t i t u d e s mentioned here ( a tta c h m e n t, r e j e c t i o n ,
g
co n cern , and i n d i f f e r e n c e ) were f i r s t i n v e s t i g a t e d by Silberm an (1969)
Brophy and Good (1970)^ and W i ll i s and Brophy (1974).®
Silberman found t h a t "attachm en t" s tu d e n t s ( th o s e whom te a c h e r s
would l i k e t o keep a n o th e r y e a r ) were model s t u d e n t s .

" I n d if f e r e n c e "

s tu d e n ts ( th o s e toward whom te a c h e r s f e l t i n d i f f e r e n t ) were c h a r a c t e r ­
iz e d by in f r e q u e n t i n t e r a c t i o n w ith t e a c h e r s .

"Concern" s tu d e n ts

( th o s e about whom te a c h e r s w o rried ) were low -achievin g and demanding.
And " r e j e c t i o n " s tu d e n ts ( th o s e whom te a c h e r s would be r e l i e v e d n o t to
have) were co n s id e re d b eh av io r problems i n th e classroom .
Brophy and Good found t h a t th e s tu d e n ts whose t e a c h e r s f e l t
a tta c h m e n t toward were r e l a t i v e l y high in academic achievem ent,
a c t i v e l y sought t e a c h e r a t t e n t i o n in r e l a t i o n t o s u b j e c t m a tte r a s s i g n ­
m ents, and r e f r a i n e d from answering aloud w ith o u t p e rm is sio n .

In con­

t r a s t , Brophy and Good found t h a t th e s t u d e n t s whose te a c h e r s f e l t r e ­
j e c t i o n toward them were r e l a t i v e l y low i n academic achievem ent, i n i t i ­
a te d numerous and un necessary c o n ta c ts w ith t e a c h e r s and answered

27
aloud w ith o u t p e rm is sio n .
Silberm an su gg ested t h a t r e j e c t i o n in v o lv e s t e a c h e r s ' p e r c e p tio n
t h a t t h e s tu d e n t i s undeserving o f h i s / h e r p r o f e s s i o n a l a t t e n t i o n due
t o h is overwhelming and in a d e q u a te demands o f h i s / h e r tim e .

Brophy

and Good a l s o found t h a t t h e s tu d e n ts whose te a c h e r s f e l t concern t o ­
ward were r e l a t i v e l y low in academic achievem ent and i n i t i a t e d f re q u e n t
c o n t a c t w ith t e a c h e r s .

Silberm an proposed t h a t concern in v o lv e s th e

t e a c h e r s ' b e l i e f t h a t th e s tu d e n t i s making e x te n s iv e b u t a p p r o p r ia t e
demand o f h i s / h e r tim e .

F i n a l l y , Brophy and Good found t h a t th e s t u ­

d e n ts whose te a c h e r s f e l t i n d i f f e r e r e n c e toward were r e l a t i v e l y p a s s iv e
compared to t h e i r c la s s m a t e s , and t h e i r academic achievem ent was con­
s id e r e d t o be a v erag e.
L i t e r a t u r e on D isadvantaged S tu d en ts
g

The i n v e s t i g a t i o n o f Gies and Alspaugh (1973)

and Langeveld and

Bollman (1969)10 o f f e r e d some in fo rm a tio n abo ut th e r o l e and a t t i t u d e s
o f te a c h e r s and th e i d e n t i f i c a t i o n and d e l i n e a t i o n o f v a lu e s which
te a c h e r s h eld con cern ing th e d isad v a n ta g ed p u p ils whom th ey t e a c h .
Long and Long (1973)11 conducted a stu d y on t e a c h e r c a n d i d a te s ' a t t i ­
tu d es re g a rd in g p o v erty and th e d isa d v a n ta g e d .
t e a c h e r c a n d id a te s :

They found t h a t most

(a) viewed th e im poverished as b e in g , a t l e a s t

p a r t i a l l y , r e s p o n s i b le f o r t h e i r s i t u a t i o n ; (b) a r e n o t g e n e r a l ly su p ­
p o r t i v e o f economic e q u a l i t y ; (c ) f e e l t h a t t e a c h e r s a r e c a p a b le o f
d i f f e r e n t i a t i n g advantaged from d isad v a n ta g ed s tu d e n ts in th e c l a s s ­
room; (d) p e rc e iv e d th e disad v an tag ed s tu d e n t as being th e v ic tim o f
d i s c r i m i n a t io n in s c h o o l; (e ) viewed a c tiv is m by th e handicapped as
an e f f e c t i v e p o l i t i c a l a l t e r n a t i v e ; and ( f ) a r e r e l a t i v e l y ig n o r a n t

28

In t h e i r f a c t u a l knowledge o f p o v erty and t h e d isa d v a n ta g e d .
Riessman (1962)

12

contended t h a t d isa d v a n ta g e d c h i l d r e n a c c u r a t e ly

p e r c e iv e t h e i r t e a c h e r s ' a t t i t u d e s o f r e j e c t i o n toward them.

He sug­

g e s te d t h a t t h i s p e r c e p tio n o f r e j e c t i o n i s r e f l e c t e d in a low ering o f
s e lf - im a g e and seems to a f f e c t achievem ent and classroom b e h a v io r negativ e ly .

Gordon (1965)

13

d e s c rib e d th e d isa d v a n ta g e d c h i l d as f e a r i n g

th e t e a c h e r who was i g n o r a n t o f h i s c u l t u r e and who d id n o t u nd erstan d
o r r e s p e c t him.

A stu d y by Van Der Meer and Wit ( 1 9 6 3 ) ^ d isc o v e re d

t h a t many t e a c h e r s become o bsessed w ith t h e i r p u p i l s ' academic d e f i ­
c ie n c ie s.

The t e a c h e r s then ex p re sse d t h e i r d isa p p o in tm e n t in f r o n t

o f th e c l a s s , th e re b y c o n f ro n tin g th e p u p i ls e m o tio n a lly w ith f e e l i n g s
o f f a i l u r e ; u n c e r t a i n t y and c a r e l e s s n e s s i n c r e a s e , and p u p ils develop
a n e g a tiv e a t t i t u d e toward th e le a r n i n g s i t u a t i o n .
C lark ( 1 9 6 3 ) ^ s a i d te a c h e r s who were r e q u i r e d t o te a c h c h i l d r e n
from c u l t u r a l l y d e p riv e d backgrounds h eld a p e rv a s iv e n e g a tiv e a t t i t u d e
toward th e s e c h i l d r e n .

Teachers b e l i e v e t h a t th e s e c h i l d r e n cannot

l e a r n because o f poor h e r e d i t y , poor home background, c u l t u r a l d e p r i ­
v a t i o n , and low IQ.
Confirming t h i s p o in t o f view, K irsch (1976)^® concluded t h a t
many t e a c h e r s now te a c h in g lower socio-econom ic c l a s s groups hold nega­
t i v e a t t i t u d e s toward th e s e g ro u p s.

T eachers have been r e l u c t a n t to

a c c e p t assignm ents in lo w er-socio-econom ic c l a s s co m p o sitio n s , an d,
i f a s s ig n e d , th e y f r e q u e n t l y r e fu s e d t h e assignm ents o r have l e f t a f t e r
a b r i e f e x p e rie n c e .
Through an i n v e s t i g a t i o n o f t e a c h e r a t t i t u d e s toward i n n e r - c i t y
c h i l d r e n , th e Michigan Study Research C en ter a t th e U n iv e r s ity o f

29

Michigan found t h a t t e a c h e r s ' a t t i t u d e s toward m in o rity groups were
n e g a tiv e .

O ther s i g n i f i c a n t f in d i n g s o f t h i s stu d y were t h a t (1)

t e a c h e r s held n e g a tiv e a t t i t u d e s toward t h e i r p u p ils in c l a s s e s w ith a
l a r g e r p r o p o rtio n o f b la c k p u p ils th a n w h ite p u p i l s , and (2) th e h ig h e r
th e number o f b lack p u p ils in a c l a s s , th e lower th e t e a c h e r s ' r a t i n g
o f t h e i r p u p i l s ' academic a b i l i t y and m o t i v a t i o n . ^

The R eport o f th e

D e t r o i t High School Study Commission p o in te d o u t t h a t a t t i t u d e s o f
most te a c h e r s r e f l e c t e d f r u s t r a t i o n , d e s p a i r , and low e x p e c ta tio n s o f
t h e i r s t u d e n t s and o f th e m se lv e s , and t h a t t h i s has been one o f th e
most s i g n i f i c a n t problems f a c in g th e D e t r o i t school system .

18

In e x p lo rin g t e a c h e r s ' a t t i t u d e s and t h e i r e f f e c t on s t u d e n t s ,
Brookover developed a th eo ry o f " s i g n i f i c a n t o t h e r s . "

19

He t h e o r iz e d

t h a t each i n d iv id u a l in s o c i e t y l e a r n s c e r t a i n ty p es o f b e h a v io r—
th o se he c o n s id e rs a p p r o p r ia t e f o r h im s e lf .

The a p p r o p ria te n e s s o f

h is b e h a v io r was d e fin e d f o r him by th e i n t e r n a l i z a t i o n o f th e expec­
t a t i o n s o f " s i g n i f i c a n t o t h e r s , " i . e . , th o se people who were im p o rtan t
t o him.

F u r th e r , th e th eo ry o f " s i g n i f i c a n t o t h e r s " s t a t e s t h a t th e

in d iv id u a l a ls o ta k e s on th e a t t i t u d e s o f " s i g n i f i c a n t o t h e r s , " and
behaves in accordance w ith h is co n cep tio n o f how he f e e l s h is " s i g n i f i c a n t o t h e r s " see him.
L i t e r a t u r e on Personnel T ra in in g f o r S tu d en ts
w ith S p ecial Needs
The average t e a c h e r 's c u l t u r a l l i f e has been d i f f e r e n t from t h a t
o f a s tu d e n t who has been i d e n t i f i e d as having s p e c ia l n eeds.

One's

t r a i n i n g ( e . g . , e d u c a tio n c o u rse s and s tu d e n t te a c h in g ) seldom p r e ­
p ares one to meet th e m u l ti p l e problems a s s o c i a t e d w ith s p e c i a l needs

30

stu d e n ts.

T ie d t w rote o f th e c u l t u r a l l y d i f f e r e n t :
The t e a c h e r must be prep ared to work w ith c h i l d r e n
whose v alu es and a t t i t u d e s a r e d i f f e r e n t from h i s .
I t would seem t h a t th e t e a c h e r o f th e d isad v an tag ed
must be very c a r e f u l l y chosen and t r a i n e d . . . . zo

McCracken and Brown su p p o rted t h i s view p oin t when th e y s t a t e d :
"The e s s e n t i a l i n g r e d ie n t u n d e rly in g s u c c e s s fu l cu rricu lu m development
and ad o p tio n r e s t s h e a v ily on th e sh o u ld e rs o f w e ll- p re p a r e d te a c h -

in 1973, S chm itt b rou gh t o u t t h e f a c t t h a t te a c h e r s a r e n o t being
p rep ared to meet th e s p e c ia l needs o f m in o rity p o p u la tio n s .

He s t a t e d :

Few u n i v e r s i t y t e a c h e r e d u c a tio n programs have ad­
j u s t e d t h e i r p r o f e s s io n a l co u rses o r f i e l d e x p e r i ­
ences to p re p a re "new" t e a c h e r s t o cope w ith th e
s p e c i f i c l e a r n i n g , c u l t u r a l , s o c i o l o g i c a l , b e­
h a v io ra l and p r o f e s s io n a l s i t u a t i o n s unique to
s p e c i f i c m in o rity p o p u la tio n s . C onsequently, many
new t e a c h e r s d e a lin g w ith th e c u l t u r a l l y d i f f e r e n t
have n o t re c e iv e d ad eq u ate o r r e a l i s t i c t e a c h e r
p r e p a r a t i o n in b reak in g down s te r e o ty p e d th in k i n g ;
in developing an a p p r e c i a t i o n o f th e r e s o u r c e f u ln e s s
o f a c u l t u r a l l y d i f f e r e n t s o c i e t y . 22
One o f th e f i r s t in n o v a tiv e experim ental programs in s p e c ia l
needs te a c h e r e d u c a tio n was O p eratio n s F a ir Chance, undertaken a t two
C a lifo rn ia S ta te co lle g e s.

The o b j e c t i v e s o f t h a t program were:

. . . to h e lp p r o s p e c t i v e and ex p erien ced te a c h e r s
develop t r u l y em pathic a t t i t u d e s toward th e c u l t u r a l l y
d e p r iv e d , to f in d more e f f e c t i v e ways o f te a c h in g d i s ­
advantaged c h i l d r e n and y ou th and o f working w ith
t h e i r p a r e n ts and community l e a d e r s , to emphasize
r e a l i s t i c pupil o r i e n t a t i o n to th e world o f work and 23
to produce new l e a r n in g m a t e r i a ls in t h i s a r e a . . . .
With funds a l l o c a t e d under th e V ocational Education Amendments
o f 1968; many school d i s t r i c t s , c o l l e g e s , and u n i v e r s i t i e s in au g u rated
v o c a tio n a l e d u c a tio n programs f o r s tu d e n ts w ith s p e c ia l needs.

These

programs c r e a te d a need f o r i n s t r u c t i o n a l personnel w ith s p e c i f i c

31

t r a i n i n g in t h i s a r e a .
The N atio nal Curriculum Development P r o je c t f o r V ocational Educa­
t i o n o f Disadvantaged and Handicapped S tu d en ts comprised a s e r i e s o f
one-week workshops held n a tio n w id e , b eginning in J u ly 1971 and ending
in November 1972; 1,224 v o c a tio n a l e d u c a to rs a tte n d e d t h e s e s e s s i o n s .
The p r o j e c t was one o f many endeavors design ed to h elp t r a i n i n s t r u c ­
t i o n a l personnel t o teach s tu d e n t s w ith s p e c i a l needs.

I t s goal was

". . . to t r a i n a nucleus o f v o c a tio n a l e d u c a to rs in d eveloping c u r r i ­
culum and l e a r n in g m a t e r i a l s f o r d isad v a n ta g ed o r handicapped s t u ­
d e n ts . . .

The p r o j e c t was unique in f o u r r e s p e c t s :

1.

I t was a u n i f i e d , co n c e rte d t e a c h e r - t r a i n i n g and
development e f f o r t conducted on a n a tio n a l s c a l e .

2.

I t was planned s p e c i f i c a l l y f o r 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 o f d isad v a n ta g ed a n d /o r handicapped
s tu d e n ts e n r o l le d in v o c a tio n a l c l a s s e s .

3.

The p r o j e c t accom plished more th an ex p ected —a t l e s s
c o s t th a n a n t i c i p a t e d .

4.

The t r a i n i n g was conducted by p erso nn el who were n o t
fo rm a lly a s s o c i a t e d w ith th e s t a f f o r f a c u l t y o f th e
t r a d i t i o n a l 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 o r u n iv e r ­
s i t i e s . 24

Typical comments made by th o s e who p a r t i c i p a t e d in th e "human
aw areness" le a r n i n g a c t i v i t i e s component o f P r o j e c t Workshops were:
The workshop made me more aware o f th e unusual p ro b ­
lems t h a t th e d isad v a n ta g ed s tu d e n ts f a c e . I f e e l
t h a t I am b e t t e r p rep ared t o r e l a t e t o th e s e s tu d e n t s
now.
I le a rn e d how t o deal w ith s tu d e n ts on a more p e r s o n a l ,
i n d iv id u a l b a s i s . I became more aware o f th e d i f f e r e n t
le a r n in g c a p a b i l i t i e s o f each s tu d e n t and how t o handle
each s e p a r a t e l y .
I r e a l i z e d t h a t d isad v a n ta g ed and handicapped s tu d e n ts
do n ot need o r want sympathy. I saw t h a t empathy was
a much more c o n s t r u c t i v e a t t i t u d e . 25

32

L i t e r a t u r e Concerning Recommendations to
Improve th e P r e p a r a tio n o f Teachers o f
S tu d e n ts w ith S p ecial Need?
The r i g h t t o e d u c a tio n , when i t i s im plemented, w i l l b rin g
i n t o our s p e c ia l e d u c a tio n o r b i t th o s e c h i l d r e n and a d o le s ­
c e n ts who were n o t p r e v io u s ly c o n sid e re d t o have th e n ecesc e s s a r y academic p o t e n t i a l ; o r even t o be capab le o f a c q u i r ­
ing th e b a s ic l i f e s k i l l s f o r community l i v i n g ; o r who a re
n o t o f th e t r a d i t i o n a l l y p r e s c r ib e d age f o r e d u c a tio n .
Many s p e c ia l e d u c a to rs never b e fo re saw them. . . . «Ihey
were i n v i s i b l e . (Goldberg & Lippman, 1974, p. 3 3 1 ) . 26
Attempts t o Modify E d u c a to rs ' A t t i t u d e s
Lane (1976)

27

showed t h a t a background in s p e c ia l e d u c a tio n can

h elp a l l e v i a t e s te r e o t y p e s o f p r e ju d ic e s toward e x c e p tio n a l c h i l d r e n .
This stu d y i n v e s t i g a t e d th e e f f e c t s o f l a b e l s conveying e t h n i c group
membership and r e t a r d a t i o n on e v a l u a t i v e s ta te m e n ts made by p ro sp ec­
t i v e te a c h e r s .

All th e r a t e r s had completed s tu d e n t te a c h in g and had

dual majors in elem entary e d u c a tio n and s p e c ia l e d u c a tio n .

No s t a ­

t i s t i c a l d i f f e r e n c e s were found, and i t was concluded t h a t n e i t h e r th e
la b e l nor th e e t h n i c i d e n t i f i c a t i o n s i g n i f i c a n t l y a f f e c t e d r a t i n g s .
The d a ta su p po rted th e n o tio n h eld by Payne and Murray (1974)

28

and

OQ

K ra ft (1973)

t h a t la c k o f e x p e rie n c e in th e a re a o f s p e c i a l e d u c a tio n

was t h e main c o n t r i b u t o r to many e d u c a t o r s ' f e a r s and p r e j u d i c e s .
One o f th e g r e a t e s t c h a lle n g e s f o r th e t e a c h e r o f s tu d e n ts w ith
s p e c ia l needs was h e lp in g p u p ils develop p o s i t i v e a t t i t u d e s .
AMIDS Report i n d i c a t e d :

" . . .

The

th e t e a c h e r o f th e s p e c i a l needs s t u ­

d e n t needs new i n s i g h t and in c r e a s e d s e n s i t i v i t y to th e deep, in n e r
30

f e e l i n g s and a t t i t u d e s o f th e d isad v a n ta g ed o r handicapped p e r s o n . 1
Hagadone su p po rted t h i s view po int when he w rote:

33

There i s l i t t l e doubt t h a t a t t i t u d e s a r e , in l a r g e
p a r t , a major c o n t r i b u t i n g f a c t o r in th e e f f e c t i v e ­
ness o f th e t e a c h e r and th e le a r n in g p r o c e s s . The
r o l e o f th e t e a c h e r t o te a c h s tu d e n ts and h i s r e ­
sp o nsiven ess to t h i s r o l e i s a unique o ccasio n b e ­
tween th e s e two people and cannot be d u p l i c a t e d . 31
S chm itt agreed w ith t h i s v iew point when he s t a t e d :
I t i s im p e ra tiv e t h a t a t t i t u d i n a l changes become th e
t a r g e t f o r e f f e c t i v e p r e p a r a t i o n o f t e a c h e r s s e rv in g
c u l t u r a l l y d i f f e r e n t p o p u la tio n s . A cceptance, r e ­
s p e c t , com passion, u n d e rs ta n d in g , and empathy a r e
forem ost a t t r i b u t e s w ith ped ag og ical s k i l l s r e p r e ­
s e n tin g secondary a t t r i b u t e s . . . . 3Z
Tuckman and O 'B rien noted t h a t " th e a l l - i m p o r t a n t a r e a o f a t t r i ­
b u te s i s one in which a t e a c h e r can make major in ro a d s i n t o t h i s problem o f th e c u l t u r a l l y d e p riv e d . . . ."

33

Riessman, in h i s f i v e - p o i n t p lan f o r te a c h e r s o f th e p o o r, sup­
p o rte d t h i s view p o int when he w ro te:

". . . i t i s n o t enough t o b u ild

r e s p e c t and knowledge; t e a c h e r s ' a t t i t u d e s must a l s o be changed. . .
Feck recommended t h a t th e t e a c h e r o f disad v a n ta g ed yo u th s must
have f a i t h in th e s t u d e n t s ' a b i l i t y t o l e a r n and su cceed , a s tro n g de­
s i r e t o te a c h th e d is a d v a n ta g e d , and have r e s p e c t , u n d e r s ta n d in g , and
empathy f o r them.

35

Harasymiw (1976)

found t h a t t e a c h e r s ' o p in io n s and a t t i t u d e s

on m ainstream ing could be m odified through an i n s e r v i c e program de­
sig ned to p ro vide te a c h e r s w ith new knowledge about handicapped chi 1ren and classroom ex p e rie n c e in working w ith s p e c ia l needs c h i l d r e n .
I t was found t h a t w h ile te a c h e r s became more l i b e r a l in t h e i r o p in io n s
and assessm en ts o f th e m a n a g e a b ility o f th e d is a b le d s tu d e n t in th e
classro o m , t h e i r b a s ic a t t i t u d e s toward d i s a b i l i t y groups were n o t
changed.

These f in d in g s seem to i n d i c a t e t h a t i n s e r v i c e e d u c a tio n may

34

make te a c h e r s l e s s anxious i n working w ith handicapped c h i l d r e n , y e t a
more prolonged procedure o f f a m i l i a r i z a t i o n w ith v a rio u s d i s a b i l i t y
groups may be needed t o modify u n d e rly in g s o c ia l b i a s e s .
In 1972, Glass and Meckler

37

conducted a summer workshop p r e p a r ­

ing t e a c h e r s t o i n s t r u c t m ild ly handicapped c h i l d r e n i n r e g u l a r c l a s s ­
rooms.

The m ajor g o a ls were t o eq u ip th e te a c h e r s w ith d i a g n o s t i c ,

re m e d ia l, and b e h a v io ra l management s k i l l s and t o modify th e t e a c h e r s '
use o f a u t h o r i t y in th e classro o m .

The p r e - and post-w orkshop admin­

i s t r a t i o n o f th e M innesota T eacher A t t i t u d e In v en to ry and a s e l f r e p o r t in v e n to ry c o n s tr u c te d by G lass and Meckler were used to e v a lu a te
th e e f f e c t s o f th e workshop.

At th e c lo s e o f th e workshop, th e t r a i n ­

ees p e rc e iv e d them selves as having made s u b s t a n t i a l g a in s in a l l o f th e
workshop o b j e c t i v e s .

In th e a r e a o f a t t i t u d e and b e l i e f s , i t appeared

t h a t t r a i n e e s viewed them selves as more com petent in t h e i r a b i l i t y to
teach m ild ly handicapped c h i l d r e n i n th e r e g u l a r cla s sro o m , and more
a t t r a c t e d to th e n o tio n o f m ain stream ing .

I t was su g g ested t h a t sp e ­

c i f i c s k i l l s , r e l a t i v e t o th e i n s t r u c t i o n o f m ild ly handicapped c h i l ­
d re n , can be i s o l a t e d and t a u g h t t o te a c h e r s in a r e l a t i v e l y s h o r t
p erio d o f tim e .

Moreover, i t may be noted t h a t such s k i l l a c q u i s i t i o n

was accompanied by p o s i t i v e change toward e x c e p tio n a l c h i l d r e n .
In a stu d y conducted by H ill (1963)

38

th e fo llo w in g r e q u i s i t e s

f o r p r e s e r v i c e p r e p a r a t i o n programs f o r t e a c h e r s o f th e u n d e r p r iv ile g e d
were fo rm u la te d :
1.

The p r e s e r v i c e p r e p a r a t o r y programs o f te a c h e r s o f th e
u n d e r p r iv ile g e d should p ro v id e f o r th e development o f
s p e c i a l m ethods, and s p e c i a l e x p e r ie n c e s .

2.

Teachers should develop r e a l i s t i c e x p e c ta tio n s f o r th e
b e h a v io r o f u n d e r p r iv ile g e d c h i l d r e n d u rin g t h e i r

35

p reserv ice tra in in g .
3.

Personnel s e l e c t e d to i n s t r u c t in programs f o r te a c h e r s
o f t h e u n d e r p riv ile g e d should have e x p e rie n c e i n , and
be a c c e p ta b le i n , both lower and m iddle c l a s s c u l t u r a l
p a t t e r n s o f b e h a v io r.

In th e same s tu d y , H ill made th e s e recommendations f o r 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 o f th e u n d e r p r iv ile g e d :
1.

One phase o f a s tr o n g ongoing i n s e r v i c e program should
be to a c q u a in t th e te a c h e r s w ith th e s p e c i f i c c h a ra c ­
t e r i s t i c s o f th e community they s e rv e and th e im p lic a ­
t i o n s o f th e s e c h a r a c t e r i s t i c s f o r th e sc h o o l.

2.

Each in d iv id u a l school should develop a cu rricu lu m em­
p h a s is desig ned to s e rv e th e needs and problems o f
th e u n d e r p r iv ile g e d in t h e s c h o o l.

3.

A d m in is tra to rs o f s c h o o ls s e rv in g u n d e r p r iv ile g e d c h i l ­
dren should r e i n f o r c e t h e i d e a l i s t i c b e l i e f s and a t t i ­
tu d es o f t h e i r t e a c h e r s by r e f e r r i n g t o th e s o c ia l s i g ­
n i f i c a n c e o f t h e i r s e r v i c e . . . .39

Kruppa recommended t h a t a cu rricu lu m f o r t e a c h e r s o f c h i l d r e n
w ith s p e c ia l needs should in c lu d e t h r e e c a t e g o r i e s :

(1) General Edu­

c a t i o n , (2) P r o fe s s io n a l E d u c a tio n , and (3) S p e c i a l i z a t i o n which could
in c lu d e e i t h e r i n d u s t r i a l a r t s , v o c a tio n a l e d u c a tio n , o r b o th ; and
s p e c ia l e d u c a tio n .

40

The Education P o l i c i e s Commission o f th e N ational

Education A s s o c ia tio n and th e American A s s o c ia tio n o f School Adminis­
t r a t o r s p u b lish e d th e fo llo w in g s ta te m e n ts concerning e d u c a tio n o f
te a c h e r s o f th e d isa d v a n ta g e d :
1.

The p r e s e r v ic e programs o f te a c h e r e d u c a tio n should
seek t o develop in each s tu d e n t a sense o f genuine
r e s p e c t and empathy f o r th e c h ild r e n he w il l te a c h .

2.

Teacher e d u c a tio n sh ould in c lu d e o b s e rv a tio n and
p r a c t i c e in te a c h in g and o th e rw ise working w ith th e
d isa d v a n ta g e d .

3.

Teacher e d u c a tio n sh ould in c lu d e e x p e rie n c e in a
d isad v a n ta g ed community o u ts id e th e sc h o o l.

36

4.

I n s e r v i c e e d u c a tio n should e n ab le t e a c h e r s c o n s i s t e n t l y
to improve t h e i r u n d e rsta n d in g o f t h e i r p u p i l s . Teachers
should a c q u a in t them selves w ith th e l i v i n g c o n d itio n s o f
th e ir
p u p ils and t r y to r e l a t e t h e i r knowledge o f s o c i ­
ology
and psychology to th o se c o n d i t i o n s . 4 '

In a f i v e - p o i n t plan f o r
te a c h e r s o f th e

p r e s e r v i c e a n d /o r i n s e r v i c e t r a i n i n g o f

p o o r, Riessman in c lu d e d th e f o llo w in g :

1.

B u ild ing t e a c h e r r e s p e c t f o r d isad v a n ta g ed c h ild r e n
and t h e i r f a m i l i e s . This in v o lv e s a t t i t u d e change
and a proposed method o f producing i t .

2.

Supplying t e a c h e r e x p e rie n c e s w ith th e d isa d v a n ta g e d .

3.

Some g en eral d o 's and d o n 't s in te a c h in g th e urban poor.

4.

A te a c h in g technology a p p r o p r ia t e f o r low-income
y o u n g s te r s .

5.

The development o f a v a r i e t y o f te a c h e r s t y l e s through
i n t e g r a t i n g o t h e r p a r t s o f th e p la n w ith th e id io s y n ­
c r a t i c p o t e n t i a l o f each t e a c h e r . This concerns th e
a r t o f te a c h in g and how i t can be developed and o r ­
g a n i z e d .42

In d is c u s s in g m ainstream ing and t e a c h e r t r a i n i n g , Edwin M artin
(1974) w ro te:
In th e m a jo r ity o f handicapped c h i l d r e n —th e m ild ly and
m oderately r e t a r d e d , th e c h i l d r e n w ith b eh av io ral d i s ­
o r d e r s , th e c h i l d r e n w ith language and l e a r n in g problem s,
th e c h i l d r e n w ith o r th o p e d ic d i f f i c u l t i e s —a r e to be
spending most o r much o f t h e i r time in r e g u l a r c la ssro o m s,
t h e r e must be m assive e f f o r t s to work w ith t h e i r r e g u l a r
t e a c h e r s , n o t to j u s t " i n s t r u c t them" in th e pedagogy o f
s p e c ia l e d u c a tio n b u t to s h a re i n th e f e e l i n g s , t o under­
sta n d t h e i r f e a r s , t o p ro v id e them w ith a s s i s t a n c e and
m a t e r i a l s , and, in s h o r t , t o a s s u r e t h e i r s u c c e s s . 43
Donald Maley, head o f I n d u s t r i a l Education a t th e U n iv e r s ity o f
M aryland, i n d i c a t e d t h a t v o c a tio n a l te a c h e r s . . .
w i l l need s p e c i a l i z e d co u rses in th e a r e a o f S p ecial
E d u c atio n , S o cio lo g y , Economics, and Communications
to p r e p a re f o r te a c h in g assignm ents in groups w ith
s p e c ia l needs s t u d e n t s . This may in v o lv e one o r more
forms o f community study o r work e x p e r ie n c e s . . . . 44

37

Edmund Gordan, chairman o f th e Department o f Guidance, Teachers
C o lle g e , Columbia U n i v e r s i t y , in a p r e s e n t a t i o n a t th e Second Annual
N ational V o catio n al-T ech n ical Education Sem inar, su gg ested t h a t " . . .
s e n s i t i v i t y t r a i n i n g should be an e a r l y and contin u ou s p a r t o f t e a c h e r
t r a i n i n g program s."

45

S c a le s , in a stud y o f u n i v e r s i t i e s and c o l l e g e s to determ in e th e
e f f e c t i v e n e s s o f s tu d e n t t e a c h e r s , su pp orted th e n o tio n o f Gordan when
he concluded:

"All i n s t i t u t i o n s e d u c a tin g te a c h e r s must c o n tin u e to

g iv e a t t e n t i o n to th e p e r s o n a l i t y o f p r o s p e c tiv e t e a c h e r s , and i n c o r ­
p o r a te i n t o t h e i r programs s e n s i t i v i t y t r a i n i n g a n d /o r human r e l a t i o n s
components. . . . "

46
47

Deno (1973)

advocated t h a t te a c h e r s who have not been p r e ­

pared a t a p r e s e r v i c e le v e l f o r m ain stream ing , b u t who a r e expected to
p a r t i c i p a t e in such program s, should be prov ided w ith th e o p p o r tu n ity
to make up th e d e f i c i e n c y in i n s e r v i c e e d u c a tio n programs.
E f f e c t i v e and N o n -E ffec tiv e Teachers o f th e
S p e c ia l Needs S tu d e n ts
Research in th e a r e a o f t e a c h e r e f f e c t i v e n e s s has in general
been concerned w ith th e i s o l a t i o n o f a li m i te d number o f v a r i a b l e s in
an a tte m p t to i d e n t i f y th o se te a c h e r s who have been e f f e c t i v e .

There

have been two im p o rta n t reaso n s f o r t h i s ty pe o f i n v e s t i g a t i o n .

The

f i r s t has been th e i n v e s t i g a t o r 's l i m i t i n g i n t e r e s t s t o c e r t a i n t e a c h e r
a t t r i b u t e s t h a t th ey a re most concerned w ith and which th ey b e lie v e
c o n t r i b u t e to t e a c h e r e f f e c t i v e n e s s .

The o t h e r reason has been th e

l i m i t i n g s t a t i s t i c a l a n a l y s i s a v a i l a b l e a t th e tim e th e m a jo r ity o f
t h e s e i n v e s t i g a t i o n s were done.

38

Second, r e s e a r c h has produced l i t t l e evid ence to h elp r e l a t e
t e a c h e r e f f e c t i v e n e s s to s p e c i f i c te a c h e r c h a r a c t e r i s t i c s .

Ryan

(1942)^® s t a t e d t h a t t h i s i s due to th e f a c t t h a t th e in fo rm a tio n
g a th e re d on t e a c h e r c h a r a c t e r i s t i c s has been done in a p iecem eal; and,
o f te n haph azard, manner on a l i m i t e d number o f te a c h e r c h a r a c t e r i s t i c s
and t h a t th e r e s e a r c h e r too o f te n l i m i t s h i s stu d y to p erso n al p r e f e r ­
ences r a t h e r than an o b j e c t i v e e v a lu a tio n o f s p e c i f i c b e h a v io r s .
Ryan (1963)

49

in clu d ed th e s e q u a l i t i e s in h i s l i s t o f c h a r a c t e r i s t i c s

e s s e n t i a l in th e classroom b eh av io r o f t e a c h e r s :

warm, u n d e rs ta n d in g ,

s y s t e m a t i c , r e s p o n s i b l e , s t i m u l a t i n g , and im a g in a tiv e .

Getzel

( 1 9 5 5 ) ^ f e l t t h a t p a r t o f t h i s problem was t h a t r e s e a r c h in t h i s a r e a
has d e a l t too long w ith th e s e l f - e v i d e n t t r a i t s and a t t i t u d e s ( e . g . ,
warm, f r i e n d l y , u n d e rsta n d in g ) and n o t enough w ith th e s p e c i f i c d i s ­
t i n c t i v e f e a t u r e s o f t e a c h e r s ' p e r s o n a l i t i e s and a t t i t u d e s .
A stu dy by Blackwell (1972)51 i n v e s t i g a t e d th e a t t i t u d e s , c h a r ­
a c t e r i s t i c s , and p e r s o n a l i t i e s o f sev en ty t e a c h e r s o f th e t r a i n a b l e
m e n ta lly r e t a r d e d .

The use o f m u l t i p l e r e g r e s s io n a n a l y s i s allow ed

th e i n v e s t i g a t i o n t o e v a lu a te th e unique c o n t r i b u t i o n o f f o rty - tw o
t e a c h e r v a r i a b l e s t o th e c r i t e r i o n v a r i a b l e , te a c h e r e f f e c t i v e n e s s .
The fo llo w in g were t h e f in d i n g s based on th e s t a t i s t i c a l a n a ly ­
s i s o f th e d a ta c o l l e c t e d from th e t e a c h e r s o f th e t r a i n a b l e m e n ta lly
re ta rd e d .

A high s c o re on th e M innesota Teacher A t t i t u d e In v en to ry

(MTAI) was r e l a t e d to te a c h e r e f f e c t i v e n e s s .
The fo llo w in g c h a r a c t e r i s t i c s were found to be s i g n i f i c a n t :
1.

Women te a c h e r s were r a t e d h ig h e r than men t e a c h e r s .

2

Those te a c h e r s te a c h in g a t th e p reschool le v e l a r e
more o f te n r a t e d as e f f e c t i v e t e a c h e r s . The te a c h e r s

39

a t th e v o c a tio n a l le v e l a r e r a t e d more o f te n as i n ­
e f fe c tiv e teach ers.
3.

The number o f y e a r s t h a t th e s e te a c h e r s a tte n d e d
school d id n o t c o n t r i b u t e t o t e a c h e r e f f e c t i v e n e s s .

4.

The y e a r s o f te a c h in g e x p e rie n c e o f th e s e t e a c h e r s
d id n o t c o n t r i b u t e t o t e a c h e r e f f e c t i v e n e s s .

5.

The t e a c h e r 's p rev io u s te a c h in g e x p e rie n c e i n d i f ­
f e r e n t a r e a s o f e d u c a tio n d id n o t c o n t r i b u t e to
teacher e ffe c tiv e n e s s.

6.

P revious c o n t a c t w ith e x c e p tio n a l c h i l d r e n b e f o re be­
coming t e a c h e r s d id n o t add t o t e a c h e r e f f e c t i v e n e s s .

7.

Knowledge o f t e a c h e r o ccu p atio n b e fo re employment has
l i t t l e t o do w ith t e a c h e r e f f e c t i v e n e s s .

8.

Knowledge o f a t e a c h e r 's previo us t r a i n i n g w ith s e c ­
ondary le v e l s t u d e n t s , s p e c ia l e d u c a tio n , m e n ta lly
r e t a r d e d , o r o t h e r te a c h in g a r e a s d id not add to p r e ­
d i c t a b i l i t y of teach er e ffe c tiv e n e s s .

9.

Knowledge o f a t e a c h e r 's p rev io u s t r a i n i n g a t th e p r e ­
s c h o o l, lower p rim ary , and upper prim ary l e v e l s i s
r e l a t e d to th e p r e d i c t a b i l i t y o f t e a c h e r e f f e c t i v e n e s s .

10.

The ty p e o f d egree t h a t th e s e te a c h e r s have does n o t
in c r e a s e th e p r e d i c t a b i l i t y o f t h e i r being e f f e c t i v e
teach ers.

11.

A t e a c h e r 's i n t e r e s t in a number o f hobbies does n ot
add t o t e a c h e r e f f e c t i v e n e s s .

There was a d i f f e r e n c e between th e a t t i t u d e s o f th o s e t e a c h e r s
who have been i n e f f e c t i v e t e a c h e r s .

T his co n clu sio n based on th e f i n d ­

in g s t h a t th e e f f e c t i v e t e a c h e r s o f th e t r a i n a b l e m e n ta lly r e ta r d e d
o b ta in e d h ig h e r s c o re s on th e Minnesota Teacher A t t i t u d e In v en to ry i n
comparison to th e i n e f f e c t i v e .

This h ig h e r s c o re on th e a t t i t u d e

measurement would i n d i c a t e t h a t th e e f f e c t i v e t e a c h e r had b e t t e r p u p i l t e a c h e r r e l a t i o n s h i p th an th o se t e a c h e r s r a t e d as i n e f f e c t i v e , as th e
in v e n to ry measures p u p i l - t e a c h e r r e l a t i o n s h i p s .

The e f f e c t i v e

t e a c h e r s o f th e t r a i n a b l e m e n ta lly r e t a r d e d had had p rev io u s t r a i n i n g

40

in p r e s c h o o l, lo w er, p rim a ry , and upper prim ary a r e a s in c o l l e g e .
This stud y has c e r t a i n i m p lic a tio n s f o r employing a g e n c i e s , i n ­
s t i t u t i o n s o f h ig h e r l e a r n i n g , and c e r t i f y i n g a g e n c ie s concerned w ith
t e a c h e r s o f th e t r a i n a b l e m e n ta lly r e t a r d e d .

I t would ap p ear a d v is a b le

t o c o n s id e r a p r o s p e c tiv e t e a c h e r 's perform ance on th e Minnesota
Teacher A t t i t u d e I n v e n to ry .

A t e a c h e r 's p re v io u s o r p r o s p e c tiv e

t r a i n i n g a t th e p r e s c h o o l, lower p rim a ry , and upper prim ary l e v e l s o f
e d u c a tio n a l p r e p a r a t i o n should a l s o be s tu d i e d and c o n s id e re d .
Dixon and Morse found in t h e i r stu d y t h a t
. . . p u p ils and s u p e r v is in g te a c h e r s c o n s id e re d
s tu d e n t t e a c h e r s w ith good empathy to be b e t t e r
t e a c h e r s than th o s e w ith poor empathy. In o t h e r
w ords, th e s tu d e n t te a c h e r s who have developed very
p o s i t i v e f e e l i n g s toward t h e i r a p p r a i s a l o f them­
s e lv e s as t e a c h e r s . 52
Wampler's s tu d y su p p o rted Dixon and M o rse's c o n c lu s io n s co ncern ­
ing p r e s e r v i c e te a c h e r t r a i n i n g .

The f in d in g s o f Wampler's stu dy

showed:
(1) th o s e s u b j e c ts w ith a s u b s t a n t i a l p r e s e r v i c e e x p e r i ­
ence in a d isa d v a n ta g e d school dem onstrated a more p o s i­
t i v e a t t i t u d e toward te a c h in g in s i m i l a r s c h o o ls , and
had more p o s i t i v e a t t i t u d e s ab o u t t h e i r s t u d e n t s , and
f e l t f a r more ad eq u ate in t h e i r te a c h in g s i t u a t i o n s ;
(2) th o s e s u b j e c ts having a l i m i t e d p r e s e r v i c e e x p e r i ­
ence d id i n d i c a t e t h a t th ey were b e t t e r p rep ared when
compared w ith th e no p r e s e r v i c e g rou p, b u t d id n o t d i f f e r
markedly as d id th o s e s u b je c t s who had th e s tu d e n t
te a c h in g e x p e r ie n c e s ; and (3) th o s e s u b j e c t s w ith the
p r e s e r v i c e s tu d e n t te a c h in g were found to be r a t e d as
more e f f e c t i v e t e a c h e r s and appeared to be more w i l l i n g
t o a c c e p t a p o s i t i o n in sch o o ls f o r th e d isad v a n ta g ed
fo llo w in g c e r t i f i c a t i o n . 53
Kemp (1966)

54

l i s t e d te n q u a l i f i c a t i o n s f o r te a c h e r s o f th e d i s ­

advantaged:
1.

Competence in th e s u b j e c t m a t t e r and work s k i l l s in
th e ir fie ld of sp e c ia liz a tio n .
i

41

2.

I n t e r e s t in working w ith young people who have s p e c ia l
problems.

3.

A b i l i t y to
responding

4.

A b i l i t y to seek and f i n d a d d it i o n a l te c h n iq u e s t o en able
them to communicate w ith a l l s t u d e n t s .

5.

S k i l l in p r e s e n tin g g o a ls t o th e s tu d e n t s and in h elp in g
them t o meet c h a lle n g e s .

6.

A b i l i t y t o measure s tu d e n ts by t h e i r in d iv id u a l a c h ie v e ­
ments w ith o u t low ering th e s ta n d a rd s f o r th e c l a s s .

7.

S p ecial t r a i n i n g o r knowledge f o r work w ith th e d i s ­
adv an taged, in c lu d in g an u n d erstan d in g o f t h e i r way o f
life .

3.

A b i l i t y t o work w ith o t h e r s c h o o l , personnel t o in c r e a s e
th e e f f e c t i v e n e s s o f t h e i r work.

9.

W illin g n e ss to use i n s t r u c t i o n a l m a t e r i a l s g eared to
th e u n d e rsta n d in g o f t h e i r s tu d e n t s and p a tie n c e to work
w ith th e slow l e a r n e r .

10.

r e i n f o r c e t h e slow l e a r n e r and to r e f r a i n from
only t o th o s e s tu d e n ts who respond t o them.

S k i l l in working w ith s tu d e n t s t o b u ild up t h e i r s e l f c o n c e p ts , in seeking hidden s t r e n g t h s , and in h elp in g
to channel t h e s e in p ro d u c tiv e d i r e c t i o n s .

S ch m itt made th e fo llo w in g recommendations concerning te a c h e r
e d u c a tio n programs t o p r e p a re te a c h e r s o f c u l t u r a l l y d i f f e r e n t i n d i v i d ­
u als:
1.

Vigorous e f f o r t s must be placed on r e c r u i t i n g and s e l e c t ­
ing t e a c h e r s from th e ran ks whom th ey s e r v e .

2.

P ro fe s s io n a l t e a c h e r p r e p a r a t i o n c u r r i c u l a f o r t h e c u l t u r ­
a l l y d i f f e r e n t must p ro v id e a wide a r r a y o f c o u r s e s ,
f i e l d e x p e r ie n c e s , and a c t i v i t i e s .

3.

Teacher p r e p a r a ti o n i n s t i t u t i o n s and ag en cies f o r th e
c u l t u r a l l y d i f f e r e n t must p ro v id e a continuum o f educa­
t i o n a l e x p e rie n c e s from e n t r y t o r e t i r e m e n t .

4.

T eacher p r e p a r a t i o n f o r th e c u l t u r a l l y d i f f e r e n t must
p re p a re t h e te a c h e r t o g en u in ely u t i l i z e p a r e n ta l in v o lv e ­
ment in develop ing r e a l i s t i c e d u c a tio n a l e x p e rie n c e s f o r
th e ir c h ild re n .

42

5.

E a rly involvem ent w ith c u l t u r a l l y d i f f e r e n t c h i l d r e n ,
y o u th , and a d u l t s must be an im p o rta n t elem ent in
te a c h e r p r e p a r a ti o n f o r beginning t e a c h e r s e n r o l le d in
ag en cies and i n s t i t u t i o n s designed t o meet th e needs o f
th e c u l t u r a l l y d i f f e r e n t .

6.

Teacher p r e p a r a t i o n programs f o r th e c u l t u r a l l y d i f f e r e n t
must be designed so t h a t th e t e a c h e r has an e x c e l l e n t
chance f o r s u c c e s s .

7.

Beginning te a c h e r s o f th e c u l t u r a l l y d i f f e r e n t must be­
come i n c r e a s i n g l y "person o r ie n te d " and " s tu d e n t c e n t e r e d ."

8.

Teacher p r e p a r a ti o n f o r th e c u l t u r a l l y d i f f e r e n t must be­
come a c o o p e r a tiv e v en tu re between lo c a l school sy stem s,
s t a t e departm ents o f e d u c a tio n , u n i v e r s i t i e s , i n d u s t r i e s ,
and community o r g a n i z a t i o n s .

9.

Teacher e d u c a tio n f o r th e c u l t u r a l l y d i f f e r e n t must e s t a b ­
l i s h s t a t e , r e g io n a l and n a tio n a l c o u n c ils t o in s u r e a
p o l i t i c a l power base from which adequate f in a n c in g can be
s e c u r e d . 55
L i t e r a t u r e R elated t o t h e E f f e c t o f I n s e r v ic e
T ra in in g on I n te r p e r s o n a l R e la tio n s h ip F acto rs

One o f th e f a c t o r s working a g a i n s t p la c in g th e handicapped in th e
r e g u l a r v o c a tio n a l e d u c a tio n classroom s has been th e r e g u l a r v o catio n al
e d u c a to r s ' la c k o f t r a i n i n g in working w ith th e handicapped.

Most voca­

t i o n a l te a c h e r s have n o t had s p e c ia l t r a i n i n g in t h i s a r e a , and have
been r e l u c t a n t t o a c c e p t th e handicapped i n t o t h e i r classro o m s.
Because i n t e g r a t i o n o f th e handicapped i n t o th e r e g u l a r ed u catio n
program has been mandated by Federal and S t a t e law and has become neces­
sa ry i f th e handicapped a r e to be served a d e q u a te ly , v o c a tio n a l educa­
t i o n must p re p a re v o c a tio n a l e d u c a to rs t o e f f e c t i v e l y deal w ith th e
handicapped.

43

Goals f o r T ra in in g Regular
Vocational Teachers
Two im p o rtan t g o als f o r t r a i n i n g r e g u l a r v o c a tio n a l te a c h e r s have
been (1) overcoming n e g a tiv e a t t i t u d e s t e a c h e r s have toward th e h an d i­
capped, and (2) p ro v id in g e d u c a to rs w ith te c h n iq u e s f o r i n s t r u c t i n g
th e handicapped.

Like r e g u l a r classroom t e a c h e r s , v o c a tio n a l ed u c a to rs

can g e t th e needed t r a i n i n g through i n s e r v i c e i n s t r u c t i o n .
Teacher t r a i n i n g has been a d i f f i c u l t task-, th e assignm ent has
been more d i f f i c u l t when i t encompassed t r a i n i n g t e a c h e r s to work w ith
s tu d e n ts who have handicapping c o n d it i o n s .
L i t e r a t u r e on I n s e r v ic e Teacher T ra in in g
A s i g n i f i c a n t e a r l y e f f o r t to p ro v id e em otional s u p p o rtiv e n e s s
and s o c ia l s k i l l b u ild in g f o r s p e c ia l e d u c a tio n t e a c h e r s in t r a i n i n g
was c a r r i e d o u t by Fagen and Long,

56

who b u i l t a human r e l a t i o n s t r a i n ­

ing component i n t o an e x p erien ced -b ased s p e c ia l e d u c a tio n m a s t e r 's
d egree program.

I t was in respo nse t o such reco g n ized s p e c ia l educa­

t i o n te a c h e r t r a i n i n g needs and p o s s i b i l i t i e s t h a t th e I n te rp e r s o n a l
S k i l l s Workshop a t Southern C o n n ecticu t S t a t e was developed.

57

To

e v a lu a te th e e f f e c t i v e n e s s o f th e workshop, th e fo llo w in g hypotheses
were t e s t e d :
I f s tu d e n t te a c h e r s p a r t i c i p a t e in an I n te rp e r s o n a l
S k i l l s Workshop, th e n : (1) t h e i r gen eral i n t e r p e r ­
sonal s k i l l s i n c r e a s e ; (2) t h e i r s e l f - a c c e p t a n c e i n ­
c r e a s e s ; (3) t h e i r accep tan ce o f o t h e r s i n c r e a s e s ;
58
and (4) t h e i r classroom i n t e r p e r s o n a l s k i l l s i n c r e a s e .
F indings were t h a t s h o r t- te r m human r e l a t i o n s t r a i n i n g s i g n i f i ­
c a n t ly in c re a s e d s p e c ia l e d u c a tio n s tu d e n t t e a c h e r s ' s e l f - e v a l u a t i o n
i n t e r p e r s o a l s k i l l s and accep tan ce o f s e l f and o t h e r s .
supported C ropper, e t a l .

59

These f in d in g s

recommendations made t o supplement co u rses

44

and s tu d e n t te a c h in g e x p e rie n c e s t h a t meets s tu d e n ts needs f o r s o c ia l
and em otional growth and i n t e r p e r s o n a l s k i l l s .
As a r e s u l t o f h e r s tu d y o f t h e e f f e c t s o f in te r p e r s o n a l r e l a t i o n s
t r a i n i n g on p r o s p e c tiv e t e a c h e r s , James found:
F i f t y - f o u r hours o f in te r p e r s o n a l r e l a t i o n s t r a i n i n g
was ad eq u ate t o s i g n i f i c a n t l y i n c r e a s e l e v e l s o f
a c c u r a t e empathy, non-D ossessive warmth, and t o t a l
i n t e r p e r s o n a l s k i l l s . 60
F i s c h l e 's s tu d y o f a t t i t u d e and b e h a v io r change o f te a c h e r s who
had a tte n d e d an NDEA i n s t i t u t e f o r t e a c h e r s o f d isad v a n ta g ed c h i l d r e n
le d h e r to conclude t h a t " th e r e was a s i g n i f i c a n t change (.01 l e v e l )
in t e a c h e r s ' a t t i t u d e s toward th e te a c h e r - p u p i l r e l a t i o n s h i p as measfil
ured on th e MTAI."
She a l s o r e p o r te d th e fo llo w in g e x p e rie n c e s have
been v a lu a b le in promoting th e d e s ir e d changes in a t t i t u d e s and be­
h a v io rs when d e a lin g w ith d isad v a n ta g ed and handicapped s t u d e n t s :
1.

The i n - r e s i d e n c e e x p e rie n c e s a f fo r d e d co ntin uo u s i n t e r ­
a c t i o n w ith o t h e r in n e r c i t y t e a c h e r s and s t a f f members.

2.

P racticum e x p e rie n c e s which in clu d ed working w ith one
c h i l d , groups o f c h i l d r e n , and o b s e rv a tio n o f c h ild r e n
in th e c h i l d ' s environm ent f o s t e r e d a g r e a t e r under­
s ta n d in g and accep tan ce o f c h i l d r e n . 6 2

Bishop su p p o rted th e o b s e rv a tio n s o f F is c h le when he r e p o r te d :
P o s i t i v e s i g n i f i c a n t r e l a t i o n s h i p s were found be­
tween th e r a t i n g s o f w h ite t e a c h e r s by th e w h ite
s tu d e n ts w ith r e s p e c t t o empathy, congruence, and
s tu d e n t r e g a rd and a p o s i t i v e s i g n i f i c a n t r e l a t i o n ­
s h ip between b la c k te a c h e r s and b la c k s tu d e n ts w ith
r e s p e c t to s tu d e n t re g a rd were f o u n d . 63
Soloway found in a stu d y e n t i t l e d "The Development and E v a lu a tio n
o f a S p ecial Education I n s e r v ic e T ra in in g Program f o r R egular C la s s ­
room t e a c h e r s " :
A s p e c ia l e d u c a tio n i n s e r v i c e t r a i n i n g program can be
e f f e c t i v e in improving r e a c t i o n s and a t t i t u d e s o f

45

r e g u l a r classroom t e a c h e r s r e l a t e d t o i n t e g r a t i o n o f
EMR and EH c h ild r e n i n t o r e g u l a r c la s s r o o m s .64
. In a stu d y t h a t looked a t th e e f f e c t s o f M in n eso ta's mandatory human
r e l a t i o n s t r a i n i n g on th e a t t i t u d e s o f th e s t a t e ' s c e r t i f i c a t e d te a c h e r s ,
Blackburn found:
1.

T rain ed te a c h e r s ten d t o be more aware o f d i s c r i m i ­
n a tio n in th e school s e t t i n g th an te a c h e r s who have
n o t completed human r e l a t i o n s t r a i n i n g .

2.

. . . new te a c h e r s and t e a c h e r s w ith e lev en y e a r s o f
te a c h in g ex p e rie n c e tended t o s c o re lower th an te a c h e r s
i n th e middle ranges o f y e a r s o f te a c h in g .

3.

Several s i g n i f i c a n t i n t e r a c t i o n s a l s o o c c u rre d . . . .
These i n t e r a c t i o n s s u g g e st t h a t human r e l a t i o n s
t r a i n i n g had d i f f e r e n t i a l e f f e c t s on s p e c i f i e d
groups o f t e a c h e r s . 65

Lee r e p o r te d in h is stu d y o f th e e f f e c t i v e n e s s o f s e n s i t i v i t y
t r a i n i n g in a human r e l a t i o n s program f o r i n s e r v i c e t e a c h e r s :
Comparing th e e f f e c t i v e n e s s o f s e n s i t i v i t y t r a i n i n g
w ith th e c o n tro l g roup, i t was found t h a t t e a c h e r s
in s e n s i t i v i t y t r a i n i n g improved t h e i r s c o re s on th e
MTAI s i g n i f i c a n t l y more th an d id th o s e in th e c o n tr o l
group. . . . Teachers in s e n s i t i v i t y t r a i n i n g i n ­
c re a se d in s e lf - e s t e e m , o r s e l f - v a l u e , . . . s i g n i f i ­
c a n t l y more than d id th o se in th e c o n tr o l group.
Comparing t h e e f f e c t i v e n e s s o f s e n s i t i v i t y t r a i n i n g
w ith th e con ventio nal c l a s s in human r e l a t i o n s , s e n ­
s i t i v i t y t r a i n i n g was found s u p e r i o r in red ucin g s t u ­
d e n t ab sen teeism . . . w ith n e a r s i g n i f i c a n t tre n d s
f a v o rin g s e n s i t i v i t y t r a i n i n g in improving MTAI s co res
and t e a c h e r s ' s e lf - e s t e e m measures on th e Q -S ort i n ­
s tr u m e n t.66
In a stu d y t h a t in vo lv ed d e sig n in g an i n s e r v i c e t r a i n i n g package
f o r te a c h e r s o f c h i l d r e n w ith le a r n in g d i s a b i l i t i e s , Wilson s t a t e d :
The i n s e r v i c e package developed and r e v is e d in t h i s
study has been shown to p ro v id e an e f f e c t i v e method
f o r p r e s e n tin g th e o r ie s and models which te a c h e r s can
apply t o th e e d u c a tio n a l needs o f l e a r n in g d i s a b le d
c h i l d r e n . . . . 67

46

Young s u p p o rte d t h i s v ie w p o in t, she concluded:
I t may be s t a t e d t h a t t h i s i n s e r v i c e e d u c a tio n con­
s u l t a t i o n program was h ig h ly e f f e c t i v e w ith r e s p e c t
to development o f p o s i t i v e t e a c h e r s ' a t t i t u d e s and
a b i l i t i e s to re c o g n iz e and accommodate problem
l e a r n e r s . . . . 6°
Ponder conducted r e s e a r c h on th e e f f e c t s o f s p e c i a l i n s e r v i c e
t r a i n i n g programs f o r work w ith d isad v an tag ed c h i l d r e n , he concluded:
. . . t h e r e i s a c r i t i c a l need f o r c o l l e g e s and school
sy stem s, in p a r t n e r s h i p , to plan and implement a d e l i b ­
e r a t e d w e ll- o rg a n iz e d ongoing i n s e r v i c e e d u c a tio n p ro ­
gram f o r a l l t e a c h e r s to a t t a c k th e o v e r a ll problems o f
e d u c a tin g c h i l d r e n in slum and r a c i a l m in o rity g h e tto
e n v i r o n s . 69
Harawymiw ( 1 9 7 6 ) ^ found t h a t t e a c h e r s ' o p in io n s and a t t i t u d e s
on m ainstream ing cou ld be m odified through an i n s e r v i c e program designed
to prov id e te a c h e r s w ith new knowledge about handicapped c h il d r e n and
classroom e x p e rie n c e in working w ith s p e c ia l needs c h i l d r e n .

I t was

found t h a t te a c h e r s became more l i b e r a l in t h e i r o p in io n s and a s s e s s ­
ments o f th e m a n a g e a b ility o f th e d i s a b le d s tu d e n t in th e classroo m .
From th e s t u d i e s and a r t i c l e s d is c u s s e d in t h i s c h a p t e r , th e
fo llo w in g i m p lic a tio n s seem to be a p p a re n t:
1.

A g en eral a t t i t u d e o f a c c e p ta n c e , as well as o rg an ized
programs o f awareness and p u b lic in fo rm a tio n and i n s e r v i c e e d u c a tio n w ill be c r i t i c a l to s u c c e s s fu l im ple­
m en tatio n o f th e i n t e n t o f C ongress, r e l a t i v e t o th e
Education f o r a l l Handicapped C h ild ren Act o f 1975,
P u b lic Law ( P .L .) 94-142.

2.

I n s e r v i c e t r a i n i n g f o r r e g u l a r classroom te a c h e r s must
be given to p p r i o r i t y .

3.

T ra in in g r e g u l a r s t a f f in s p e c i a l e d u c a tio n i s v i t a l .
With th e focus on m ainstream ing handicapped c h i l d r e n
i n t o r e g u l a r c l a s s e s , te a c h e r s must be aware o f t h e i r
n eed s, c o n c e rn s, and problems.

47

4.

P r e s e r v ic e p r e p a r a to r y programs f o r v o c a tio n a l te a c h e r s
o f s tu d e n t s w ith s p e c ia l needs should p ro v id e f o r th e
development o f s p e c ia l knowledge, m ethods, and e x p e r i ­
e n c e s ; i . e . , f i e l d e x p e r ie n c e s , i d e a l i s t i c b e l i e f s and
a t t i t u d e s , and c r e a t i v e programs.

5.

C olleges and u n i v e r s i t i e s w ith p r e s e r v i c e p r e p a r a to r y
programs f o r v o c a tio n a l t e a c h e r s should d e s ig n a c u r r i c u ­
lum t h a t w ill lead to dual c e r t i f i c a t i o n in v o c a tio n a l
e d u c a tio n and s p e c ia l e d u c a tio n .

6.

There needs to be some l o n g itu d in a l s t u d i e s o f th e e f f e c t
o f i n s e r v i c e t r a i n i n g on th e l a s t i n g e f f e c t s o f change
in t e a c h e r a t t i t u d e and b e h a v io r , r e l a t i v e to th e d i s ­
advantaged and handicapped s tu d e n t .

In c h a p te r 3 th e d esig n o f th e stu d y i s e s t a b l i s h e d by e x p la in in g
th e methodology and procedures used t o t e s t th e hypotheses form ulated
f o r th e r e s e a r c h .

Notes

^K. F e s t i n g e r , A Theory o f C o g n itiv e D issonance.
Harper and Row, 1953).

(New York:

2

F. F. S au n d ers, A t t i t u d e s Toward Handicapped P e rs o n s , 1969
(Revised E d itio n 1975). R. E. Research A s s o c ia t i o n , 4843 M ission S t . ,
San F r a n c is c o , C a l i f o r n i a .
3N. G. H arin g , G. G. S t e r n , and W. M. C ruickshank, A t t i t u d e s of
Educators Toward E xceptional C h ild r e n . (S y ra c u se , N.Y.: Syracuse
U n iv e r s ity P r e s s , 1958).
4

G. B. H e lto n , and T. D. O a k la n d ," T e a c h e rs 1 A t t i t u d i n a l Responses
to D i f f e r e n t C h a r a c t e r i s t i c s o f Elementary School S tu d e n ts ." Jo u rn al
o f E ducational P sychology, 1977, 69, (3) 231-65.
5 I b i d . , p. 261.

Si. L. S iIb erm an ,"B eh av io ral E xpression o f T e ach ers' A t t i t u d e s
Toward Elementary School C h ild re n ." Jou rn al o f E ducational Psychology,
1969, (60) 402-07.
^ J . E. Brophy and T. L. G o od,"T eachers1 Communication o f D i f f e r ­
e n t i a l E x p e ctatio n s f o r C h i l d r e n 's Classroom Perform ance: Some Be­
h a v io r a l Data." Jo u rn al o f Education Psychology, 1970, (60) 365-74.
8S. W i l l is and J . B rophy,"O rigins o f T e a c h e rs' A t t i tu d e s Toward
Young C h ild re n ." Jo u rn al o f E ducational Psychology, 1974, 66 (4) 52029.
Q

F. Gies and J . W. Alspaugh, "The Measurement o f Teacher Values
Concerning Disadvantaged P u p ils ." The Jo u rn al o f Negro E d ucatio n , 1974,
6 6 , ( 4 ) , 520-29.
^ S l. J . Langeveld and C. Bolleman,"Some Aspects o f th e Role and
A t t i t u d e o f th e Teacher in R e la tio n to th e S o c i a l l y Disadvantaged Child."
Paedogogics Europaea, 1969, (5) 145-51.
] 1 S. Long and R. Long, " T e a c h e r-C a n d id a te s ' A t t i t u d e s Regarding
Poverty and th e D isad van tag ed." Urban E d u c a tio n . 1973, 7 , ( 4 ) , 271-83.

48

49

12

F.
& Row, 1962).
13
d r e n ."

Riessman, The C u l t u r a l l y Deprived C h ild .

(New York:

E. W. Gordon, " C h a r a c t e r i s t i c s o f S o c i a l l y Disadvantaged C h il­
Review o f E d ucatio nal R esearch , 1965, (35) 377-85.

14

Q. L. Van Der Meer and C. C. W it, Schoolswakke Gensennem.
P rog ress Research R eport Concerning th e D i f f i c u l t i e s o f C h ild ren from
Homes w ith L i t t l e o r No Support in t h e i r A t t i t u d e Toward t h e S c h o o ls?
Unpublished M a s te r 's T h e s i s , U t r e c h t , H o llan d , 1963.

15

K. B. C l a r , "E ducation S tim u la tio n o f R a c ia lly D isadvantaged
C h ild r e n ." In A. H. Pasov ( e d . ) , Education in Depressed A re a s . (New
York: Teachers C o lleg e Bureau o f P u b l i c a t i o n s , 1963).
^®G. G. K irsc h , A D e s c r ip tiv e Study o f P r o s p e c tiv e T e a c h e rs 1 At­
t i t u d e s Toward Teaching in D if f e r i n g Socio-economic C lass C on ditio ns'. Unpublished D octoral 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 , 1976.
^ F i r s t Michigan P u b lic School S o cial C ensus, (L ansing:
Department o f E d u c atio n , 1967).

Michigan

18

Edward Cushman and Keith Damon, e d s . , Report o f th e D e t r o i t
High School Study Commission ( D e t r o i t , M ichigan, June 1968).
19

Wilbur B. Brookover, "Some S o cial P sych olo gical Conceptions o f
Classroom L e a rn in g ." School and S o c i e t y , ( 8 7 ) , 1959, 84-87.
20

Sidney T i e d t , e d . , Teaching th e D isadvantaged C hild (New York:
Oxford U n iv e r s ity P r e s s , 1968), p. 16.
21

David McCracken and A lic e J . Brown, C areer Education f o r Disad­
vantaged S tu d en ts F inal R eport (Columbus, Ohio: Ohio S t a t e U n iv e r s i t y ,
C enters f o r V ocational and Technical E d u c atio n , 1973), p. 2.
??

Henry E. S c h m itt, Teacher Education f o r th e C u l t u r a l l y D i f f e r ­
e n t : Appendix C o f a F inal R eport (Columbus, Ohio: Ohio S t a t e Univer­
s i t y , C enter f o r V ocational and Technical E d u c atio n , 1973), p. 5.
23

O p eratio ns F a ir Chance: The E s ta b lish m e n t o f Two C en ters to
Improve th e P r e p a r a tio n o f Teachers o f C u l t u r a l l y D isadvantaged S tu ^
d e n t s , Emphasizing O ccupational U nderstanding Leading to T echnical Vo­
c a ti o n a l Com petencies. F in al R e p o rt, (Fresno and Hayward, C a l i f o r n i a :
C a l i f o r n i a S t a t e C olleges a t Fresno and Hayward, 1969), p. 7.

Harper

so

24

N ational Curriculum Development P r o je c t f o r V ocational Educa­
t o r s o f D isadvantaged and Handicapped S t u d e n t s . F inal R epo rt,
(Montgomery, Alabama: Link E n t e r p r i s e , I n c . , 1973), p. 7.
25I b i d . , p. 5.
2^ I . Goldberg and L. Lippman.
t i o n a l C h ild r e n , 1974 ( 4 0 ), 325-34.

" P la to Had A Word For I t . "

Excep­

27

P. Lane, " E v a lu a tiv e S tatem en ts by P r o s p e c tiv e Teachers as a
F unction o f E th n ic and R e ta r d a tio n L a b e ls ." D i s s e r t a t i o n A b s tra c ts
I n t e r n a t i o n a l , 1976, 37, ( 3 ) .
28

R. Payne and C. Murray, " P r i n c i p a l s ' A t t i t u d e s Toward th e I n ­
t e g r a t i o n o f th e H andicapped." E xceptional C h ild r e n , 1974 (41) 123-25.
2®A. K r a f t , "Down With (most) S p ecial Education C l a s s e s . "
demic Therapy, 1973 ( 8 ) , 207-16.

Aca­

30

AMIPS In -S e r v ic e T ra in in g Workshop f o r V ocational Educators o f
Disadvantaged and Handicapped S tu d e n ts : How to P1an-Conduct-Eva1uate~
(Montgomery, Alabama: Link E n t e r p r i s e s , I n c . , 1973), p. 3.
31

Theodore E. Hagadone, "A Study o f T eacher Personal and P r o f e s ­
s io n a l A t t i t u d e s as They R e la te to S tu d en t S elf-C o n c ep ts and A t t i t u d e s
Toward School in th e Six H ig h est Achieving Schools in F l i n t , 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), p. 49.
32

S c h m itt, Teacher Education f o r th e C u l t u r a l l y D i f f e r e n t , p. 8.

33

Bruce W. Tuckman and John O 'B ria n , e d s . , P rep arin g to Teach th e
Disadvantaged (New York: The Free P r e s s , 1969).
34

Frank Riessman, "Teachers o f th e Poor:
Jou rn al o f Teacher Education ( F a ll 1969), 326.

A F iv e -P o in t P la n ."

35

Vincent Feck, What V ocational Education Teachers and Counselors
Should Know About Urban Disadvantaged Youth (Columbus, Ohio: Ohio
S t a t e U n i v e r s i ty , C en ter f o r V ocational and Technical E d u c atio n , October
1971), p. 37.
3 fi

S.
Harasymic and M. Horne, "Teacher A t t i t u d e s Toward Handi­
capped C h ild ren and R egular C lass I n t e g r a t i o n . " Jou rn al o f S pecial
E du catio n, 1976, ( 1 0 ) , 393-400.

51

7R. M. Glass and R. S. M eckler. "P rep a rin g Elem entary Teachers
t o I n s t r u c t M ildly Handicapped C h ildren in Regular Classroom s: A Sum­
mer Workshop." E xceptional C h ild r e n , (1 9 7 2 ), ( 2 5 ) , pp. 152-56.
OQ

R ussell A. H i l l , "The P ro fe s s io n a l Adjustment o f Teachers in
P h ila d e lp h ia Secondary Schools S erv in g U n d e rp riv ile g e d C h ild re n as Re­
p o rte d by S e le c te d R espondents." (Ph.D. d i s s e r t a t i o n , Temple U n iv e r s ity
(1963), p. 143.
39I b i d . , p. 144.
^ ° J . R ussell Kruppa, P re p a rin g Teachers o f I n d u s t r i a l Education
f o r Disadvantaged and Handicapped C h ild ren a t th e Secondary L e v e l:
Final R e p o rt. (New J e r s e y : Department o f E du catio n, 1973), p. 79.
^ E d u c a ti o n a l P o l i c i e s Commission o f th e NEA and th e American
A s so c ia tio n o f School A d m in is tr a to r s . "The Education o f Teachers o f
th e D isadvantaged." NEA J o u r n a l , 54, September 1965.
42

Frank Riessman, "Teachers o f th e P o o r," p. 326.

^ 3Edwin W. M a rtin , "Some Thoughts on M ainstream ing," E xceptional
C h ild r e n , ( 4 1 ), (November 1974), pp. 130-55.
^Tuckman and O 'B ria n , P re p a rin g t o T each, p. 100.
^ 5James W. Hensel and Garry R. B r ic e , Proceedings o f th e Annual
N ational V ocational Technical Education Sem inar, Chicago, O ctober 2124, 1968 (Columbus, Ohio: Ohio S t a t e U n i v e r s i t y , C en ter f o r V ocational
and Technical E d u c atio n , 1969), p. 41.
46

Douglas E. S c a l e s , " S i g n i f i c a n t F a c to rs in T e a c h e rs' Classroom
A t t i t u d e s , " Jo urn al o f Teacher E d u c a tio n , ( 7 ) , (195 6), p. 279.
^ 7Evelyn Deno, I n s t r u c t i o n a l A l t e r n a t i v e s f o r E xceptional C h il­
d r e n , ( A r lin g to n , Va.l Council f o r E xceptional C h ild r e n , 1973).
48

D. G. Ryan, Measuring th e I n t e l l e c t u a l and C u ltu r a l Background
o f Teacher Candidates^ (W ashington, D. C .: American Council o f Edu­
c a t i o n , 1941).
49

D. G. Ryan, "Assessment o f Teacher Behavior and I n s t r u c t i o n , "
Review o f E ducational R esearch , ( 3 3 ) , (O ctober 1963), p. 417.

52

50

J . W. G e t z e l , "E ducational News and E d i t o r i a l Comment: Neces­
s i t y and In n o v atio n in th e S e l e c t io n and T ra in in g o f T e a c h e rs ." Elemen­
t a r y School Jo u rn al (1 9 5 5 ), ( 5 3 ) , 427-33.
^ R o b e r t B. B lack w ell, "The Study o f E f f e c t i v e and I n e f f e c t i v e
Teachers o f th e T r a in a b le M entally R e ta rd e d ." E xceptional C h ildren
(O ctober 1972), pp. 139-44.
5?

Robert W. Dixon and W illiam C. Morse, "The P r e d ic ti o n o f Teach­
ing Perform ance: Empathic P o t e n t i a l , " Jo u rn al o f Teacher E d u c atio n ,
( 1 2 ) , (September 1961), 328.
53

David R. Wampler, "A Study o f F i r s t Year Teachers in Disadvan­
tag ed Schools to Determine th e R e la tio n s h ip o f P r e -S e r v ic e P r e p a r a tio n
Experiences to P r e s e n t A t t i t u d e s and E f f e c t i v e n e s s ," D i s s e r t a t i o n Abs t r a c t s I n t e r n a t i o n a l (Ann A rbor, M ichiqan: U n iv e r s ity M ic ro film s ,
33/07-A , 1973), p. 3314.
54

Barbara M. Kemp, The Youth We H a v e n 't S erv ed , C atalog No.
FS 5.280:80038 (W ashington, D.C.: Government P r i n t i n g O f f i c e , 1966)
p. 12.
55

Henry E. S c h m itt, Teacher Education f o r th e C u l t u r a l l y D i f f e r ­
e n t , p. 30.
c6
J S. Fagan and N. Long. American U n iv e r s ity - H i11 c r e s t Chi 1d r e n 1s
Mental H ealth C enter Research R e p o rt. (W ashington, D. C .: U. S.
O ffic e o f E d u c atio n , Bureau f o r th e Education o f th e Handicapped, 1970).
57

S t u a r t A. Gerber and S ta n le y Drezek. "An I n te r p e r s o n a l S k i l l s
Workshop f o r P re p a rin g S p ecial Education T e a c h e rs ," Education and
T ra in in g o f th e M entally R e ta rd e d ." The Jo u rn al o f th e D iv isio n on
Mental R e t a r d a t i o n , The Council f o r E xceptional C h ild ren (Volume I I ,
No. I (F eb ru ary 1977).
58I b i d . , p. 26.
59

G.
Gropper, G. K ress, R. Hughes, and J . Pekick. "T rain ing
Teachers t o Recognize and Manage S o cial and Emotional Problems in th e
C lassroom ," Jo u rn al o f Teacher Education ( 1 9 6 8 ) ,( 1 9 ( , 477-85.
88Mary E. James, "The E f f e c t s o f I n te r p e r s o n a l R e la tio n s T r a i n ­
ing on P ro s p e c tiv e T e a c h e rs ," P i s s e r t a t i o n A b s tr a c ts I n t e r n a t i o n a l
(Ann A rbor, Michigan: U n iv e r s ity M ic ro film s , 32/02-A , 1971), p. 820-A.

53

M ildred J . F i s c h l e , "A Study o f A t t i t u d e s and Behavior Change
o f T eachers A tte n d in g an NDEA I n s t i t u t e f o r Teachers o f D isadvantaged
C h ild r e n ," D i s s e r t a t i o n A b s tra c ts I n t e r n a t i o n a l (Ann A rbor, M ichigan:
U n iv e r s ity M ic ro film s , 28/10-A, 1968), p. 4023-A.
62I b i d . , p. 54.
^ F r a n k A. B ishop, "A Study o f S e le c te d S tu d e n t-P e rc e iv e d Teacher
I n te r p e r s o n a l C h a r a c t e r i s t i c s w ith Reference to Teacher Demographic
C h a r a c t e r i s t i c s and th e Academic P ro g re ss o f Low-Achieving Secondary
S tu d e n t s ," D i s s e r t a t i o n A b s tr a c ts I n t e r n a t i o n a l (Ann A rb o r, Michigan:
U n iv e r s ity M ic ro film s , 33/03-A , (1 9 7 2), p. 1070-A.
64

Michael M. Soloway, "The Development and E v a lu a tio n o f a S p ecial
Education I n -S e r v ic e T ra in in g Program f o r R egular Classroom T e a c h e rs ,"
D i s s e r t a t i o n A b s tr a c ts I n t e r n a t i o n a l (Ann A rb or, Michigan: U n iv e r s ity
M ic ro film s , 36/07-A , 1976), p. 4425-A.
65

Guy J . B lackburn, "An Examination o f th e E f f e c t s o f Human R ela­
t i o n s T ra in in g on th e A t t i t u d e s o f C e r t i f i c a t e d I n - s e r v i c e Teachers in
M in neso ta," D i s s e r t a t i o n A b s tr a c ts I n t e r n a t i o n a l (Ann A rbor, Michigan:
U n iv e r s ity M ic ro film s , 36/06-A , 1976), p . 3575-A.
^ W a l t e r S. Lee, "A Study o f th e E f f e c tiv e n e s s o f S e n s i t i v i t y
T r a in in g in an I n - S e r v ic e T e a c h e r-T ra in in g Program in Human R e l a t i o n s ,"
D i s s e r t a t i o n A b s tr a c ts I n t e r n a t i o n a l (Ann A rbo r, M ichiqan: U n iv e r s ity
M ic ro film s , 28/05-A , 1967), p. 1689-A.
^ J u d i t h A. W ilson, "An I n - S e r v ic e T r a in in g Package f o r Teachers
o f C h ild re n w ith Learning D i s a b i l i t i e s , " D i s s e r t a t i o n A b s tr a c ts I n t e r n a tio n a l (Ann A rb or, M ichiqan: U n iv e r s ity M icrofilm s 36/07-A . 1976).
p. 4412-A.
go
Dorothy M. W. Young, "The E f f e c t iv e n e s s o f an I n -S e r v ic e Edu­
c a t i o n Program f o r R egular Classroom Primary Teachers Regarding th e
R eco gn itio n and Accommodation o f C h ild ren w ith Learning Problem s,"
D i s s e r t a t i o n A b s tr a c ts I n t e r n a t i o n a l (Ann A rbo r, M ichiqan: U n iv e r s ity
M ic ro film s , 34/06-A , 1973), p. 3226-A.
^ E d w ard G. P onder, "An I n v e s t i g a t i o n o f th e E f f e c t s o f S p ecial
I n -S e r v ic e T r a in in g Programs f o r Work w ith Disadvantaged C h ild ren as
Viewed by D ir e c to r s and P a r t i c i p a n t s , " D i s s e r t a t i o n A b s tr a c ts I n t e r ­
n a tio n a l (Ann A rbor, M ichigan: U n iv e r s ity M ic ro film s , 28/09-A, 1968),
p. 3535-A.
70S. Harasymiw and M. Horne. "Teacher A t t i t u d e s Toward Handi­
capped C h ild re n and R egular C lass I n t e g r a t i o n . " J o u rn a l o f S p ecial

54

E d u c atio n . 1976, ( 1 0 ) , pp. 393-400.

CHAPTER I I I

DESIGN OF THE STUDY
In th e p reced in g two c h a p t e r s , th e problem and th e review o f th e
l i t e r a t u r e in r e l a t e d a r e a s were p r e s e n te d .

In t h i s c h a p te r th e a u th o r

d e t a i l s s p e c i f i c a l l y th e manner in which th e sample group f o r th e stu d y
was s e l e c t e d , how th e in s tru m e n t was chosen, th e manner in which th e
d a ta f o r th e s tu d y were c o l l e c t e d , and th e procedu res follow ed in
han dlin g th e d a t a .
This s tu d y so ug ht t o f in d answers to many q u e s tio n s which were
im p o rta n t t o s p e c ia l needs programs.

Beyond t h i s , t r e n d s and im p lic a ­

t i o n s were examined t o f in d answers to q u e s tio n s g e n e ra te d a n d /o r
p resen ted .
One o f th e a u t h o r 's purposes in t h i s stu d y was to determ ine wheth­
e r t e a c h e r s who a t te n d e d a V ocational E d u c a tio n /S p e c ia l Education Work­
shop would improve in t h e i r a t t i t u d e s toward s p e c i a l needs s tu d e n ts
e n r o l le d in t h e i r v o c a tio n a l c l a s s e s through a tt e n d i n g such a workshop.
I t was h y p o th esize d t h a t te a c h e r s who a tte n d e d a V ocational E d u c atio n /
S p ecial E ducation Workshop would s c o re h ig h e r on s e l e c t e d i n t e r p e r s o n a l
r e l a t i o n s h i p f a c t o r s than would te a c h e r s who had n o t a tte n d e d a Voca­
t i o n a l E d u c a tio n /S p e c ia l Education Workshop.

The dependent v a r i a b l e s

used i n t h i s s tu d y were le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a rd .
Independent v a r i a b l e s used in t h i s stu d y were:

o c c u p a tio n a l c l u s t e r ,

s e x , formal e d u c a tio n a l l e v e l , t r e a t m e n t, and age o f th e t e a c h e r .

55

56

Another purpose o f th e r e s e a r c h was to p ro v id e in fo rm a tio n
and make recommendations f o r d e c i s io n makers and programmers in th e
f i e l d o f v o c a tio n a l e d u c a tio n f o r s tu d e n ts w ith s p e c ia l needs, w ith
emphasis on i n s e r v i c e t e a c h e r e d u c a tio n a t th e secondary and p o s t ­
secondary l e v e l s .
Research Hypotheses
The c e n tr a l h y p o th esis t e s t e d in t h i s s tu d y was:
H 1

There w i l l be no s i g n i f i c a n t d i f f e r e n c e between te a c h e r s
te a c h in g in s p e c ia l needs programs who have a tte n d e d a
Vocational E d u c a tio n /S p e c ia l Education Workshop and voca­
t i o n a l t e a c h e r s te a c h in g in s p e c ia l needs programs who
have n o t a tte n d e d a V ocational E d u c a tio n /S p e c ia l Educa­
t i o n Workshop.

H 1.1

There w i l l be no s i g n i f i c a n t d i f f e r e n c e between te a c h e r s
te a c h in g in s p e c ia l needs programs who have a tte n d e d a
V ocational E d u c a tio n /S p e c ia l Education Workshop and voca­
t i o n a l te a c h e r s te a c h in g in s p e c ia l needs programs who have
not a tte n d e d a V ocational E d u c a tio n /S p e c ia l Education Work­
shop on th e dependent v a r i a b l e le v e l o f re g a rd .

H 1.2

There w i l l be no s i g n i f i c a n t d i f f e r e n c e between te a c h e r s
te a c h in g in s p e c ia l needs programs who have a tte n d e d a
V ocational E d u c a tio n /S p e c ia l Education Workshop and voca­
t i o n a l te a c h e r s te a c h in g in s p e c ia l needs programs who
have n o t a tte n d e d a V ocational E d u c a tio n /S p e c ia l Education
Workshop on th e dependent v a r i a b l e u n c o n d i t i o n a l i t y of
re g a rd .

H2

There w ill be no s i g n i f i c a n t d i f f e r e n c e among v o c a tio n a l
te a c h e r s te a c h in g in d i f f e r e n t v o c a tio n a l c l u s t e r s .

H 2.1

There w i l l be no s i g n i f i c a n t d i f f e r e n c e in te a c h e r s
teach in g in c l u s t e r 2 ( c l o th in g and t e x t i l e s / f o o d s e r v i c e s /
fam ily ecology) and c l u s t e r 4 ( h e a l t h o c c u p a t io n s /c h il d
c a r e and development) and c l u s t e r 5 ( o f f i c e e d u c a tio n /
b u s in e s s e d u c a t i o n / d i s t r i b u t i v e e d u c a tio n ) on th e dependent
v a r i a b l e le v e l o f r e g a rd .

57

H 2 .2

There w i l l be no s i g n i f i c a n t d i f f e r e n c e in t e a c h e r s te a c h in g
in c l u s t e r 2 ( c l o th i n g and t e x t i l e s / f o o d s e r v i c e s / f a m i l y
ecology) and c l u s t e r 4 ( h e a lt h o c c u p a t io n s /c h il d c a r e and
development) and c l u s t e r 5 ( o f f i c e e d u c a tio n /b u s in e s s educa­
t i o n / d i s t r i b u t i v e e d u c a tio n ) on th e dependent v a r i a b l e un­
c o n d i t i o n a l i t y o f re g a rd .

H3

There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between oc­
c u p a tio n a l c l u s t e r and tr e a tm e n t (c o n tro l and e x p e r im e n ta l).

H 3.1

There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between oc­
c u p a tio n a l c l u s t e r and tr e a tm e n t on dependent v a r i a b l e le v e l
o f re g a rd .

H 3 .2

There w il l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between oc­
c u p a tio n a l c l u s t e r and tre a tm e n t on dependent v a r i a b l e un­
c o n d i t i o n a l i t y o f re g a rd .

H4

There w ill be no s i g n i f i c a n t d i f f e r e n c e in th e p o s i t i v e
a t t i t u d e s o f male and female te a c h e r s te a c h in g in v o c a tio n a l
c l a s s e s in s p e c i a l needs programs.

H 4.1

There w i ll be no s i g n i f i c a n t d i f f e r e n c e in th e p o s i t i v e
a t t i t u d e s o f male and fem ale te a c h e r s on th e dependent v a r i ­
a b le le v e l o f r e g a rd .

H 4 .2

There w i ll be no s i g n i f i c a n t d i f f e r e n c e in th e p o s i t i v e
a t t i t u d e s o f male and fem ale te a c h e r s on th e dependent v a r i ­
a b le u n c o n d i t i o n a l i t y o f r e g a rd .

H5

There w i l l be no s i g n i f i c a n t d i f f e r e n c e in te a c h e r s te a c h in g
in s p e c ia l needs programs who have re c e iv e d m asters d eg rees
and beyond and te a c h e r s te a c h in g in s p e c i a l needs programs
who have r e c e iv e d l e s s th an a m asters d eg ree.

H 5.1

There w i l l be no s i g n i f i c a n t d i f f e r e n c e in t e a c h e r s te a c h in g
in s p e c ia l needs programs who have re c e iv e d m a ste rs degrees
and beyond and te a c h e r s te a c h in g in s p e c ia l needs programs
who have re c e iv e d l e s s than a m asters degree on th e depend­
e n t v a r i a b l e le v e l o f re g a rd .

H 5 .2 There w i l l be no s i g n i f i c a n t d i f f e r e n c e in te a c h e r s te a c h in g
in s p e c ia l needs programs who have r e c e iv e d m asters degrees
and beyond and te a c h e r s te a c h in g in s p e c i a l needs programs
who have re c e iv e d l e s s than a m asters degree on th e depend­
en t v a ria b le u n c o n d itio n a lity of regard.
H6

There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between sex
and formal le v e l o f e d u c a tio n .

58

H 6.1

There w i ll be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between
sex and formal le v e l o f e d u c a tio n on t h e dependent v a r i ­
a b le le v e l o f r e g a rd .

H 6 .2

There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between
sex and formal le v e l o f e d u c a tio n on th e dependent v a r i ­
a b le u n c o n d i t i o n a l i t y o f r e g a rd .

H7

There w il l be no s i g n i f i c a n t d i f f e r e n c e between t e a c h e r s
te a c h in g in s p e c ia l needs programs who a r e 39 y e a r s o ld
o r l e s s and te a c h e r s te a c h in g in s p e c ia l needs programs
who a r e 40 y e a r s o ld and o l d e r on th e dependent v a r i a b l e
le v e l o f r e g a rd .

H8

There w ill be no s i g n i f i c a n t d i f f e r e n c e between te a c h e r s
te a c h in g in s p e c ia l needs programs who a r e 39 y e a r s o ld
o r l e s s and te a c h e r s te a c h in g in s p e c ia l needs programs
who a r e 40 y e a r s o ld and o l d e r on th e dependent v a r i a b l e
u n c o n d i t i o n a l i t y o f re g a rd .
A n aly sis Procedures
A p r e - and p o s t - t e s t was a d m in iste re d t o both th e c o n tr o l and

th e experim ental g roup.

A n aly sis o f c o v a ria n c e was computed f o r d a ta

c o l l e c t e d in th e s t u d y , u sin g th e p r e t e s t s c o re s as th e c o v a r i a t e .

In

p r e s e n tin g th e r e s u l t s o f th e d a ta a 0 .0 5 le v e l o f s i g n i f i c a n c e was
used as th e c r i t e r i o n o f th e s i g n i f i c a n c e o f th e s t a t e d h y p o th ese s.
Chi Square was computed f o r hypotheses seven and e i g h t .
Spearman Rank C o r r e l a tio n was computed t o t e s t f o r c o r r e l a t i o n between
age and e d u c a tio n and th e v a r i a b l e s le v e l o f re g a rd and u n c o n d itio n ­
a l i t y o f re g a rd .
P o p u latio n
The p o p u la tio n in clu d ed a l l v o c a tio n a l te a c h e r s f o r s p e c ia l
needs programs in Michigan sch o o ls o p e r a tin g s t a t e reim bursed s p e c ia l
needs programs d u rin g th e 1978-79 school y e a r .
c a t e g o r i e s f o r th e reim bursed programs were:

The e l i g i b l e funding

59

S t a t e a i d membership. S p ecial Education S e rv ic e s
su pp o rted by s t a t e S p e c ia l Education and In te rm e d ia te
reimbursement in most d i s t r i c t s . I n te r m e d ic a te Voca­
ti o n a l Education mi 11age where a p p l i c a b l e . V ocational
Education programs funds f o r d i s t r i c t s and programs
t h a t q u a l i f y . . . . V ocational Education S p ecial Needs
Funds f o r approved p r o j e c t s . E l i g i b l e V ocational Re­
h a b i l i t a t i o n c l i e n t s may r e c e i v e s u p p o rtiv e s e r v i c e s
needed to m ain tain them in on th e jo b t r a i n i n g p ro g ram s.1
In o r d e r t o have an adeq uate number o f s u b j e c ts in a l l o f th e
f i v e o ccu p atio n al c l u s t e r s used in t h e s tu d y , no d i s t i n c t i o n was made
between th e ty p es o f s tu d e n ts s e r v e d ; e . g . , han dicapp ed, d isad v a n ta g ed
2
a n d /o r a com bination o f b o th .
The program g ro u p s; handicapped and
d isad v a n ta g ed were a l l c o n s o lid a te d acco rd in g to t r e a t m e n t —th o s e who
a tte n d e d th e Vocational E d u c a tio n /S p e c ia l Education Workshop and th o se
who d id n o t a t t e n d th e V ocational E d u c a tio n /S p e c ia l Education Workshop.
Sampling Procedures
The names o f a l l a d m i n i s t r a t o r s ( c o n t a c t person) o f s p e c ia l
needs programs in school d i s t r i c t s and p o s t-s e c o n d a ry i n s t i t u t i o n s in
Michigan were o b ta in e d from th e Disadvantaged and Handicapped Programs
U n it, V o catio n al-T ech n ical Education S e r v ic e s , Michigan Department o f
E d u c atio n .

The l i s t i n d i c a t e d t h a t t h e r e were 154 programs o p e ra te d

in th e 1978-79 school y e a r .
The a d m i n i s t r a t o r s o f th e s e programs were asked to subm it a
l i s t o f t e a c h e r s employed in t h e i r s p e c ia l needs programs.

E ig h ty -

f o u r (5 4 .5 p e r c e n t) o f th e a d m i n i s t r a t o r s r e tu r n e d th e in fo rm a tio n
r e q u e s te d .

This r e q u e s t y ie l d e d 500 names, making up th e group o f

p o t e n t i a l te a c h e r s who could be used in th e c o n tr o l group o f th e ex­
p e rim e n t; s in c e th ey had n o t a tte n d e d a V ocational E d u c a tio n /S p e c ia l
Education Workshop.

60

A V ocational E d u c a tio n /S p e c ia l Education Workshop f o r t e a c h e r s ,
p a r a p r o f e s s i o n a l s , a d m i n i s t r a t o r s , and c o u n s e lo rs was sponsored by th e
D isadvantaged and Handicapped U nit o f t h e Michigan S t a t e Department o f
Education a t th e N o r th f ie ld H ilto n Inn in Troy, Michigan on March 2223, 1979.

Two hundred and te n persons were r e g i s t e r e d f o r t h i s Work­

shop.
The V ocational E d u c a tio n /S p e c ia l Education Workshop a t Troy,
Michigan was a tte n d e d by th e r e s e a r c h e r on March 2 2-23, 1979, f o r th e
purpose o f p r e - and p o s t - t e s t i n g t e a c h e r s f o r th e exp erim en tal group.
A s y s te m a tic random sampling p rocedure was used to s e l e c t a r e p r e s e n ­
t a t i v e sample o f 100 i n d i v i d u a l s from each o f th e two groups o f voca­
t i o n a l t e a c h e r s — th o s e who a tte n d e d a V ocational E d u c a tio n /S p e c ia l
Education Workshop and th o s e who had n o t a tte n d e d a V ocational Educa­
t i o n / S p e c i a l Education Workshop.
One hundred q u e s ti o n n a i r e s were m ailed on February 5, 1979, w ith
i n s t r u c t i o n s t o r e t u r n th e q u e s ti o n n a i r e a t th e e a r l i e s t p o s s i b l e tim e .
This f i r s t q u e s ti o n n a i r e was t o s e rv e as th e p r e - t e s t .

N in e ty - f iv e

o f th e s e q u e s ti o n n a i r e s were r e t u r n e d .
On March 5, 1979,f i v e q u e s tio n n a i r e s were m ailed t o nonrespond­
e n t s in an a tte m p t t o i n c r e a s e th e number o f respo n ses to 100.
o f th e s e was r e t u r n e d .

None

The t o t a l resp o n d en ts to th e p r e - t e s t was 95.

On March 20, 1979,95 q u e s ti o n n a i r e s were s e n t t o t h e re sp o n d en ts
to p r e - t e s t w ith i n s t r u c t i o n s to r e t u r n by A pril 5, 1979.

N in e ty - th r e e

o f th e s e q u e s ti o n n a i r e s were r e tu r n e d .
On March 2 2-23, 1979, th e V ocational E d u c a tio n /S p e c ia l Educa­
t i o n Workshop was h eld in Troy, Michigan by t h e Disadvantaged and

61

Handicapped U nit o f th e Michigan S t a t e Department o f E d u catio n .

This

workshop was a tte n d e d by t h e r e s e a r c h e r f o r th e purpose o f p r e - and
p o s t - t e s t i n g th e t e a c h e r s who were t o be in th e ex perim ental group o f
th e s tu d y .
At t h e tim e o f r e g i s t r a t i o n , 100 q u e s ti o n n a i r e s were d i s t r i b u t e d
t o th e t e a c h e r s who had been randomly s e l e c t e d f o r th e s tu d y and who
would be in th e ex p erim en tal g roup.

N in e ty - th r e e te a c h e r s r e tu rn e d

t h e i r q u e s ti o n n a ir e a f t e r r e g i s t r a t i o n had been com pleted.

On th e l a s t

day, in t h e f i n a l s e s s io n o f th e workshop, t h e s e n i n e t y - t h r e e te a c h e r s
who had completed th e p r e - t e s t were given th e p o s t - t e s t .

E ig h ty -n in e

o f th e s e q u e s ti o n n a i r e s were r e t u r n e d .
In summary, 100 t e a c h e r s in th e c o n tr o l group were s e n t q u e s tio n ­
n aires.

One-hundred t e a c h e r s were given q u e s ti o n n a i r e s a t th e Workshop.

Of t h e 100 te a c h e r s in t h e ex perim en tal g ro u p , 89 o f them completed th e
p re - and p o s t - t e s t .
A f t e r th e q u e s t i o n n a i r e s were r e t u r n e d , th e y were grouped by
program (hand icap ped , d is a d v a n ta g e d , o r handicapped and d is a d v a n ta g e d ),
and were then s c o re d (s e e R e la tio n s h ip In v e n to ry Scoring S h e e t, Appen­
d ix B).
The in s tru m e n t used t o measure th e i n t e r p e r s o n a l f a c t o r s in t h i s
s tu d y was t h e B a r r e tt-L e n n a rd T each er-P u p il R e la tio n s h ip I n v e n to ry :
Teacher Form (Appendix B).

About 130 s t u d i e s have been completed and

perhaps a n o th e r 100 a r e in t h e p ro g re s s u sin g t h i s In v en to ry a n d /o r
3
d i r e c t ad ap tatio n s of i t .
The In v en to ry i s a v a i l a b l e in two form s,
each o f which in c lu d e s f o u r v a r i a b l e s .

The t e a c h e r form a s s e s s e s th e

t e a c h e r ’s s e l f - p e r c e p t i o n w ith re g a rd t o th e v a r i a b l e s "co n gruence,"

62

"empathic u n d e rs ta n d in g ," " le v e l o f r e g a r d , " and " u n c o n d it i o n a li ty o f
4

r e g a r d ."
A f te r c o n s u lt a t i o n w ith Dr. B a r r e tt-L e n n a rd , th e a u th o r o f th e
in s tr u m e n t, th e r e s e a r c h e r decided to use two o f th e i n s t r u m e n t 's fo u r
v ariab les.

This reduced th e in stru m e n t t o t h i r t y - t w o ite m s , which were

sco red on a s i x - p o i n t agreem en t-disag reem en t s c a l e , y i e l d i n g t o t a l
sc o re s ranging from +48 to -48 and s u b sco res o f +48 t o -48 f o r each
o f th e two a t t i t u d i n a l v a r i a b l e s (s e e Appendix B).
In a d d i ti o n to t h e le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e ­
gard s c a l e s , s e le c t e d norm ative d a ta (age o f th e t e a c h e r , y e a r s o f
te a c h in g e x p e rie n c e , formal e d u c a tio n l e v e l , and sex) were a l s o s o l i c ­
i t e d f o r th e stu d y (s e e Appendix B).
A p i l o t stu d y was conducted d u rin g O cto b er, 1978 t o d eterm ine
i f th e in stru m e n t could be used f o r th e p r e s e n t s tu d y .

The p i l o t stud y

was comprised o f 30 v o c a tio n a l t e a c h e r s in s p e c ia l needs programs from
th e G r e a te r Lansing s c h o o ls .

P a r t i c i p a n t s were i n s t r u c t e d t o make

comments which d e a l t w ith th e c l a r i t y , a p p r o p r i a t e n e s s , and comprehen­
s iv e n e s s o f th e i n s t r u c t i o n s o f th e in s tr u m e n t.

In l i g h t o f th e com­

ments and answers r e c e iv e d , no ad ju stm en ts t o th e in stru m e n t were f e l t
to be n e c e s s a ry .
The in stru m e n t was a d m in iste re d t o th e c o n tr o l and ex perim ental
group as a p r e - and p o s t - t e s t .

A n aly sis o f co v a ria n c e was computed

f o r th e s tu d y , using th e p r e - t e s t as th e c o v a r i a t e .

In p r e s e n tin g th e

r e s u l t s o f th e a n a l y s is o f th e d a t a , a 0 .0 5 le v e l o f s i g n i f i c a n c e was
used as t h e c r i t e r i o n o f s i g n i f i c a n c e o f th e s t a t e d h y p o th ese s.
sq u are was used to t e s t hypotheses seven and e i g h t o f th e s tu d y .

Chi

63

Spearman Rank C o r r e l a t io n was used to t e s t th e r e l a t i o n s h i p between age
and e d u c a tio n and th e dependent v a r i a b l e s le v e l o f reg ard and uncondi­
t i o n a l i t y o f re g a rd .
The te n c l u s t e r s in clu d ed in th e V ocational E d u c a tio n a l/S p e c ia l
Education P r o j e c t a t C en tral Michigan U n iv e r s ity

were c o n s o lid a te d

i n t o f i v e f o r com putational p u rp o se s , to e l i m i n a t e th e p o s s i b i l i t y o f
having empty c e l l s .

The c o n s o lid a tio n i s as f o llo w s , w ith th e number

o f s u b j e c t s in each c l u s t e r f o r both th e c o n tro l and t h e experim ental
group.

For th e c o n tr o l group th e fo llo w in g number o f s u b je c ts were

t a b u l a t e d f o r each c l u s t e r :
C lu s t e r 1
C lu s t e r 2
C lu s t e r 3
C lu s t e r 4
C lu s t e r 5

A g r ic u ltu r e /N a tu r a l Resources
C lo th in g and T e x tile s /F o o d s e r v ic e s /F a m ily
Ecology
Automotive and Power/Technical and Indus­
tria l/C o n stru c tio n
H ealth O ccu p atio n s/C h ild Care and
Development
O f fic e Education and Business E d ucation /
D i s t r i b u t i v e Education

N = 11
N = 15
N = 24
N = 13
N = 30

For th e experim ental group th e fo llo w in g number o f s u b je c ts were
t a b u l a t e d f o r each c l u s t e r :
C lu s t e r 1
C lu s t e r 2
C lu ster 3
C lu s t e r 4
C lu ster 5

A g r ic u ltu r e /N a tu r a l Resources
C lo th in g and T e x tile s /F o o d S e rv ic e s/F a m ily
Ecology
Automotive and Power/Technical and Indus­
tria l/C o n stru c tio n
H ealth O ccu p atio n s/C h ild Care and
Development
O f f ic e Education and Business E d u catio n /
D i s t r i b u t i v e Education

N = 17
N = 16
N = 17
N = 17
N = 22

Summary
D escribed in t h i s c h a p te r were t h e re s e a rc h methodology, th e i n ­
stru m en t used t o g a th e r d a ta n e c e s sa ry to t e s t th e h y p o th e se s, and th e
typ e o f s t a t i s t i c a l a n a l y s i s used in t e s t i n g th e d a ta g a th e r e d .

64

C hapter 4 d e t a i l s t h e f in d i n g s and th e i n t e r p r e t a t i o n o f r e s u l t s based
on th e a n a l y s i s o f th e d a t a .
t a b l e 3 .1 .

The d esig n o f th e study i s shown in

TABLE 3 . 1 . —Design o f th e Study—MANCOVA ( P r e t e s t as C o v ariate f o r P o s t t e s t )

Treatm ent

Control

C lu s te r

P re te st
Level o f Regard

C ovariate
P re te st
P o stte st
U n c o n d itio n a lity
Level o f Regard
o f Regard

P o stte st
U n c o n d itio n a lity
o f Regard

1
2
3
4
5

=
=
=
=
=

11
15
24
13
30

31.64
32.00
29.37
32.00
28.60

7.45
6.67
6.04
8.15
2.57

32.27
33.47
30.00
33.08
29.43

10.18
14.60
9.42
10.15
6.63

1
2
3
4
5

=
=
=
=
=

17
16
17
17
22

32.23
32.06
31.82
31.65
27.68

1.59
2.25
6.82
7.06
2.27

32.35
34.56
32.65
32.00
19.05

10.41
7.87
13.12
15.65
5.32

N = 93

Experimen­
tal
N = 89
C lu s te r
1
2
3
4
5

A g r ic u ltu r e /N a tu r a l Resources
C lothing and T e x tile s /F o o d S erv ic es/F am ily Ecology
Automotive/Technical and I n d u s t r ia l/C o n s tr u c t i o n
Health O ccupations/C hild Care and Development
O ffic e Education/B usiness E d u c a tio n /D is trib u tiv e Education

Notes

^Jan B a x te r , Development and Im plem entation o f Secondary S p ecial
Education Programs (Lake Odessa, Michigan: E.B.I'. B re a k th ru , I n c . ,
1475}, p. 2 2 . ------o

E v a lu a tio n R eport—Michigan V ocational Education S p ecial Needs
Program s, 1973-74 (Lansing! Michigan Department o f E d u c atio n , 1974),
P- 8.
3

6.
I . B a r r e tt- L e n n a r d , Resource B ib lio graph y o f Reported
S tu d ie s Using th e R e la tio n s h ip In v en to ry (W aterloo , O n ta rio : U nivers i t y o f W aterloo, 1972}, p. 1.
^ V ocational E d u c a tio n /S p e c ia l Education P r o j e c t (Mt. P l e a s a n t ,
Michigan! C en tral Michigan U n i v e r s i t y , 1975).

66

CHAPTER IV

FINDINGS OF THE STUDY
One o f th e r e s e a r c h e r 's purposes in t h i s stu d y was t o determ in e
whether a t t e n d i n g a V ocational E d u c a tio n /S p e c ia l Education Workshop
f o r i n s t r u c t i o n a l personnel in v o c a tio n a l programs f o r s tu d e n t s w ith
s p e c ia l needs has had a p o s i t i v e e f f e c t on s e l e c t e d i n t e r p e r s o n a l r e ­
la tio n sh ip f a c to r s .

A nother purpose was to p ro v id e in fo rm a tio n and

recommendations f o r d e c i s io n makers and programmers in th e f i e l d o f
v o c a tio n a l e d u c a tio n f o r s tu d e n t s w ith s p e c ia l n eed s, w ith emphasis on
i n s e r v i c e t e a c h e r e d u c a tio n a t t h e secondary and p o s t-s e c o n d a ry l e v e l s .
The s tu d y was a l s o d esig ned t o e x p lo re t h e r e l a t i o n s h i p s found between
th e i n t e r p e r s o n a l r e l a t i o n s h i p f a c t o r s —le v e l o f re g a rd and uncondi­
t i o n a l i t y o f re g a rd and th e norm ative d a t a .

The norm ative d a ta used

in t h i s stu d y was ag e, s e x , te a c h in g e x p e r ie n c e , and formal le v e l o f
ed u catio n a t t a i n e d by th e t e a c h e r .
The T each er-P u p il R e la tio n s h ip In v e n to ry ;
to o b ta in e m p iric a l d a t a .

Teacher Form was used

The In v en to ry c o n ta in s t h i r t y - t w o item s

d esign ed to measure th e t e a c h e r 's s e l f - p e r c e p t i o n w ith r e s p e c t to le v e l
o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a r d .

The In v en to ry was scored on

a s i x - p o i n t ag reem en t-d isag reem en t s c a l e and y i e l d e d t o t a l s c o re s
ranging from +48 to -48 and s u b sco res o f +48 t o -48 f o r each o f th e
two a t t i t u d i n a l v a r i a b l e s

(se e Appendix B).

67

68

Data A naly sis
In t h i s c h a p te r th e d a ta c o l l e c t e d f o r th e stu d y were r e p o r t e d in
an o r d e r r e l a t e d to th e d esig n o f t h e s tu d y .

The r e s u l t s o f th e s t a ­

t i s t i c a l a n a l y s i s were r e p o r te d in t a b u l a r form.

T ables r e v e a lin g s i g ­

n i f i c a n t d a t a , p e r t i n e n t t o th e t o p i c o f t h i s s tu d y , were in clu d ed and
d is c u s s e d in th e t e x t .
Normative Data
Personal c h a r a c t e r i s t i c s o f t h e sam ple, which were used as norma­
t i v e d a t a , were o b ta in e d from th e p erso n al d a ta s h e e t a t ta c h e d t o th e
in stru m e n t (se e Appendix B).
The sample d i s t r i b u t i o n by formal e d u c a tio n le v e l showed t h a t
f o r t h e c o n tro l group tw enty-one (2 1 .7 p e r c e n t) o f th e t e a c h e r s had
l e s s than a b a c h e l o r 's d e g re e ; t h i r t y - n i n e (4 2.3 p e r c e n t) o f th e t e a c h ­
e r s h e ld b a c h e l o r 's d e g re e ; t w e n ty - e ig h t (3 0 .4

p e r c e n t) o f th e t e a c h e r s

h e ld m a s t e r 's d e g re e s ; and, f i v e ( 5 .6 p e r c e n t)

o f th e te a c h e r s h e ld ad­

vanced d eg rees (see t a b l e 4 . 1 ) .
The sample d i s t r i b u t i o n by formal le v e l o f e d u c a tio n showed t h a t
f o r t h e experim ental group tw enty-tw o (2 5.5 p e r c e n t) o f th e te a c h e r s
had l e s s th a n a b a c h e l o r 's d e g re e ; tw e n ty - e ig h t (31.1 p e r c e n t) o f th e
t e a c h e r s h e ld b a c h e l o r 's d e g r e e s ; t h i r t y - o n e (3 4 .4 p e r c e n t) o f th e
t e a c h e r s h eld m a s t e r 's d e g r e e s ; and, e i g h t ( 9 .0 p e r c e n t) o f th e te a c h ­
e r s h e ld advanced degrees (se e t a b l e 4 . 1 ) .
The d i s t r i b u t i o n o f t h e sample by number o f y e a r s o f te a c h in g
e x p e rie n c e re v e a le d f o r th e t e a c h e r s in th e c o n tr o l group t h a t e i g h t
( 7 .6 p e r c e n t) had one y e a r o r l e s s ; f o u r te e n (15.1 p e r c e n t) had

69

Table 4.1 . —D i s tr i b u t i o n o f th e Sample by Formal E ducational Level

Level o f
Education
Less than b a c h e l o r 's
d egree
B a c h e lo r's d egree
M a s te r 's degree
Advanced degree
Total

Control
No.
P ercen t

Experimental
No.
P e rc e n t

21

21.7

22

25.5

39
28
_5

42.3
30.4
5.6

28
31
_8

31.1
34.4
9.0

93

100%

89

100.0%

tw o - th r e e y e a r s ; elev en (12.1 p e r c e n t) had f o u r - f i v e y e a r s ; tw e n ty - f iv e
(2 7 .2 p e r c e n t) had s i x - n i n e y e a r s ; and , t h i r t y - f i v e (38 .0 p e r c e n t) had
te n y e a r s o r more (s e e t a b l e 4 .2 )
The d i s t r i b u t i o n o f th e sample by number o f y e a rs o f te a c h in g ex­
p e r ie n c e re v e a le d f o r th e te a c h e r s in t h e experim ental group t h a t seven
( 9 .0 p e r c e n t) had one y e a r o r l e s s ; n in e te e n (21.1 p e r c e n t) had twot h r e e y e a r s ; t h i r t e e n (1 4 .4 p e r c e n t) had f o u r - f i v e y e a r s ; twenty-one
(2 3 .3 p e r c e n t) had s i x - n i n e y e a r s ; and, tw e n ty -n in e (3 2 .2 p e rc e n t) had
te n y e a r s o r more ( s e e t a b l e 4 . 2 ) .
T able 4 . 2 . —D i s t r i b u t i o n o f Sample by Years o f Experience

Years

Control
P ercen t
No.

1 or le ss
2-3
4-5
6-9
10 o r more

8
14
11
25
35
93

T otal

No.

P ercen t

7.6
15.1
12.1
27.2
38.0

7
19
13
21
29

9 .0
21.1
14.4
23.3
32.2

100.0%

89

100.0%

70

The d i s t r i b u t i o n o f th e sample by age f o r th e c o n tro l group r e ­
v ealed t h a t t h i r t e e n (1 4 .0 p e r c e n t) were 20-29 y e a r s o l d ; t h i r t y - f o u r
(3 6 .5 p e r c e n t) were 30-39 y e a r s o l d ; t h i r t y - o n e (3 3 .3 p e r c e n t) were
40-49 y e a r s o l d ; e le v e n (11 .9 p e r c e n t) were 50-59 y e a r s o l d ; and fo u r
( 4 .3 p e r c e n t) were s i x t y y e a r s o r o l d e r (se e t a b l e 4 . 3 ) .
The d i s t r i b u t i o n o f th e sample by age f o r th e exp erim ental group
re v e a le d t h a t tw elve (1 3.3 p e r c e n t) were 20-29 y e a r s o l d , tw e n ty - s ix
(2 9 .0 p e r c e n t) were 30-39 y e a r s o l d ; t w e n ty - e ig h t (31.1 p e r c e n t) were
40-49 y e a r s o ld ; n in e te e n (2 2 .2 p e r c e n t) were 50-59 y e a r s o l d ; and,
f o u r ( 4 .4 p e rc e n t) were s i x t y y e a r s o r o l d e r (se e t a b l e 4 . 3 ) .
T able 4 . 3 . —D i s t r i b u t i o n o f th e Sample by Age

Control
P e rc e n t

Experimental
No.
P e rc e n t

Age

No.

20-29
30-39
40-49
50-59
60 and o l d e r

13
34
31
11
_4

14.0
36.5
33.3
11.9
4 .3

12
26
28
19
_4

13.3
29.0
31.1
22.2
4 .4

93

100.0%

89

100.0%

Total

The d i s t r i b u t i o n o f th e sample by sex f o r th e c o n tr o l group r e ­
v ealed t h a t f i f t y - t w o (5 5 .4 p e r c e n t) were m ale, and t h a t f o r t y - o n e
(4 4 .6 p e r c e n t) were fem ale (se e t a b l e 4 . 4 ) .
The d i s t r i b u t i o n o f th e sample by typ e o f program in which voca­
t i o n a l te a c h e r s ta u g h t f o r t h e c o n tro l group re v e a le d t h a t t h i r t y - f o u r
(3 8 .0 p e r c e n t) t a u g h t in programs t h a t in c lu d e d d isad v a n ta g ed s t u d e n t s ;
sev en teen (1 7 .4 p e r c e n t) ta u g h t in programs which includ ed handicapped
s t u d e n t s ; and, f o r t y - o n e (4 4 .6 p e r c e n t) t a u g h t in programs which

71

Table 4 . 4 . —D i s t r i b u t i o n o f th e Sample by Sex

Sex

Control
No.
P e rc e n t

Male

42

55.4

51

46.7

Female

41

4 4.6

48

53.3

83

100.0%

99

100.0%

Total

Experimental
No7
P ercen t

in clu d ed both handicapped and disad v a n ta g ed s tu d e n t s ( s e e t a b l e 4 . 5 ) .
The d i s t r i b u t i o n o f th e sample by ty p e o f program in which voca­
t i o n a l te a c h e r s ta u g h t f o r th e experim ental group re v e a le d t h a t tw entyfo u r (2 7 .8 p e r c e n t) o f th e t e a c h e r s ta u g h t in programs which includ ed
d isad v a n ta g ed s t u d e n t s ; t w e n ty - f iv e (2 7 .8 p e r c e n t) t a u g h t in programs
which in clu d ed handicapped s t u d e n t s ; and , f o r t y (4 4 .4 p e r c e n t) t a u g h t
in programs which in clu d ed both d isad v a n ta g ed and handicapped s tu d e n ts
(s e e t a b l e 4 . 5 ) .
Table 4 . 5 . —D i s t r i b u t i o n o f th e Sample by Program

Program

Control
No.
P e rc e n t

Experimental
NoT
P ercen t

Handicapped
Disadvantaged
Combination

17
34
42^

17.4
38.0
4 4.6

24
25
40

27.8
27.8
4 4.4

93

100.0%

89

100.0%

To tal

The d i s t r i b u t i o n o f th e sample by v o c a tio n a l c l u s t e r in which
te a c h e r s ta u g h t f o r th e c o n tr o l group re v e a le d t h a t elev en (11.9

72

p e r c e n t) ta u g h t in c l u s t e r 1 ( A g r ic u l tu r a l and N atural R e so u rces);
f i f t e e n (14.2 p e r c e n t) t a u g h t in c l u s t e r 2 (C lo th in g and T e x t i l e s , Food
S e r v ic e s , and Family Ecology); tw e n ty -fo u r (2 5 .0 p e r c e n t) t a u g h t in
c l u s t e r 3 (Automotive and Power, Technical and I n d u s t r i a l , and C on stru c­
t i o n T r a d e s ); t h i r t e e n (1 4 .2 p e r c e n t) t a u g h t in c l u s t e r 4 (H ealth Occu­
p a tio n s and Child Care and Development); and, t h i r t y (3 2.6 p e r c e n t)
ta u g h t in c l u s t e r 5 ( O ff ic e E d u c atio n , Business E d u catio n , and D i s t r i b u ­
t i v e E d u c a tio n ), (s e e t a b l e 4 . 6 ) .
Table 4 . 6 . - - D i s t r i b u t i o n o f Sample C lu s te r

C lu s te r
1
2
3
4
5
T otal
C l u s te r
C lu ster
C lu ster
C lu ster
C lu ster

Control
No.
P e rc e n t

Experim ental
P e rc e n t
No.

11
15
24
13
30

11.9
16.3
25.0
14.2
32.6

17
16
17
17
22

19.1
17.9
19.1
19.1
24.8

93

100.0%

89

100.0%

1- - A g r i c u l t u r e and N atural Resources
2—C loth ing and T e x tile s /F o o d S e rv ic e s/F a m ily Ecology
3—A utom otive/Technical and I n d u s t r i a l / C o n s t r u c t i o n
4—H ealth O c c u p atio n s/C h ild Care and Development
5—O f fic e E d u c atio n /B u sin ess E d u c a t io n / D i s t r i b u t i v e Education

The d i s t r i b u t i o n o f th e sample by v o c a tio n a l c l u s t e r in which
t e a c h e r s ta u g h t f o r th e ex p erim en tal group re v e a le d t h a t seventeen
(19.1 p e r c e n t) ta u g h t in c l u s t e r one ( A g r ic u ltu r e and N atural Resources);
s ix t e e n (1 7 .9 p e r c e n t) t a u g h t in c l u s t e r 2 (C lo th in g and T e x t i l e s , Food
S e r v ic e s , and Family Ecology); seventeen (19.1 p e r c e n t) ta u g h t in
c l u s t e r 3 (Automotive and Power, Technical and I n d u s t r i a l and C on stru c­
t i o n T r a d e s ); seven teen (19.1 p e r c e n t) ta u g h t in c l u s t e r 4 (H ealth

73

Occupations and C hild Care and Development); an d, twenty-two (2 4 .8 p e r ­
c e n t) ta u g h t in c l u s t e r 5 ( O ff ic e E d u catio n , B usiness E d u c atio n , and
D i s t r i b u t i v e E d u c a tio n ), (se e t a b l e 4 . 6 ) .
T e s tin g o f th e Hypotheses
In p r e s e n tin g th e r e s u l t s o f th e d a ta a n a l y s i s , an alp ha le v e l
o f 0 .0 5 was used as th e c r i t e r i o n o f th e s t a t e d h y p o th ese s.

A n aly sis

o f c o v a ria n c e was computed f o r th e s tu d y , u sin g th e p r e t e s t s c o re s as
th e c o v a r i a t e s (s e e t a b l e 3 . 1 — Design o f th e S tu d y ).
computed to t e s t hypotheses seven and e i g h t .

Chi Square was

Spearman Rank C o r r e la ­

t i o n was a l s o computed t o t e s t f o r c o r r e l a t i o n between s e x , e d u c a tio n
and I n te r p e r s o n a l R e la tio n s h ip f a c t o r s — le v e l o f re g a rd and uncondi­
ti o n a l i t y of reg ard .
The c e n t r a l h y p o th e s is t e s t e d in t h i s s tu d y was:
There w i l l be no s i g n i f i c a n t d i f f e r e n c e between te a c h e r s
te a c h in g in s p e c ia l needs programs who have n o t a tte n d e d
a V ocational E d u c a tio n /S p e c ia l E ducation Workshop and vo­
c a t io n a l te a c h e r s te a c h in g in s p e c i a l needs programs who
have n o t a t te n d e d a V ocational E d u c a tio n /S p e c ia l Educa­
t i o n Workshop.
Hypothesis 1.1 s t a t e d :
There w ill be no s i g n i f i c a n t d i f f e r e n c e between t e a c h e r s
te a c h in g in s p e c ia l needs programs who have a tte n d e d a
V ocational E d u c a tio n /S p e c ia l Education Workshop and voca­
t i o n a l t e a c h e r s te a c h in g in s p e c ia l needs programs who
have n o t a tte n d e d a V ocational E d u c a tio n /S p e c ia l Educa­
t i o n Workshop on t h e dependent v a r i a b l e le v e l o f r e g a r d .
Null h y p o th e sis 1.1 was r e t a i n e d .
th e n u ll h y p o th e sis was 3 .8 4 .

The r e q u ir e d v alu e to r e j e c t

The computed F r a t i o w ith DF = 1 ,18 1;

alp ha 0.05 was .39 (s e e t a b l e 4 . 7 ) .

74

Table 4 . 7 . —A Comparison o f P re- and P o s t t e s t Means f o r th e V a ria b le
Level o f Regard and Treatm ent

Source

T reat

Code

P re te st
Mean

P o stte st
Mean

Control

30.2

31.5

93

31.1

31.0

89

T r e a t Exper.

N

Between Groups

Sum o f
Squares

36.4987

Within Groups
T otal

D.F.

1

16548.3419

180

16584.8487

181

Mean
F
o f Sq.

Sig

36.4987 .39 .5294

Hypothesis 1 .2 s t a t e d :
There w i l l be no s i g n i f i c a n t d i f f e r e n c e between t e a c h e r s
te a c h in g in s p e c i a l needs programs who have a tte n d e d a
V ocational E d u c a tio n /S p e c ia l E ducation Workshop and voca­
t i o n a l t e a c h e r s te a c h in g in s p e c i a l needs programs who
have n o t a tte n d e d a V ocational E d u c a tio n /S p e c ia l Education
Workshop on th e dependent v a r i a b l e u n c o n d i t i o n a l i t y o f
reg ard .
Null h y p o th e sis 1 .2 was r e t a i n e d .

The v a lu e r e q u ir e d to r e j e c t

th e n u ll h y p o th e sis w ith DF = 1 ,18 1; alp h a 0 .05 was 3 .8 4 .

The computed

F r a t i o o b ta in e d f o r th e d a ta in t h i s stu d y r e l a t e d to u n c o n d i t i o n a l i t y
o f re g a rd and t r e a tm e n t was .74 (s e e t a b l e 4 . 8 ) .
Before d is c o u n tin g th e e f f e c t s o f a V ocational E d u c a tio n /S p e c ia l
Education Workshop, however, on t e a c h e r s ' a t t i t u d e s , i t should be noted
t h a t both groups o f t e a c h e r s had very f a v o r a b le a t t i t u d e s toward s p e ­
c i a l needs s t u d e n t s , which was re v e a le d on th e p r e t e s t f o r th e depend­
e n t v a r i a b l e le v e l o f r e g a r d .

While both groups sc o re d low f o r th e

v a r i a b l e u n c o n d i t i o n a l i t y o f re g a rd on th e p r e t e s t ; y e t both groups
showed a good g a in on th e p o s t t e s t .

So t h a t one might conclude t h a t

75

Table 4 . 8 . — A Comparison o f P re- and P o s tte s t Means f o r the V a ria b le
U n c o n d itio n a lity o f Regard and Treatm ent.

Source

Code

P re te st
Mean

P o stte st
Mean

T reat

Control

5 .5

9 .5

93

T reat

Exper.

3 .9

10.2

89

Sum o f
Squares

N

Between Groups
W ithin Groups
T otal

111.0335

D.F.

1

Mean

F

Sig

111.0335 .74 .39

26925.6752

180 149.5871

27036.7088

181

a V ocational E d u c a tio n /S p e c ia l Education Workshop d id im pact upon th e
a t t i t u d e o f te a c h e r s who a t te n d e d a Workshop f o r th e v a r i a b l e uncon­
d i t i o n a l i ty of reg ard .
Null h y p o th e sis 2 s t a t e d :
There w i l l be no s i g n i f i c a n t d i f f e r e n c e among voca­
t i o n a l te a c h e r s te a c h in g in d i f f e r e n t v o c a tio n a l
c lu ste rs.
Null h y p o th e sis 2.1 s t a t e d :
There w i l l be no s i g n i f i c a n t d i f f e r e n c e in te a c h e r s te a c h ­
ing in c l u s t e r 2 ( c lo th i n g and t e x t i l e s / f o o d s e r v i c e s /
fam ily ecology) and c l u s t e r 4 ( h e a l th o c c u p a t i o n s /c h il d
c a r e and development) and c l u s t e r 5 ( o f f i c e e d u c a tio n /
b u s in e s s e d u c a t i o n / d i s t r i b u t i v e e d u c a tio n ) on th e depend­
e n t v a r i a b l e le v e l o f r e g a rd .
Null h y p o th e sis 2.1 was r e t a i n e d .

The v alu e r e q u ir e d to r e j e c t

th e n u ll h y p o th esis w ith DF = 4 ,1 8 1 ; alph a = 0 . 0 5 was 2 .3 7 .

The com­

puted F v alu e o b ta in e d f o r th e s tu d y , as i t r e l a t e s t o le v e l o f re g a rd
and c l u s t e r was 1.42 (se e t a b l e 4 . 9 ) .

76

Table 4 . 9 . —P r e t e s t Scores f o r th e V a ria b le Level o f Regard and Occu­
p a tio n a l C lu s te r

V a ria b le
C lu s te r

Mean

N

A g r i c u l tu r e /N a t. Res.
C loth ing and T e x ./
Food S erv ices/F am . Ec.
Auto/T&I/Const.
H e a lth /C h ild Care
O ff. E d . / B u s ./ D i s t .

32.6

28

32.03
30.39
31.80
28.21

31
41
30
52

Between Groups
W ithin Groups
Total

Sum o f
Squares

DF

Mean
Square

F

517.9652 4 129.4913 1.42
16066.8755 177 90.7733
16584.8487 181

Sig

.23

Null h y p o th e sis 2.2 s t a t e d :
There w i ll be no s i g n i f i c a n t d i f f e r e n c e in te a c h e r s
te a c h in g in c l u s t e r 2 ( c l o th i n g and t e x t i l e s / f o o d
s e r v i c e s / f a m i l y ecology) and c l u s t e r 4 ( h e a l th occu­
p a t i o n s / c h i l d c a r e and development) and c l u s t e r 5
( o f f i c e e d u c a tio n /b u s in e s s e d u c a t i o n / d i s t r i b u t i v e
e d u c a tio n ) on th e dependent v a r i a b l e u n c o n d itio n ­
a l i t y o f re g a rd .
Null h y p o th e sis 2 .2 was r e t a i n e d .

The v alu e r e q u ir e d to r e j e c t

th e n u ll h y p o th e sis w ith DF - 4 ,1 8 1 ; alp h a 0.05 was 2 .3 7 .

The computed

F r a t i o o b ta in e d f o r t h i s s tu d y , as i t r e l a t e s to u n c o n d i t i o n a l i t y o f
re g a rd and c l u s t e r was 1.87 ( s e e t a b l e 4 .1 0 ) .
Null h y p o th e sis 3 s t a t e d :
There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between
o c c u p a tio n a l c l u s t e r and tre a tm e n t ( c o n tro l and e x p e r i ­
mental )
Null h y p o th e sis 3.1 s t a t e d :
There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between
o ccu p atio n al c l u s t e r and tr e a tm e n t on dependent v a r i a b l e
le v e l o f r e g a rd .

77

Table 4 . 1 0 . —P r e t e s t Scores f o r th e V a r ia b le U n c o n d itio n a lity o f Regard
and O ccupational C l u s t e r

N

V a ria b le

Mean

A g r i c u l tu r e / N a t . Res.
C lo thing and T e x t . /
Food S ervices/F am . Ec.
Auto/T&I/Const.
H e a lth /C h ild Care
O ff. E d ./ B u s ./D i s t .

3 .9

28

4 .4
6 .4
7.5
2 .4

31
41
30
52

Between Groups
Within Groups
Total

Sum o f
Squares

DF Mean
Square

640.8696
4
26395.8392 177
27036.7084 181

Null h y p o th e sis 3.1 was r e t a i n e d .

F

160.2174 1.87
149.1290

Sig

.37

The v alu e r e q u ir e d to r e j e c t

th e n u ll h y p o th e sis w ith DF = 4 ,1 8 1 ; a lp h a 0 .0 5 was 2 .3 7 .

The computed

F r a t i o o b ta in e d f o r th e d a ta in t h i s s tu d y , as i t r e l a t e s to occupa­
t i o n a l c l u s t e r and tre a tm e n t on th e v a r i a b l e le v e l o f re g a rd was .397
(s e e t a b l e 4 .1 1 ) .
Null h y p o th e sis 3 .2 s t a t e d :
There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t be­
tween o ccu p atio n al c l u s t e r and t r e a tm e n t on dependent
v a r i a b l e u n c o n d i t i o n a l i t y o f r e g a rd .
Null h y p o th e sis was r e t a i n e d .

The v alu e r e q u ir e d t o r e j e c t th e

n u ll h y p o th e sis w ith DF = 4 ,1 8 1 ; alp h a 0 .0 5 was 2 .3 7 .

The computed F

r a t i o o b ta in e d f o r th e d a ta in t h i s s tu d y , as i t r e l a t e s t o o ccupational
c l u s t e r and tre a tm e n t f o r th e v a r i a b l e u n c o n d i t i o n a l i t y o f re g a rd was
.17 (se e t a b l e 4 .1 2 ) .
Null h y p o th e sis 4 s t a t e d :
There w i l l be no s i g n i f i c a n t d i f f e r e n c e in th e p o s i t i v e
a t t i t u d e o f male and fem ale te a c h e r s te a c h in g in voca­
t i o n a l c l a s s e s in s p e c ia l needs programs.

Table 4 .1 1 .— A Comparison o f P re- and P o sttest Scores o f Five Occupational C lusters on the V a ria b le
Level o f Regard and Treatment

V ariab le

Code

P re te st
Means

P o stte st
Means

N

Treatment
C lu s te r
C lu s te r
C lu s te r
C lu s te r
C lu s te r

1
1
2
3
4
5

30.2
31.6
32.0
29.4
32.0
28.6

31.1
32.3
33.5
30.0
33.1
29.4

93
11
15
24
13
30

Treatm ent
C lu s te r
C lu s te r
C lu s te r
C lu s te r
C lu s te r

2
1
2
3
4
5

31.1
33.2
32.1
31.8
31.6
27.7

31.9
32.4
34.6
32.6
32.0
29.1

89
17
16
17
17
22

Between Groups
Within Groups
Total
Treatm ent
Treatment
C lu s te r 1
C lu s te r 2
C lu s te r 3
C lu s te r 4
C lu s te r 5

1
2
=
=
=
=
=

Sum o f
Squares

33.43
16948.0686
16981.4945

DF

4
177
181

Control
Experimental
A g r ic u ltu r e and Natural Resources
C lothing and T e x tile s /F o o d S erv ic es/F am ily Ecology
Automotive/Technical and I n d u s t r ia l/ C o n s t r u c t i o n
Health O ccupations/C hild Care and Development
O ffic e Education/B usiness E d u c a tio n /D is tr ib u tiv e Education

Mean
Square

33.43
94.16

F

S ig .

.397

.55

Table 4 .1 2 .—A Comparison o f P re- and P o s tte s t Scores o f Five Occupational C lusters on the V a ria b le
U n c o n d itio n a lity o f Regard and Treatment

P re te st
Means

P o stte st
Means

N

V ariable

Code

Treatment
C lu s te r
C lu s te r
C lu s te r
C lu s te r
C lu s te r

1
1
2
3
4
5

5.5
7.5
6.7
6 .0
8 .2
2 .6

9.5
10.2
14.6
9.4
10.2
6.6

93
11
15
24
13
30

Treatment

2

3.9

10.2

89

C lu s te r
C lu s te r
C lu s te r
C lu s te r
C lu s te r

1
2
3
4
5

1.6
2.3
6 .8
7.1
2.3

10.4
7.9
13.1
15.6
5.3

17
16
17
17
22

Between Groups
Within Groups
Total

Sum o f
Squares

20.1173
21551.9761
21572.0934

DF

Mean
Square

F

S ig .

4
177
181

20.1173
119.7332

.17

.68

80

N ull hypothesis 4.1 s ta te d :

There w i l l be no s i g n i f i c a n t d i f f e r e n c e in th e p o s i t i v e
a t t i t u d e s o f male and fem ale te a c h e r s on th e dependent
v a r i a b l e le v e l o f r e g a r d .
Null h y p o th e sis 4.1 was r e t a i n e d .

The v alu e r e q u i r e d to r e j e c t

th e n u ll h y p o th e sis w ith DF = 1 ,181; alph a 0 .0 5 was 3 .8 4 .

The computed

F r a t i o o b ta in e d f o r th e s tu d y , as i t r e l a t e s t o sex and le v e l o f r e ­
gard was 2.13 ( s e e t a b l e 4 .1 3 ) .
Null h y p o th e sis 4 .2 s t a t e d :
There w i l l be no s i g n i f i c a n t d i f f e r e n c e in th e p o s i t i v e
a t t i t u d e s o f male and fem ale te a c h e r s on th e dependent
v a ria b le u n c o n d itio n a lity o f regard.
Null h y p o th e sis 4 .2 was r e t a i n e d .

The v a lu e r e q u ir e d to r e j e c t

th e n u ll h y p o th e sis w ith DF = 1 ,1 8 1 ; a lp h a 0 .0 5 was 3 .8 4 .

The computed

F v alu e o b ta in e d f o r th e d a ta in t h i s s tu d y , as i t r e l a t e s to sex and
u n c o n d i t i o n a l i t y o f re g a rd was 1.33 (s e e t a b l e 4 .1 4 ) .
Null h y p o th e sis 5 s t a t e d :
There w i ll be no s i g n i f i c a n t d i f f e r e n c e in t e a c h e r s
te a c h in g in s p e c i a l needs programs who have re c e iv e d
m a ste rs d eg rees and beyond and t e a c h e r s te a c h in g in
s p e c i a l needs programs who have re c e iv e d l e s s than a
m a ste rs d e g re e .
Null h y p o th e sis 5.1 s t a t e d :
There w ill be no s i g n i f i c a n t d i f f e r e n c e in te a c h e r s
te a c h in g in s p e c i a l needs programs who have re c e iv e d
m asters degrees and beyond and t e a c h e r s te a c h in g in
s p e c ia l needs programs who have r e c e iv e d l e s s than
a m a ste rs degree on th e dependent v a r i a b l e le v e l o f
regard.
Null h y p o th e sis 5.1 was r e t a i n e d .

The v alu e r e q u ir e d t o

th e n u ll h y p o th e sis w ith DF = 2,181; alp h a 0 .05 was 3 .0 0 .
F r a t i o o b ta in e d f o r th e d a ta

in t h i s s tu d y , as i t

r e g a rd and e d u c a tio n was 1.54 ( s e e t a b l e 4 . 1 5 ) .

re je c t

The computed

r e l a t e s t o le v e l o f

Table 4 .1 3 .— A Comparison o f P re te s t Scores and P o s tte s t Scores fo r Sex and Level o f Regard

V ariab le

Sex
Sex

Code

P re te st
Means

M
F

29.6
31.5

P o stte st
Means
30.4
32.5

N

Sum o f
Squares

DF

Mean
Square

F

385.9537
90.4966

2.13

S ig .

93
89

Between Groups
Within Groups
Total

385.9537
1
16148.8870 180
161584.8407 181

.12

Table 4 . 1 4 . —A Comparison o f P r e t e s t and P o s t t e s t Scores f o r Sex and U n c o n d itio n a lity o f Regard

V ariab le

Sex
Sex

Code

P re te st
Means

M
F

4.5
5.1

Between Groups
Within Groups
Total

P o sttest
Means
8 .9
10.7

N

Sum o f
Squares

DF

Mean
Square

F

S ig.

1.33

.26

93
89
316.5828
21255.5106
21572.0934

1 316.5828
180 118.7459
181

Table 4 .1 5 .— A Comparison o f Pre- and P osttest Scores o f Three Levels o f Education and Level o f Regard

V ariab le

Code

Ed. B.A. o r le s s
Ed. Masters
Ed. Masters+

P re te st
Means

P o stte st
Means

N

31.7
29.4
27.2

32.5
30.3
27.7

109
59
14

Between Groups
Within Groups
Total

Sum o f
Squares

DF

Mean
Square

287.974
16693.5202
16891.4945

2
179
181

143.9872
93.2599

F

S ig.

1.54

.22

Table 4 . 1 6 . —A Comparison o f P re- and P o s t t e s t Scores o f Three Levels o f Education and U n c o n d itio n a lity
o f Regard
V ariab le

Code

Ed. B.A. o r l e s s
Ed. Masters
Ed. Masters+
Between Groups
Within Groups
Total

P re te st
Means

P o sttest
Means

N

4 .5
5.2
4.1

9.7
10.1
10.7

109
59
14

Sum o f
Squares

16.2787
21555.8147
21572.0934

DF

2
179
181

Mean
Square

F

S ig.

8.1394

.07

.94

83

N ull hypothesis 5 .2 s ta te d :

There w i l l be no s i g n i f i c a n t d i f f e r e n c e in t e a c h e r s
te a c h in g in s p e c i a l needs programs who have r e c e iv e d
m asters d egrees and beyond and te a c h e r s te a c h in g in
s p e c ia l needs programs who have re c e iv e d l e s s th a n a
m asters d egree on th e dependent v a r i a b l e uncondi­
t i o n a l i t y of reg ard .
Null h y p o th e sis 5 .2 was r e t a i n e d .

The v alu e r e q u i r e d to r e j e c t

th e n u ll h y p o th e sis w ith DF = 2 ,1 31 ; alp h a 0 .0 5 was 3 .0 0 .

The computed

F r a t i o o b ta in e d f o r th e d a ta in t h i s s tu d y , as i t r e l a t e s to uncondi­
t i o n a l i t y o f re g a rd and e d u c a tio n was .07 (se e t a b l e 4 . 1 6 ) .
Null h y p o th e sis 6 s t a t e d :
There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between
sex and formal le v e l o f e d u c a tio n .
Null h y p o th e sis 6.1 s t a t e d :
There w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between
sex and formal e d u c a tio n on th e dependent v a r i a b l e
le v e l o f re g a rd .
Null h y p o th e sis 6.1 was r e t a i n e d .

The v alu e r e q u ir e d t o r e j e c t

th e n u ll h y p o th e sis w ith DF = 2,181; alph a 0.05 was 3 .0 0 .

The computed

F r a t i o o b ta in e d f o r th e d a ta in t h i s s tu d y , as i t r e l a t e s to sex and
formal le v e l o f e d u c a tio n f o r th e v a r i a b l e le v e l o f re g a rd was 2.41
(see t a b l e 4 . 1 7 ) .
Null h y p o th e sis 6 .2 s t a t e d :
There w i ll be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between
sex and formal le v e l o f e d u c a tio n on th e v a r i a b l e un­
c o n d i t i o n a l i t y o f re g a rd .
Null h y p o th e sis 6 .2 was r e t a i n e d .

The v alu e r e q u ir e d t o r e j e c t

th e n u ll h y p o th e sis w ith DF = 2,181; alp h a 0.05 was 3 .0 0 .

The computed

F r a t i o computed f o r th e d a ta in t h i s s tu d y , as i t r e l a t e s to sex and
formal le v e l o f e d u c a tio n on th e dependent v a r i a b l e u n c o n d i t i o n a l i t y
o f re g a rd was 1.33 (se e t a b l e 4 .1 8 ) .

Table 4 .1 7 .— A Comparison of Pre- and P osttest Scores o f Sex by Formal Level o f Education on the
V a ria b le Level o f Regard

V ariab le

Code

P re te st
Means

P o sttest
Means

N

Male
Sex
Ed. B.A. & l e s s
Ed. Masters
Ed. Masters*

29.7
30.7
28.6
27.9

30.4
31.1
29.8
28.6

93
52
30
11

Female
Sex
Ed. B.A. & l e s s
Ed. Masters
Ed. Masters+

31.5
32.5
30.2
24.7

32.5
33.5
30.9
29.0

89
56
29
4

Between Groups
Within Groups
Total

Sum o f
Squares

385.9537
16198.8870
16584.8487

DF

Mean
Square

F

S ig .

2
179
181

192.9768
90.4966

2.41

.09

Table 4 .1 8 .— A Comparison o f P re- and P osttest Score o f Sex by Formal Level o f Education on the
V a ria b le U n c o n d itio n a lity o f Regard

V ariab le

Code

P re te st
Means

P o stte st
Means

N

Sex
Male
Ed. B.A. & l e s s
Ed. Masters
Ed. Masters+

4.5
4 .6
4.3
4.3

8.9
8.7
8 .2
11.9

93
52
30
11

Sex
Female
Ed. B.A. & l e s s
Ed. Masters
Ed. Masters+

4.7
4.6
6 .2
3.3

10.8
10.3
11.9
6 .3

89
56
29
4

Between Groups
Within Groups
Total

Sum o f
Squares

DF

316.5828
21255.5106
21572.0934

2
179
181

Mean
Square

F

S ig.

158.2914
118.7459

1.33

.27

86
N ull hypothesis 7 s ta te d :

There w i l l be no s i g n i f i c a n t d i f f e r e n c e between t e a c h e r s
te a c h in g in s p e c ia l needs programs who a r e 39 y e a r s o ld
o r l e s s and t e a c h e r s te a c h in g i n s p e c i a l needs programs
who a r e 40 y e a r s o ld and o l d e r on th e dependent v a r i a b l e
le v e l o f re g a rd .
Null h y p o th e sis 7 was r e t a i n e d .

The v alu e r e q u ir e d t o r e j e c t th e

n u ll h y p o th e sis w ith DF = 4 ,1 8 1 ; alp h a 0.05 was 2 .3 7 .

The F r a t i o com­

puted f o r t h i s s tu d y , as i t r e l a t e s t o age and t h e v a r i a b l e le v e l o f
re g a rd was 1.03 (s e e t a b l e 4 .1 9 ) .
Null h y p o th e sis 8 s t a t e d :
There w i ll be no s i g n i f i c a n t d i f f e r e n c e between t e a c h e r s
te a c h in g in s p e c ia l needs programs who a r e 39 y e a r s o ld
o r l e s s and te a c h e r s te a c h in g in s p e c i a l needs programs
who a r e 40 y e a r s o ld and o l d e r on th e dependent v a r i a b l e
u n c o n d i t i o n a l i t y o f r e g a rd .
Null h y p o th e sis 8 was r e t a i n e d .

The v a lu e r e q u ir e d to r e j e c t

th e n u ll h y p o th e s is w ith DF = 4 ,1 8 1 ; a lp h a 0.05 was 2 .3 7 .

The computed

F r a t i o f o r th e d a ta in t h i s s tu d y , as i t r e l a t e s to age and th e de­
pendent v a r i a b l e u n c o n d i t i o n a l i t y o f re g a rd was .99 (se e t a b l e 4 . 2 0 ) .
Hypotheses 7 and 8 were a l s o t e s t e d by Chi Square.

The computed

Chi Square v a lu e w ith DF - 1; alp h a 0 .0 5 was .62 f o r th e v a r i a b l e
le v e l o f r e g a rd .
0 .0 5 was 3 .8 .

The n e c e s sa ry Chi Square v alu e w ith DF = 1; alp h a

Thus i t was concluded t h a t t h e r e was no s i g n i f i c a n t

r e l a t i o n s h i p between age and th e v a r i a b l e le v e l o f re g a rd (s e e t a b l e
4 .2 1 ).

For th e v a r i a b l e u n c o n d i t i o n a l i t y o f r e g a r d , th e computed Chi

Square was .3 7 .
0 .0 5 was 3 . 8 .

The n e c e s sa ry Chi Square v alu e w ith DF = 1; alpha
Thus i t was concluded t h a t t h e r e was no s i g n i f i c a n t

r e l a t i o n s h i p between t e a c h e r s ' age and u n c o n d i t i o n a l i t y o f re g a rd
( s e e t a b l e 4 .2 2 ) .

Table 4 .1 9 .—A Comparison o f Pre- and P o sttest Scores o f Five Categories o f Teachers' Age and Level
o f Regard

V ariable

Age
Age
Age
Age
Age

Code

P re te st
Means

P o sttest
Means

N

20-29
30-39
40-49
50-59
60 up

27.1
31.5
30.7
30.6
34.0

28.6
32.5
31.7
30.5
35.1

24
60
60
30
8

Between Groups
Within Groups
Total

Sum o f
Squares

387.6945
16593.6000
16981.4945

DF

4
177
181

Mean
Squares

F

96.9236
93.7503

1.03

Sig.

.09

Table 4 .2 0 .— A Comparison o f P re- and P o s ttest Scores o f Five Categories o f Teachers' Age and
U n c o n d itio n a lity o f Regard

V ariable

Age
Age
Age
Age
Age

Code

P re te st
Means

20-29
30-39
40-49
50-59
60 up

.458
5.7
4 .2
7.6
3 .8

Between Groups
Within Groups
Total

P o stte st
Means
6.6
9 .9
9 .6
12.1
12.9

N

Sum o f
Squares

DF

Mean
Squares

F

S ig.

119.0025
119.1869

.99

.41

24
60
60
30
8
476.0101
21096.0833
21572.0934

4
177

89

Table 4 . 2 1 . —Chi Square T e st f o r R e la tio n s h ip Between T e a c h e rs ' Age
and V a ria b le Level o f Regard

V a ria b le

Age

Mean

N

X2Value

DF

S ig .

Level o f
Regard

20-29
30-39
40-49
50-59
60-up

27.1
31.5
31.7
30.5
35.1

24
60
60
30
8

.62

1

.42

Required X-2 Value w ith DF = 1 i s 3 .8

Table 4 . 2 2 . —Chi Square T e st f o r R e la tio n s h ip Between T e a c h e rs' Age
and V a ria b le U n c o n d itio n a lity o f Regard
V a ria b le
U nconditiona l i ty o f
Regard

Age
20-29
30-39
40-49
50-59
60-up

Mean

N

X2Value

0 .5
5.7
4 .2
7.6
3 .8

24
60
60
30
8

.37

DF
1

S ig .
.54

Required X2 Value w ith DF = 1 i s 3 .8

Spearman Rank C o r r e la t io n was computed to t e s t th e c o r r e l a t i o n ,
i f any, found between t e a c h e r s ' age and th e dependent v a r i a b l e s le v e l
o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a rd .

The n ecessary R v alu e was

.06 and th e computed R value was .009 f o r th e v a r i a b l e le v e l o f r e g a rd .
For th e v a r i a b l e u n c o n d i t i o n a l i t y o f re g a rd th e computed R v alu e was
.009, th e n e c e s sa ry R v alu e was .10.

Thus, i t was concluded t h a t t h e r e

was no s i g n i f i c a n t c o r r e l a t i o n between t e a c h e r s ' age and th e dependent
v a r i a b l e s le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f re g a rd (s e e t a b l e s
4 .2 3 and 4 . 2 4 ) .

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Table 4 . 2 3 . —Spearman Rank C o r r e la t io n o f V ocational T e a c h e rs' Age and
Dependent V a ria b le Level o f Regard

V a ria b le

Age

Mean

N

Level o f
Regard

20-29
30-39
40-49
50-59
60-up

27.1
31.5
31.7
30.5
35.1

24
60
60
30
8

P ro b a b ility

.22

S ig . a t 0.05

.06
Computed R = .009

T able 4 . 2 4 . —Spearman Rank C o r r e l a t io n o f V ocational T e a c h e rs ' Age and
Dependent V a ria b le U n c o n d itio n a lity o f Regard

V a ria b le

Age

Uncon. o f
Regard

20-29
30-39
40-49
50-59
60-up

Mean
.45
5 .7
4 .2
7 .6
3 .8

N

P ro b a b ility

S ig . a t 0.05

24
60
60
30
8
.094

.10
Computed R = .009

Spearman Rank C o r r e l a t io n was a l s o computed t o t e s t f o r c o r r e l a ­
t i o n , i f any, between t e a c h e r s ' e d u c a tio n and th e dependent v a r i a b l e s
le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a rd .

For th e v a r i a b l e le v e l

o f r e g a r d , th e computed R v alu e was - . 0 1 , th e n e c e s sa ry v alu e was - . 0 9 .
Thus, t h e r e was found to be no s i g n i f i c a n t c o r r e l a t i o n between te a c h ­
e r s ' e d u c a tio n and th e v a r i a b l e le v e l o f r e g a rd .

For th e v a r i a b l e

u n c o n d i t i o n a l i t y o f r e g a r d , th e computed R valu e was .0004.

The

91

n e c e ssa ry v alu e f o r R a t th e 0.05 le v e l o f s i g n i f i c a n c e was .03.
Thus, i t was concluded t h a t t h e r e was no s i g n i f i c a n t c o r r e l a t i o n between
t e a c h e r s ' e d u c a tio n and th e v a r i a b l e u n c o n d i t i o n a l i t y o f re g a rd (se e
t a b l e s 4 .25 and 4 . 2 6 ) .

Table 4 . 2 5 . —Spearman Rank C o r r e l a t io n o f V ocational T e a c h e rs ' Educa­
t i o n and Dependent V a ria b le Level o f Regard

V a ria b le

Education

Mean

N

Level o f
Regard

Less than B.A.
and B.A.
M asters
Advanced

31.7

109

29.3
27.2

59
14

P ro b a b ility

.12

S ig . a t 0.05

- .0 9
Computed = -.0 1

Table 4 . 2 6 . —Spearman Rank C o r r e l a t io n o f V ocational T e ach ers'E d u ca­
ti o n and Dependent V a ria b le U n c o n d itio n a lity o f Regard

V a ria b le

Education

U ncondition­ Less th a n o r
equal to B.A.
a lity of
Regard
M asters
Advanced

Mean

N

4 .5

109

5.2
4.1

59
14

P ro b a b ility

.39

S ig . a t 0.05

.03

Computed R = .0004

I n t e r p r e t a t i o n o f Data
Based upon th e d a ta g a th e re d in t h i s s tu d y , i t was found t h a t
t h e r e was no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between Michigan
V ocational t e a c h e r s who had a tte n d e d a V ocational E d u c a tio n /S p e c ia l
Education Workshop and v o c a tio n a l t e a c h e r s who had n o t a tte n d e d a

92

V ocational E d u c a tio n /S p e c ia l Education Workshop, as measured by th e
B a rre tt-L e n n a rd In v e n to ry f o r th e i n t e r p e r s o n a l r e l a t i o n s h i p f a c t o r s
le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a rd .
An a n a l y s is o f th e d a ta shows t h a t t h e r e was no s i g n i f i c a n t d i f ­
fe r e n c e found between t e a c h e r s who t a u g h t in f i v e o c c u p a tio n a l c l u s t e r s .
I t was th e r e s e a r c h e r 's purpose to f in d i f t h e r e was an i n i t i a l d i f ­
f e re n c e between v o c a tio n a l t e a c h e r s who ta u g h t in th e f i v e o ccu p atio n al
c lu ste rs.

S ince i t was an i n i t i a l d i f f e r e n c e t h a t was so u g h t; only th e

p r e t e s t s c o re s o f a l l th e t e a c h e r s who ta u g h t in th e f i v e o c c u p a tio n a l
c l u s t e r s were used.
A comparison o f mean s c o re s f o r te a c h e r s te a c h in g in f i v e occu­
p a tio n a l c l u s t e r s r e v e a l s t h a t te a c h e r s te a c h in g in c l u s t e r 1 (A g ri­
c u l t u r e / N a t u r a l Resources) sco red h i g h e s t w ith a mean s c o re o f 3 2 .6 ;
te a c h e r s in c l u s t e r 2 (C lo th in g and T e x tile s /F o o d S e rv ic e s/F a m ily
Ecology sco red n e x t h i g h e s t w ith a mean s c o re o f 3 2 .0 6; t e a c h e r s who
ta u g h t i n c l u s t e r 4 ( H e a lth /C h ild Care and Development s co red n e x t w ith
a mean s c o re o f 3 1 .8 ; te a c h e r s who t a u g h t in c l u s t e r 3 (Automotive/
Technical and I n d u s t r i a l / C o n s t r u c t i o n ) s co red n ex t w ith a mean s c o re
o f 3 0 .4 ; w hile t e a c h e r s te a c h in g in c l u s t e r 5 (O ffic e E d u c atio n /
Business E d u c a t i o n / D i s t r i b u t i v e E ducation) scored lo w e s t, w ith a mean
s c o r e o f 2 8 .2 .
An a n a l y s is o f th e d a ta re v e a le d t h a t th 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 found between te a c h e r s who ta u g h t in d i f f e r e n t o c c u p a tio n a l
c l u s t e r s f o r th e v a r i a b l e s u n c o n d i t i o n a l i t y o f re g a rd and le v e l o f r e ­
g ard .

93

An a n a l y s is o f th e d a ta shows t h a t f o r th e v a r i a b l e le v e l o f
re g a rd fem ale v o c a tio n a l t e a c h e r s s co red s l i g h t l y h ig h e r th an d id th e
male v o c a tio n a l t e a c h e r s .

For th e v a r i a b l e u n c o n d i t i o n a l i t y o f r e g a r d ,

female te a c h e r s s c o re d s l i g h t l y h ig h e r th an d id th e male v o c a tio n a l
te a c h e rs.

There was no s i g n i f i c a n t d i f f e r e n c e found between fem ale

and male v o c a tio n a l t e a c h e r s .
An a n a l y s i s o f th e d a ta r e v e a le d t h a t t e a c h e r s who h e ld a bache­
l o r s degree o r l e s s th an a b a c h e lo r s degree sco red s l i g h t l y h ig h e r th an
d id t e a c h e r s w ith o t h e r l e v e l s o f formal e d u c a tio n .

There was no s i g ­

n i f i c a n t d i f f e r e n c e found between t e a c h e r s ' le v e l o f formal ed u catio n
and th e dependent v a r i a b l e s le v e l o f reg ard and u n c o n d i t i o n a l i t y of
re g a rd .
A comparison o f mean s c o re s f o r t e a c h e r s te a c h in g in d i f f e r e n t
o c c u p a tio n a l c l u s t e r s f o r t h e v a r i a b l e u n c o n d i t i o n a l i t y o f re g a rd r e ­
v e a ls t h a t te a c h e r s who t a u g h t in c l u s t e r 4 ( H e a lth /C h ild Care and
Development) sco red h i g h e s t w ith a mean s c o re o f 7 .5 .

Teachers who

ta u g h t in c l u s t e r 5 ( O ff ic e E d u catio n /B u sin ess E d u c a t io n / D i s t r ib u ti v e
E ducation) s c o re d lo w e s t, w ith a mean s c o re o f 2 .4 .
Chi Square t e s t f o r r e l a t i o n s h i p between t e a c h e r s ' age and th e
dependent v a r i a b l e s le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f re g a rd was
2
computed. The n e c e s s a ry X- v alu e w ith DF = 1 was 3 .8 4 . The computed
2
X- v alu e was .62 f o r th e v a r i a b l e le v e l o f r e g a r d , and .37 f o r th e
v a ria b le u n co n d itio n a lity o f reg ard .

Thus i t was concluded t h a t t h e r e

was no s i g n i f i c a n t r e l a t i o n s h i p between t e a c h e r s ' age and th e v a r i a b l e s
le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f re g a rd
4 .2 2 ).

(se e t a b l e s 4.21 and

94

Spearman Rank C o r r e la t io n and S c a tte rg ra m were computed t o t e s t
f o r a s i g n i f i c a n t r e l a t i o n s h i p between e d u c a tio n and p r e t e s t s c o re s f o r
th e dependent v a r i a b l e s le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f re g a rd .
For th e v a r i a b l e le v e l o f re g a rd a c o r r e l a t i o n (R) was computed, g iv in g
a c o rre la tio n of -.0 1 .

The n e c e s s a ry R v alu e was .0 9.

For th e v a r i ­

a b le u n c o n d i t i o n a l i t y o f re g a rd a c o r r e l a t i o n (R) was computed, g iv in g
a R v a lu e o f .0004.

The n e c e s sa ry R value was .03.

Thus, i t was con­

cluded t h a t t h e r e was no s i g n i f i c a n t c o r r e l a t i o n between t e a c h e r s '
e d u c a tio n and th e v a r i a b l e s le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f
re g a rd (s e e t a b l e s 4 .2 5 and 4 .2 6 ) .
Spearman Rank C o r r e l a t io n was computed to t e s t th e c o r r e l a t i o n ,
i f an y , found between t e a c h e r s ' age and th e dependent v a r i a b l e s le v e l
o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a r d .

The n e c e s sa ry R v a lu e was

.06 and th e computed R v alu e was .009 f o r t h e v a r i a b l e le v e l o f r e g a rd .
For th e v a r i a b l e u n c o n d i t i o n a l i t y o f re g a rd th e computed R v alu es was
.009, th e n e c e s sa ry R v alu e was .1 0 .

Thus, i t was concluded t h a t t h e r e

was no s i g n i f i c a n t c o r r e l a t i o n between t e a c h e r s ' age and th e dependent
v a r i a b l e s le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f re g a rd (se e t a b l e s
4 .2 3 and 4 .2 4 ) .
Summary
The hypotheses o f t h i s stu d y were d esig n e d to determ ine w hether
o r n o t th e r e was a s i g n i f i c a n t d i f f e r e n c e in i n t e r p e r s o n a l r e l a t i o n s h i p
f a c t o r s between Michigan v o c a tio n a l t e a c h e r s in s p e c ia l needs programs
who had a tte n d e d a V ocational E d u c a tio n /S p e c ia l Education Workshop and
th o se t e a c h e r s who had n o t a tte n d e d a V ocational E d u c a tio n /S p e c ia l
Education Workshop.

The i n t e r p e r s o n a l r e l a t i o n s h i p f a c t o r s s tu d ie d in

95

t h i s r e s e a r c h were le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a r d .

The

s tu d y was a l s o d esig ned t o d is c u s s th e r e l a t i o n s h i p between norm ative
d a ta ( s e x , a g e , e d u c a tio n , and e x p e rie n c e ) and th e in t e r p e r s o n a l r e l a ­
t i o n s h i p f a c t o r s , le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a rd .
The s ta n d a rd f o r r e t a i n i n g o r n o t r e t a i n i n g an h y p o th e sis was an
alp h a le v e l o f 0 .0 5 .

The dependent v a r i a b l e s , le v e l o f re g a rd and un­

c o n d i t i o n a l i t y o f r e g a r d , were measured by th e B a rre tt-L e n n a rd T eacherPupil R e la tio n s h ip In v en to ry :

Teacher Form (s e e Appendix B).

Based upon th e d a ta g a th e re d in t h i s s tu d y , i t was found t h a t
t h e r e was no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between v o c a tio n a l
t e a c h e r s te a c h in g in s p e c ia l needs programs who had a tte n d e d a Voca­
t i o n a l E d u c a tio n /S p e c ia l Education Workshop and v o c a tio n a l te a c h e r s
te a c h in g in s p e c ia l needs programs who had n o t a tte n d e d a V ocational
E d u c a tio n /S p e c ia l Education Workshop.

Before d is c o u n tin g th e e f f e c t i v e ­

ness o f a V ocational E d u c a tio n /S p e c ia l Education Workshop, i t should
be noted t h a t both groups o f te a c h e r s had very f a v o ra b le a t t i t u d e s
toward s p e c ia l needs s tu d e n t s .

This was re v e a le d by th e p r e t e s t sco res

f o r th e v a r i a b l e , le v e l o f r e g a r d .

While both groups had co m p arativ ely

low s c o re s f o r th e p r e t e s t on th e v a r i a b l e u n c o n d i t i o n a l i t y o f r e g a r d ,
th e experim ental group d id show a much h ig h e r p e rc e n ta g e o f change from
th e p r e t e s t to th e p o s t t e s t (1.61 p e r c e n t) th an d id th e c o n tr o l group
(.7 4 p e r c e n t ) .
The d a ta a l s o i n d i c a t e d t h a t t e a c h e r s who had a tte n d e d a Voca­
t i o n a l E d u c atio n /S p ecial Education Workshop, and who ta u g h t in c l u s t e r
2 (C lo th in g and T e x tile s /F o o d S e rv ic e s/F a m ily Ecology) sco red h i g h e s t
on th e p o s t t e s t f o r th e v a r i a b l e le v e l o f r e g a r d ; w h ile te a c h e r s who

96

had a tte n d e d th e Workshop, and who ta u g h t in c l u s t e r 5 ( O ff ic e Educa­
tio n /B u s in e s s E d u c a t io n / D is t r i b u t i v e Education) scored lo w est on th e
p o s t t e s t f o r th e v a r i a b l e le v e l o f re g a rd .
The d a ta a l s o in d ic a te d t h a t te a c h e r s who had a tte n d e d a Voca­
t i o n a l E d u c atio n /S p ecial Education Workshop, and who t a u g h t in c l u s t e r
4 (H ealth O ccu p atio n s/C h ild Care and Development) sco red h i g h e s t on
th e p o s t t e s t f o r th e v a r i a b l e u n c o n d i t i o n a l i t y o f r e g a r d ; w hile t e a c h ­
e r s who ta u g h t in c l u s t e r 5 (O ffic e E du catio n/B usiness E d u c a tio n /D is­
t r i b u t i v e ) scored lo w e st.
An a n a l y s i s o f c o r r e l a t i o n s showed t h a t th e r e was no s i g n i f i c a n t
c o r r e l a t i o n between t e a c h e r s ' age and t e a c h e r s ' e d u c a tio n and th e
dependent v a r i a b l e s le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a rd .

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
Included in t h i s c h a p te r i s a b r i e f review o f th e p u rp o se s , de­
s i g n , tr e a t m e n t, and th e ex p erim en tal hypotheses t e s t e d in t h i s s tu d y .
Conclusions based on th e a n a l y s i s o f th e d a ta d e s c rib e d in c h a p te r 4
are s ta te d .

Also p r e s e n te d a r e recommendations f o r th e f i e l d o f voca­

t i o n a l e d u c a tio n , w ith emphasis on s tu d e n t s w ith s p e c ia l n eed s, and
s u g g e stio n s f o r f u r t h e r r e s e a r c h .

These recommendations a r e drawn

from th e review o f th e l i t e r a t u r e and a n a l y s i s o f d a ta d e s c rib e d in
c h a p te r 4.
The a u t h o r 's purposes in th e s tu d y were (1) to determ in e whether
a tte n d in g a V ocational E d u c a tio n /S p e c ia l Education Workshop f o r i n s t r u c ­
t i o n a l personnel in v o c a tio n a l programs f o r s tu d e n ts w ith s p e c ia l needs
has had a p o s i t i v e e f f e c t on s e l e c t e d i n t e r p e r s o n a l r e l a t i o n s h i p f a c ­
t o r s , and (2) to p ro v id e in fo rm a tio n and recommendations f o r d e c is io n
makers and programmers in th e f i e l d o f v o c a tio n a l e d u c a tio n f o r s t u ­
d en ts w ith s p e c ia l n e e d s, w ith emphasis on i n s e r v i c e t e a c h e r e d u c a tio n
a t th e secondary and p o s t-s e c o n d a ry l e v e l s .

The stu dy was a l s o de­

sign ed t o determ in e th e r e l a t i o n s h i p between th e norm ative d a ta and
th e i n t e r p e r s o n a l r e l a t i o n s h i p f a c t o r s .
The c e n t r a l h y p o th e sis t e s t e d i n t h i s stu d y was:
Michigan v o c a tio n a l t e a c h e r s who were te a c h in g in
s p e c ia l needs programs who had a tte n d e d a V ocational
E d u c a tio n /S p e c ia l Education Workshop would s c o re
h ig h e r on an i n t e r p e r s o n a l r e l a t i o n s h i p in v e n to ry
97

98

than would v o c a tio n a l t e a c h e r s who were te a c h in g in
s p e c i a l needs programs who had n o t a tte n d e d a Voca­
t i o n a l E d u c a tio n /S p e c ia l Education Workshop.
There were e i g h t hypotheses t e s t e d in th e s tu d y .

All o f th e e i g h t

hypotheses were r e t a i n e d in th e n u ll form.
An a n a l y s i s o f c o v a ria n c e was computed t o d eterm in e w hether t o
r e t a i n o r n o t to r e t a i n an h y p o th e s is .

Chi Square was computed to t e s t

hypotheses seven and e i g h t f o r s i g n i f i c a n c e .

Spearman Rank C o r r e la tio n

was a l s o computed t o t e s t f o r c o r r e l a t i o n between t e a c h e r s ' age and
e d u c a tio n and s c o re s r e c e iv e d f o r th e v a r i a b l e s le v e l o f re g a rd and
u n c o n d i t i o n a l i t y o f r e g a rd .
The ind ep en den t v a r i a b l e s in th e stu d y were:

o c c u p a tio n a l

c l u s t e r , age o f th e t e a c h e r , formal le v e l o f e d u c a tio n a t t a i n e d by th e
t e a c h e r , se x , and tr e a tm e n t ( c o n tr o l o r e x p e r im e n ta l) .
v a r i a b l e s were:

The dependent

le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a rd .
C onclusions

The problem f o r t h i s stu d y was to d eterm in e w hether o r n o t a t ­
te n d in g a V ocational E d u c a tio n /S p e c ia l Education Workshop would i n ­
c r e a s e th e e f f e c t i v e n e s s o f t e a c h e r s ' i n t e r p e r s o n a l r e l a t i o n s h i p s k i l l s
as th ey r e l a t e d t o le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a r d .

The

dependent v a r i a b l e s used in th e stu d y as i n d i c a t o r s o f t e a c h e r s ' a t t i ­
tu des toward s p e c ia l needs s tu d e n ts were measured by th e B a r r e t t Lennard R e la tio n s h ip In v e n to ry design ed t o measure th e two dependent
v a r i a b l e s le v e l o f re g a rd and u n c o n d i t i o n a l i t y o f r e g a r d .

The in d e ­

pendent v a r i a b l e s were (1) o c c u p a tio n a l c l u s t e r , (2) s e x , (3) age,
(4) e d u c a tio n , (5) tr e a t m e n t.

99

The r e s u l t s o f th e s tu d y i n d i c a t e d t h a t a t t e n d i n g a V ocational
E d u c a tio n /S p e c ia l Education Workshop d id n o t make a s i g n i f i c a n t d i f f e r ­
ence in t e a c h e r s ' a t t i t u d e s as measured by t h e B a rre tt-L e n n a rd I n t e r ­
p erso n al R e la tio n s h ip In v en to ry S cales f o r th e dependent v a r i a b l e s
le v e l o f r e g a rd and u n c o n d i t i o n a l i t y o f r e g a r d .

I t was concluded from

th e a n a ly s e s o f th e d a ta g a th e re d f o r th e s tu d y t h a t t e a c h e r s o f s p e ­
c i a l needs s tu d e n ts h eld very f a v o r a b le a t t i t u d e s toward th e s p e c i a l
needs s t u d e n t s — th e handicapped and th e d isa d v a n ta g e d .
While 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 found between t e a c h e r s
o f s p e c i a l needs s tu d e n ts who had a tte n d e d a workshop and te a c h e r s who
had n o t a tte n d e d a workshop; y e t t h e r e were e d u c a tio n a l i m p l i c a t i o n s
t h a t seem w o rth w h ile .

All o f th e changes from th e p r e t e s t to th e p o s t ­

t e s t were o f a p o s i t i v e n a t u r e , t h a t i s , t e a c h e r s d id show a p o s i t i v e
change o f a t t i t u d e .

The te a c h e r s who were

had 1.61 p e r c e n t o f change; w h ile te a c h e r s
.74 p e r c e n t o f change.

in th e ex perim ental group
in th e c o n tro l

group had

And, though, n o t a s t a t i s t i c a l l y s i g n i f i c a n t

d i f f e r e n c e ; y e t was a p o s i t i v e change in t h e r i g h t d i r e c t i o n .

T his

i n d i c a t e s t h a t th e workshop d id have a p o s i t i v e im pact upon t e a c h e r s '
a t t i tu d es.
S everal c o n c lu s io n s were drawn from t h e a n a ly s e s o f d a ta g a th e re d
in th e stu d y :
1.

Teachers who t a u g h t in O ffic e E d u c atio n /B u sin ess
E d u c a t io n / D i s t r ib u t iv e Education do n o t have as f a v o r ­
a b le a t t i t u d e s toward s p e c ia l needs s tu d e n ts as te a c h ­
e r s who ta u g h t in o t h e r o c c u p a tio n a l c l u s t e r s .

2.

Teachers who ta u g h t in C lo th in g and T e x tile s /F o o d S e r­
v ic e s /F a m ily Ecology/and H ealth O c c u p a tio n s/C h ild Care
and Development had a more f a v o r a b le a t t i t u d e toward
s p e c ia l needs s tu d e n t s than t e a c h e r s who ta u g h t in any
o f th e o t h e r o c c u p a tio n a l c l u s t e r s .

100

3.

Teachers who te a c h in programs t h a t have both th e d i s ­
advantaged and handicapped s tu d e n t s hold more p o s i t i v e
a t t i t u d e s than th o s e te a c h e r s who te a c h in programs
t h a t have on ly th e handicapped o r d isa d v a n ta g e d .

4.

Teachers between th e ages o f 30-39 hold a more f a v o ra b le
a t t i t u d e toward s p e c i a l needs s tu d e n ts f o r th e v a r i a b l e ,
le v e l o f re g a rd (which means how h ig h ly th e y re g a rd th e
s t u d e n t ) ; w h ile te a c h e r s who were 60 y e a r s o r o l d e r h eld
a more f a v o r a b le a t t i t u d e f o r th e v a r i a b l e u n c o n d itio n a l­
i t y o f re g a rd (which means th e y h eld high re g a rd f o r s t u ­
d e n ts r e g a r d l e s s o f th e s t u d e n t 's b eh av io r in c la s sro o m ).

5.

Teachers who had one y e a r o r l e s s o f te a c h in g e x p e rie n c e
h eld more f a v o r a b le a t t i t u d e s toward s tu d e n ts f o r th e
v a r i a b l e , le v e l o f r e g a r d ; w h ile t e a c h e r s who had ten
y e a r s o r more o f te a c h in g e x p e rie n c e h eld more f a v o ra b le
a t t i t u d e s toward s p e c i a l needs s tu d e n ts f o r t h e v a r i a b l e ,
u n c o n d i t i o n a l i t y o f r e g a rd .

6.

I t was concluded from t h e d a ta in th e stu d y t h a t female
te a c h e r s h eld a s l i g h t l y more f a v o ra b le a t t i t u d e toward
s p e c i a l needs s tu d e n ts than d id male t e a c h e r s .
Recommendations

Based upon th e r e s e a r c h e r 's f in d in g s in th e s tu d y , i t ap pears
t h a t a tt e n d in g a V ocational E d u c a tio n /S p e c ia l Education Workshop made
no s i g n i f i c a n t d i f f e r e n c e between t e a c h e r s ' a t t i t u d e s who had a tte n d e d
a workshop and te a c h e r s who had n o t a t te n d e d a workshop.
Even though t h e r e was no s t a t i s t i c a l s i g n i f i c a n t d i f f e r e n c e
found between t e a c h e r s ' a t t i t u d e s who had a t te n d e d a workshop and
t e a c h e r s who had n o t a tte n d e d a workshop, t h e r e a r e some e d u c a tio n a l
i m p lic a tio n s and recommendations t h a t can be drawn from t h e d a ta found
in t h i s r e s e a r c h .

Following a r e some o f th e recommendations t h a t m ight

seem to be e d u c a ti o n a ll y sound:
1.

That an e x te n s iv e s tu d y be made o f th e p r e s e n t Voca­
t i o n a l E d u c a tio n /S p e c ia l Education Workshops to d e t e r ­
mine t h e i r e f f e c t i v e n e s s . The r a t i o n a l e f o r i n s e r v i c e
t r a i n i n g programs seems to be t h a t " i f te a c h e r s have
t h e com petencies n e c e s sa ry f o r working w ith s p e c ia l

101

needs s tu d e n ts th ey w i l l n o t have th e r e lu c t a n c e and
a n x ie ty t h a t seems t o c h a r a c t e r i z e t e a c h e r s who have
n o t a c q u ire d th e n e c e ssa ry com petencies f o r te a c h in g
in s p e c i a l needs programs. A t e n t a t i v e model was d e­
veloped by a com m ittee, c o -c h a ire d by: Gene T h u rb er,
Kent I n te rm e d ia te School D i s t r i c t , Larry B arb er, Vo­
c a t io n a l- T e c h n ic a l Education S e r v ic e , and Sheryl Cook,
Bureau o f R e h a b i l i t a t i o n .

'

The model - S pecial E d u c atio n , V ocational Education and Voca­
t i o n a l R e h a b il i t a t i o n S t a f f Competencies f o r P r e s e r v ic e and
I n s e r v ic e T ra in in g in P re -v o c a tio n a l and V ocational Education
f o r th e Handicapped—c o n ta in e d t h e fo llo w in g components:
1.

LAW SECTIONS
(P u rp o se, a p p l i c a b i l i t y and g en eral p r o v is io n s o f Federal
and S t a t e L e g is l a t i o n i n s u r in g handicapped c h i ld r e n an
a p p r o p r i a te p u b lic e d u c a t i o n ) .

2.

HANDICAPPED SECTION
(Types o f impairments and t h e i r c h a r a c t e r i s t i c s ) .

3.

AGENCY/INTERAGENCY SECTION
( I n t e r - d i s c i p l i n a r y r e s p o n s i b i l i t i e s and s e r v i c e s f o r th e
handicapped in v o c a tio n a l e d u c a tio n ) .

4.

INDIVIDUALIZED EDUCATION PLAN SECTION
( P ro v is io n f o r and a s su ra n c e o f th e e d u c a tio n o f h a n d i­
capped s t u d e n t s ) .

5.

INSTRUCTIONAL PROGRAMS
( P ro v is io n o f i n s t r u c t i o n a l program s).

6.

INSTRUCTIONAL MATERIALS
(Resource m a t e r ia ls and r e l a t e d in fo r m a tio n ).

7.

EVALUATION
(E v a lu a tio n f o r purposes o f determ in in g i n s t r u c t i o n a l
effectiv e n e ss).

I t was th e o p in io n o f th e r e s e a r c h e r t h a t a n o th e r component
should be added to t h i s model—a s e n s i t i v i t y t r a i n i n g a n d /o r human r e ­
la tio n s fa c to r.
2.

D ecision makers and programmers in s p e c ia l needs programs
should su rv ey v o c a tio n a l te a c h e r s in programs where both
th e handicapped and d isad v an tag ed were served to determ in e
why th e s e te a c h e r s had more f a v o ra b le a t t i t u d e s toward
s p e c ia l needs s tu d e n ts th an t e a c h e r s who a r e te a c h in g in
programs t h a t in c lu d e only th e handicapped o r th e

102

d isad v an tag ed s t u d e n t . This should produce in fo rm a tio n
t h a t would be u sefu l f o r f u t u r e i n s e r v i c e t r a i n i n g
program s.
3.

D ecision makers and programmers in s p e c ia l needs p ro ­
grams should survey t e a c h e r s who a r e te a c h in g in o f f i c e
e d u c a tio n /b u s in e s s e d u c a t i o n / d i s t r i b u t i v e e d u c a tio n to
d eterm ine why t h e i r a t t i t u d e s toward s p e c ia l needs s t u ­
d e n ts were l e s s f a v o r a b le than te a c h e r s te a c h in g in o t h e r
o c c u p a tio n a l c l u s t e r s in s p e c i a l needs programs. This
would be very v a lu a b le in plan ning f o r f u t u r e i n s e r v i c e
t r a i n i n g programs f o r t e a c h e r s o f b u s in e s s e d u c a tio n /
o f f i c e e d u c a t i o n / d i s t r i b u t i v e e d u c a tio n .

4.

D ecision makers and programmers in s p e c ia l needs programs
should survey t e a c h e r s who te a c h in C loth ing and T e x t i l e s /
Food S e rv ic e s/F a m ily Ecology/and H ealth O ccu p atio n s/C h ild
Care and Developm ent/to determ ine why th e s e t e a c h e r s hold
more f a v o r a b le a t t i t u d e s toward s p e c ia l needs s tu d e n ts
than t e a c h e r s who te a c h in o t h e r o c c u p a tio n a l c l u s t e r s in
s p e c ia l needs programs. This should p rov ide u s e fu l i n ­
fo rm atio n f o r p lan n in g and developing f u t u r e i n s e r v i c e
t r a i n i n g programs f o r t e a c h e r s o f s p e c ia l needs s t u d e n t s .

5.

D ecision makers and programmers in s p e c ia l needs programs
should survey te a c h e r s who have t a u g h t f o r one y e a r o r
l e s s to d eterm ine why they hold more f a v o ra b le a t t i t u d e s
toward s tu d e n ts w ith s p e c i a l needs than te a c h e r s w ith more
y e a r s te a c h in g e x p e rie n c e . T his should p ro v id e u s e fu l
in fo rm a tio n f o r th o se who p lan i n s e r v i c e t r a i n i n g programs
f o r t e a c h e r s in s p e c i a l needs programs.

6.

D ecision makers and programmers in s p e c ia l needs programs
should survey t e a c h e r s who a r e 60 y e a r s o r o l d e r t o de­
term ine why th ey hold more f a v o ra b le a t t i t u d e s toward
s p e c ia l needs s t u d e n t s , e s p e c i a l l y as i t r e l a t e s to s t u ­
d e n t b eh av io r in th e classro om ; such a s , a c t in g o u t in
c l a s s , undue demands upon t e a c h e r 's tim e , and lowachievem ent in i n s t r u c t i o n a l m a t e r i a l s . This could p ro ­
v id e u s e fu l in fo rm a tio n f o r f u t u r e i n s e r v i c e t r a i n i n g
programs f o r t e a c h e r s who te a c h in s p e c ia l needs programs.

7.

D ecision and programmers in ag en cies should plan t h e i r
i n s e r v i c e workshops so as to emphasize changes in i n t e r ­
p erson al r e l a t i o n s h i p f a c t o r s , e s p e c i a l l y w ith emphasis
upon th e u n c o n d i t i o n a l i t y o f re g a rd f a c t o r ( r e g a r d l e s s
o f how s tu d e n ts behave in c l a s s ) ; s in c e te a c h e r s employed
in a l l o f th e v o c a tio n a l c l u s t e r s sco red low on t h i s f a c t o r .

The fo llo w in g recommendations have been drawn from th e review
o f th e l i t e r a t u r e :

103

1.

A d m in is tr a to r s , r e s p o n s i b le f o r th e in te rv ie w in g and
h i r i n g o f new te a c h e r s who w i l l be te a c h in g i n s p e c ia l
needs programs, should c o n s id e r a d m in is te r in g th e
Minnesota Teacher A t t i t u d e In v en to ry (MTAI); s in c e
s t u d i e s have shown t h a t te a c h e r s who s c o re high on t h i s
t e s t have been e f f e c t i v e t e a c h e r s o f th e t r a i n a b l e men­
t a l l y r e t a r d e d , w h ile t e a c h e r s who scored low on t h i s
t e s t have been found t o be i n e f f e c t i v e t e a c h e r s o f th e
t r a i n a b l e m e n ta lly r e t a r d e d , as th e in v e n to ry measures
p u p il-teac h er r e la tio n s h ip .'

2.

D ecision makers and programmers a t th e c o l l e g e and
u n i v e r s i t y l e v e l s should s e r i o u s l y c o n s id e r th e de­
velopment o f a cu rric u lu m t h a t would le a d t o dual c e r ­
t i f i c a t i o n —c e r t i f i c a t i o n in v o c a tio n a l e d u c a tio n and
c e r t i f i c a t i o n in s p e c ia l e d u c a t i o n . 2

Such c e r t i f i c a t i o n , in th e o p in io n o f th e a u th o r o f t h i s s tu d y ,
would reduce th e c o s t o f o p e r a tio n s f o r th e lo c a l e d u c a tio n a l a g e n c y 's
s p e c i a l needs programs; as well as in c r e a s e th e e f f e c t i v e n e s s o f t h e i r
program s.
3.

C olleges and U n i v e r s i t i e s should p lan c u r r i c u l a t h a t w i l l
be more e f f e c t i v e in o r i e n t i n g s tu d e n t s toward a p l u r a l ­
i s t i c s o c ia l system , such as we h a v e .3 Teachers a r e , a t
th e p r e s e n t , n o t being prepared t o deal w ith c h i l d r e n
whose v alu es and a t t i t u d e s a r e d i f f e r e n t th an t h e i r s .

4.

C o lleges and U n i v e r s i t i e s should be more aware o f th e
f a c t t h a t p r o s p e c tiv e t e a c h e r s o f th e d isad v a n ta g ed and
handicapped must have f i e l d e x p e rie n c e s t h a t w i l l p re p a re
p r o s p e c tiv e t e a c h e r s to cope w ith th e s p e c i f i c l e a r n i n g ,
c u l t u r a l , s o c i o l o g i c a l , b e h a v io ra l and p r o f e s s io n a l s i t u ­
a t i o n s unique to s p e c i f i c m in o rity p o p u l a t i o n s . 4

5.

D ecision makers and programmers a t c o ll e g e s and u n iv e r ­
s i t i e s w ith p r e s e r v i c e t e a c h e r e d u c a tio n programs in vo­
c a t i o n a l e d u c a tio n should d esig n t h e i r c u r r i c u l a to i n ­
clu d e s e n s i t i v i t y a n d /o r human r e l a t i o n s t r a i n i n g f o r
p r o s p e c tiv e t e a c h e r s o f th e handicapped and d isa d v a n ta g e d .
This w i ll s e rv e to develop more f a v o r a b le a t t i t u d e s t o ­
ward s tu d e n t s w ith s p e c ia l needs.®

6.

D ecision makers and programmers a t th e u n i v e r s i t y and
c o l l e g e l e v e l s should a c t i v e l y r e c r u i t p r o s p e c tiv e s t u ­
d e n ts f o r t h e i r v o c a tio n a l programs and s p e c ia l educa­
t i o n programs i n d i v i d u a l s who seem to be most l i k e l y
c a n d id a te s f o r te a c h in g in s p e c ia l needs program s; i . e . ,
th e d isad v a n ta g ed and handicapped p e r s o n s . 6 T his i s

104

in te n d e d to mean t e a c h e r s from among th e d isad v a n ta g ed
g ro u p s; i . e . . Blacks and L a tin o s , e t c . e t c .
Recommendations f o r F utu re Research
1.

There should be a d d i t io n a l r e s e a r c h in th e a r e a o f
t e a c h e r i n s e r v i c e t r a i n i n g as i t r e l a t e s to m ainstream ­
ing and in d i v i d u a li z e d i n s t r u c t i o n and te a c h in g s t y l e .
The r e s u l t s o f t h i s stu d y seem t o i n d i c a t e t h a t t h i s
p u r s u i t would be w o rth w h ile.

2.

S tu d ie s t h a t have atte m p te d to examine th e e f f e c t i v e n e s s
o f i n s e r v i c e t r a i n i n g to modify t e a c h e r s ' a t t i t u d e s t o ­
ward e x c e p tio n a l c h i l d r e n should be c l o s e l y examined;
t o seek th o se s t u d i e s t h a t m ight be deemed worthy o f
r e p l i c a t i o n , in o r d e r to f in d d a ta on th e l a s t i n g
e f f e c t s o f t e a c h e r a t t i t u d e change, which m ight have
been b ro u g h t abo ut through i n s e r v i c e t r a i n i n g .

3.

The f e a s i b i l i t y o f g a th e r in g o r develop in g mini co u rses
to p ro v id e i n s e r v i c e t r a i n i n g in s p e c i f i c s k i l l s should
be e x p lo re d . This could very w ell prove u s e fu l f o r
t e a c h e r s in o f f i c e e d u c a tio n /b u s in e s s e d u c a t i o n / d i s t r i ­
b u tiv e e d u c a tio n .

4.

F u r th e r r e s e a r c h i s needed to d eterm in e needed compe­
t e n c i e s f o r te a c h e r s who te a c h s p e c ia l needs s t u d e n t s .
The human r e l a t i o n s component should be i n v e s t i g a t e d as
i t r e l a t e s t o th e p r e s e n t s t a t e model mentioned i n t h i s
s tu d y .

5.

F u r th e r r e s e a r c h i s needed to d eterm in e needed c h a ra c ­
t e r i s t i c s f o r te a c h e r s who te a c h s p e c ia l needs s t u d e n t s .
This could h elp in th e s e l e c t i o n and t r a i n i n g o f te a c h ­
e r s who w i l l te a c h in s p e c ia l needs programs.

Notes

1
Robert B. B lack w ell, "The Study o f E f f e c t i v e and I n e f f e c t i v e
Teachers o f th e T r a in a b le M entally R e ta rd e d ." E xceptional C h ild ren
(O ctober 1972), pp. 139-44.
2

R u sse ll Kruppa, P rep arin g Teachers o f I n d u s t r i a l Education f o r
Disadvantaged and Handicapped C h ild re n a t th e Secondary L evel: F inal
Report (New J e r s e y : Department o f E d u c atio n , 1973), p. 30.
3

Henry E. S c h m itt, Teacher Education f o r C u l t u r a l l y D i f f e r e n t :
Appendix C o f a F inal R eport (Columbus, Ohio: Ohio S t a t e U n i v e r s it y ,
C en ter fo r^ V o catio n al and T echnical E d u c atio n , 1973), p. 30.
4 I b i d . , p. 31.
^W alter S. Lee, "A Study o f th e E f f e c tiv e n e s s o f S e n s i t i v i t y
T ra in in g in an I n s e r v i c e T e a c h e r-T ra in in g Program in Human R e l a t i o n s ."
D i s s e r t a t i o n s A b s tr a c ts I n t e r n a t i o n a l (Ann A rbor, Michigan: U nivers i t y M ic ro film s , 28/05-A , 1967), p. 16 80-A.
^ S ch m itt.

105

APPENDICES

APPENDIX A

LETTERS

LANSING SCHOOL DISTRICT
500 W. Lenawee S tre e t
Lansing, Michigan 48933

Dear S p ecial Needs A d m in is tra to r:
The problem o f f in d i n g q u a l i f i e d te a c h in g personnel f o r v o c a tio n a l pro ­
grams f o r s p e c ia l needs has been r a t h e r d i f f i c u l t . Federal funds a l l o ­
c a te d under th e 1968 V ocational E ducational Amendments and P u b lic Act
198 o f 1971 have p laced th e S t a t e o f Michigan in a unique p o s i t i o n as
f a r as th e t r a i n i n g o f q u a l i f i e d personnel f o r s p e c ia l needs programs.
Under th e d i r e c t i o n o f a D octoral Committee, Drs. Frank B o b b i t t, 0 .
Donald Meaders, Sam C o r l , and John S uehr, I am conducting a r e s e a r c h
stu d y to determ ine th e su ccess o f t e a c h e r t r a i n i n g programs f o r s tu d e n ts
w ith s p e c i a l needs in t h e S t a t e o f Michigan.
The purpose o f t h i s stu d y i s to determ ine w hether s p e c i a l i z e d t e a c h e r
t r a i n i n g ( i n s e r v i c e ) f o r i n s t r u c t i o n a l personnel in v o c a tio n a l programs
f o r s p e c ia l needs has had a p o s i t i v e e f f e c t on s e l e c t e d in t e r p e r s o n a l
(p o sitiv e fa c to rs ) re la tio n sh ip fa c to rs .
You a r e l i s t e d as th e S p ecial Needs A d m in is tra to r ( c o n ta c t person) in
yo u r school d i s t r i c t . I would a p p r e c i a t e y o u r c o o p e ra tio n in s u p p ly ­
ing th e names and a d d re ss e s (sc h o o l) o f v o c a tio n a l t e a c h e r s o f s p e c ia l
needs s t u d e n t s in y o u r school d i s t r i c t . A stam ped, s e l f - a d d r e s s e d
envelope has been e n c lo se d f o r y o u r convenience. I r e a l i z e t h a t t h i s
imposes on y o u r a lr e a d y busy s c h e d u le , b u t I f e e l t h a t y o u r p erson al
c o o p e ra tio n i s ex trem ely im p o rtan t to th e development o f t e a c h e r t r a i n ­
ing programs f o r s tu d e n ts w ith s p e c ia l needs in th e S t a t e o f M ichigan.
Your c o o p e ra tio n and t o l e r a n c e a r e g r e a t l y a p p r e c ia te d .
a t th e e a r l i e s t and most co n v e n ie n t time to you.
R e s p e c t f u lly ,

W illiam A. T o lb e r t
4348 Wonstead Drive
H o lt, Michigan 48842

106

P le a s e r e t u r n

107

LANSING SCHOOL DISTRICT
500 M. Lenawee S tr e e t
Lansing, Michigan 48933

Dear S pecial Needs Teacher:
The problem o f f in d i n g q u a l i f i e d te a c h in g personnel f o r v o c a tio n a l p ro ­
grams f o r s p e c ia l needs has been r a t h e r d i f f i c u l t . Federal funds
a l l o c a t e d under th e 1968 V ocational E du cation al Amendments and P u b lic
Act 198 o f 1971 have p laced th e S t a t e o f Michigan in a unique p o s i t i o n
as f a r as th e t r a i n i n g o f q u a l i f i e d personnel f o r s p e c ia l needs p ro ­
grams .
Under th e d i r e c t i o n o f a Doctoral Committee, D rs. Frank B o b b itt, 0.
Donald Meaders, Sam C o r l , and John S uehr, I am con du cting a r e s e a r c h
stu dy t o determ ine th e su c c e ss o f t e a c h e r t r a i n i n g programs f o r s t u ­
d en ts w ith s p e c i a l needs in th e S t a t e o f M ichigan.
The purpose o f t h i s stu d y i s to determ in e w hether s p e c i a l i z e d te a c h e r
t r a i n i n g ( i n s e r v i c e ) f o r i n s t r u c t i o n a l p erso n n el in v o c a tio n a l p ro ­
grams f o r s p e c i a l needs has had a p o s i t i v e e f f e c t on s e l e c t e d i n t e r ­
p erso nal ( p o s i t i v e f a c t o r s ) r e l a t i o n s h i p f a c t o r s .
A ttached i s a q u e s ti o n n a i r e which w i l l s e rv e as th e b a s ic d a ta c o l l e c t i n g in s tr u m e n ts . I would a p p r e c ia t e y o u r c o o p e ra tio n in com­
p l e t i n g and r e t u r n i n g t h i s form as soon as p o s s i b l e . A stam ped, s e l f ad d ressed envelope has been e n c lo se d f o r y o u r convenience. I r e a l i z e
t h a t t h i s imposes on y o u r a lr e a d y busy s c h e d u le , b u t I f e e l t h a t your
p erso nal c o o p e ra tio n i s extrem ely im p o rtan t t o t h e development o f
t e a c h e r t r a i n i n g programs f o r s tu d e n ts w ith s p e c i a l needs in th e S t a t e
o f Michigan.
Your c o o p e ra tio n and t o l e r a n c e a r e g r e a t l y a p p r e c i a t e d .
a t th e e a r l i e s t and most co n v en ien t tim e f o r you.
R e s p e c t f u lly ,

W illiam A. T o l b e r t
4348 Wonstead Drive
H o lt, Michigan 48842

P le a se r e t u r n

108

LANSING SCHOOL DISTRICT
500 W. Lenawee S tr e e t
Lansing, Michigan 48933

Dear S p ecial Needs Teacher:
A completed T eacher-P u pil R e la tio n s h ip I n v e n to ry , Teacher Form, has not
been re c e iv e d from you. An a d d i t i o n a l form i s a tta c h e d t o t h i s l e t t e r
f o r y o u r use in case th e p rev io u s form was m isp laced .
I would a p p r e c i a t e yo u r c o o p e ra tio n in com pleting and r e t u r n i n g t h i s
as soon as p o s s i b l e . A stam ped, s e l f - a d d r e s s e d envelope has been en­
clo se d f o r y o u r convenience. I r e a l i z e t h a t t h i s imposes on your
a lr e a d y busy s c h e d u le , b u t I f e e l t h a t y o u r person al c o o p e ra tio n i s
ex trem ely im p o rta n t t o th e development o f t e a c h e r t r a i n i n g programs f o r
s tu d e n ts w ith s p e c ia l needs in th e S t a t e o f Michigan.
Your c o o p e ra tio n and t o l e r a n c e a r e g r e a t l y a p p r e c i a t e d .
completed form as soon as yo u r tim e w i l l p e rm it.
R e s p e c t f u lly ,

W illiam A. T o lb e r t
4348 Wonstead Drive
H o lt, Michigan 48842

P le a se r e t u r n

109

UNIVERSITY OF WATERLOO
W aterloo , O n ta rio N2L 3G1

November 3 , 1977
W illiam A T o lb e r t
4348 Wonstead Drive
H o lt, Michigan 48842
Dear
Thank you f o r y o u r in q u ir y re g a rd in g th e R e la tio n s h ip In v e n to ry .
e n c lo s in g p r in c ip a l R . I . form s, and r e l a t e d in fo rm a tio n a t hand.
you have d e c id e d , o r should d e c id e , to make use o f th e R . I . —

I am
If

1. I t would be q u i t e a g re e a b le w ith me f o r you t o r e d u p l i c a t e
th e r e l e v a n t fo rm (s) o f th e In v en tory f o r yo u r own r e s e a r c h . In r e ­
t u r n , p l e a s e would you send me a copy o f any r e p o r t s o f y o u r work,
using th e R .I .
2. Because th e R . I . has passed through two r e v i s i o n s , appears
in s e v e ra l forms in th e c u r r e n t (1964) r e v i s i o n , and has been adapted
by some i n v e s t i g a t o r s f o r s p e c i a l - p u r p o s e a p p l i c a t i o n s , i t would be
im p o rta n t t o i n d i c a t e c l e a r l y th e s p e c i f i c form (s) t h a t you used
( e . g . , Form OS-64), when you r e p o r t y o u r f in d i n g s .
3. Should you c o n s id e r a d a p tin g th e R .I . in any s u b s t a n t i v e way
( e s p e c i a l l y , any way t h a t y o u ld a f f e c t item c o n te n t o r answer c a t e ­
g o r ie s ) p l e a s e w r i t e to me about y our p lan o r need. I may be a b le to
p ro v id e r e l e v a n t f u r t h e r in f o r m a tio n , comment o r a d v ic e .
I do look forw ard t o knowing in due c o u r s e , th e s p e c i f i c methods
and r e s u l t s o f y o u r r e s e a r c h , using th e R . I . — in c lu d in g a s p e c ts t h a t
may add t o knowledge o f c h a r a c t e r i s t i c s and uses o f th e in s tru m e n t i t ­
se lf.
S in c e r e ly y o u r s ,

G. T. B a rre tt-L e n n a rd
P rofessor

APPENDIX B

TEACHER-PUPIL RELATIONSHIP INVENTORY:
FORM AND AUTHORIZATION LETTER

TEACHER

Code:

Date:

( BARRETT-LENNARD) RELATIONSHIP INVENTORY—FORM MO-G-64
Below a r e l i s t e d a v a r i e t y o f ways t h a t a person may f e e l ab ou t
o r behave toward o t h e r s .
P le a s e c o n s id e r each s ta te m e n t w ith r e f e r e n c e t o th e p r e s e n t r e ­
l a t i o n s h i p between y o u r s e l f a n d _________________________ .
Mark each s ta te m e n t in t h e l e f t m arg in, accord ing to how s tr o n g l y
you f e e l t h a t i t i s t r u e , o r n o t t r u e , in t h i s r e l a t i o n s h i p . P le a se
mark ev ery o n e . W rite in +3, +3, +1, o r - 1 , - 2 , - 3 , t o s ta n d f o r th e
fo llo w in g answers:
+3:

Yes, I s t r o n g l y f e e l t h a t i t
is tru e .

-1:

No, I f e e l t h a t i t i s proba b ly u n tr u e , o r more u n tru e
th an t r u e .

+2:

Yes, I f e e l i t i s t r u e .

-2 :

No, I f e e l i t i s n o t t r u e .

+1:

Yes, I f e e l t h a t i t i s p ro bab ly - 3 :
t r u e , o r more t r u e th an u n tru e .

No, I s tr o n g ly f e e l t h a t i t
is not tru e .

1.

I r e s p e c t them as p e rs o n s .

2.

I want to u n d erstan d how they s e e t h i n g s .

3.

The i n t e r e s t I f e e l in them depends on th e th in g s they say
o r do.

4.

I f e e l a t e a s t w ith them.

5.

I r e a l l y l i k e them.

6.

I u n d e rsta n d t h e i r words b u t do n o t know how th ey a c t u a l l y
fe e l.

7.

Whether th ey a r e f e e l i n g p le a se d o r uphappy w ith them selves
does n o t change th e way I f e e l about them.

8.

I am i n c l i n e d t o p u t on a r o l e o r f r o n t w ith them.

9.

I do f e e l im p a tie n t w ith them.

10.

I n e a r l y always know e x a c t l y what they mean.

110

Ill

11.

Depending on t h e i r a c t i o n s , I have a b e t t e r o p in io n o f them
sometimes than I do a t o t h e r tim e s.

12. I f e e l t h a t I am a re a l and genuine person w ith them.
13.

I a p p r e c i a t e them p e r s o n a l l y .

14. I look a t what th ey do from my own p o i n t o f view.
15. The way I f e e l about them d o e s n 't depend on t h e i r f e e l i n g s
toward me.
16. I t b o th e r s me when

th ey ask o r t a l k about c e r t a i n t h i n g s .

17.

I feel

i n d i f f e r e n t to them.

18.

I u s u a ll y sen se o r r e a l i s e how th ey a r e f e e l i n g .

19.

I would l i k e them to be persons o f a p a r t i c u l a r k ind .

20.

When I speak to them I n e a r ly always can say f r e e l y j u s t
what I am th in k in g o r f e e l i n g a t t h a t moment.

21.

I f in d

22.

What they say o r do sometimes a ro u se s f e e l i n g s in me t h a t
p re v e n t me from u n d erstan d in g them.

23

Whether they c r i t i c i s e o r show a p p r e c i a t i o n o f me does n o t
( o r would n o t) change my f e e l i n g toward them.

24.

I would r e a l l y p r e f e r them to th in k t h a t I l i k e o r under­
s ta n d them even when I d o n 't .

25.

I c a re

26.

Sometimes I th in k t h a t th ey f e e l a c e r t a i n way, because
t h a t ' s th e way I f e e l m y self.

them r a t h e r d u ll and u n i n t e r e s t i n g .

f o r them.

27. I l i k e them in some ways, w hile t h e r e a r e o t h e r th in g s about
them I do n o t l i k e .
28. I d o n 't f e e l t h a t I have been ig n o rin g o r p u t t i n g o f f any­
th in g t h a t i s im p o rta n t f o r our r e l a t i o n s h i p .
29. I do f e e l d isa p p ro v a l o f them.
30.

I can t e l l what th ey mean, even when they have d i f f i c u l t y
i n saying i t .

31.

My f e e l i n g toward them s ta y s ab ou t th e same; I am n o t in
sympathy w ith them one tim e and o u t o f p a tie n c e w ith them a t
a n o th e r .

112

32.

Sometimes I am n o t a t a l l co m fo rtab le w ith them b u t we go on,
outw ardly ig n o rin g i t .

33.

I p u t up w ith them.

34.

1 u s u a ll y u n d e rsta n d th e whole o f what th ey mean.

35.

I f th e y a r e angry o r im p a tie n t w ith me I g e n e r a l l y g e t an ­
noyed o r u p s e t to o .

36.

I am unable t o be s i n c e r e and s tr a i g h t f o r w a r d in w hatever
I e x p re ss w ith them.

37.

I f e e l f r i e n d l y and warm toward them.

38.

I ig n o re some o f t h e i r f e e l i n g s .

39.

My l i k i n g o r d i s l i k i n g o f them i s n o t a l t e r e d by any thin g
t h a t th ey say ab o u t th em selves.

40.

At tim es I j u s t d o n 't know, o r d o n 't r e a l i s e u n t i l l a t e r ,
what my f e e l i n g s a r e w ith them.

41.

I v alu e my r e l a t i o n s h i p w ith them.

42.

I a p p r e c i a t e j u s t how t h e i r e x p e rie n c e s f e e l t o them.

43.

I f e e l q u i t e p le a s e d w ith them sometimes, and then th ey
d i s a p p o i n t me a t o t h e r tim e s.

44.

I f e e l co m fo rtab le to e x p re ss w hatever i s in my mind w ith
them, in c lu d in g any f e e l i n g s abo ut m yself o r ab o u t them.

45.

I d o n 't l i k e them as p eo p le.

46.

At tim es I th in k t h a t they f e e l s tr o n g l y about something
and then i t tu r n s o u t t h a t th ey d o n 't .

47.

Whether th ey a r e i n good s p i r i t s o r b o th ered and u p s e t does
n o t cause me t o f e e l any more o r l e s s a p p r e c i a t i o n o f them.

48.

I can be q u i t e openly m yself in my r e l a t i o n s h i p w ith them.

49.

Somehow th e y i r r i t a t e me.

50.

At t h e tim e I d o n 't r e a l i s e how touchy o r s e n s i t i v e they
a r e ab ou t some o f th e th in g s we d i s c u s s .

51.

Whether th e y a r e e x p re ss in g "good" th o u g h ts and f e e l i n g s ,
o r "bad" o n e s , does n o t a f f e c t t h e way I f e e l toward them.

113

52.

There a r e tim es when njy outward resp o n se to them i s q u i t e
d i f f e r e n t from th e way I f e e l u n d e rn e a th .

53.

At tim es I f e e l contempt f o r them.

54.

I u n d erstan d them.

55.

Sometimes they seem to me more w orthw hile th an they do a t
o t h e r tim e s.

56.

I d o n 't sen se any f e e l i n g s in r e l a t i o n to them t h a t a r e hard
f o r me to f a c e and adm it t o rnyself.

57.

I t r u l y am i n t e r e s t e d in them.

58.

I o f te n respond to them r a t h e r a u t o m a t i c a l l y , w ith o u t ta k in g
in what th e y a r e e x p e r ie n c in g .

59.

I d o n 't th in k t h a t an y th in g th ey say o r do r e a l l y a l t e r s th e
way I f e e l toward them.

60.

What I say t o them would o f te n g iv e a wrong im pression o f
iny f u l l th o u g h t o r f e e l i n g a t th e tim e.

61.

I f e e l deep a f f e c t i o n f o r them.

62.

When th e y a r e h u r t o r u p s e t I can re c o g n iz e j u s t how th ey
f e e l , w ith o u t g e t t i n g u p s e t m y se lf.

63.

What o t h e r people th in k and f e e l abo ut them does h e lp to
make me f e e l as I do toward them.

64.

I f e e l t h e r e a r e t h in g s we d o n 't t a l k about t h a t a r e causing
d i f f i c u l t y in our r e l a t i o n s h i p .

114

NORMATIVE DATA

D a t e ______________
Code___________________
PLEASE PROVIDE THE FOLLOWING INFORMATION:
1.

Age: ______ 20-29
30-39
40-40

50-59
Sex:
60 o r above
Female
Male

2.

What o ccu p atio n al c l u s t e r do you te a c h in?
A g r ic u ltu r e /N a tu r a l Resources
G raphics and Communication
Automotive and Power S e rv ic e s
Media
C lo thin g and T e x t i l e ____________ _____ Food P r e p a r a tio n S e rv ic e
_C onstructi on
_____ M anufacturi ng
" D i s tr ib u tio n
O ffic e & B usiness Occupa"Other:_______________________
tio n s
O ther:

3.

Number o f y e a r s o f te a c h in g e x p e rie n c e :
1 or le ss
2-3
4-5

4.

6-9
10 o r more

Level o f formal e d u c a tio n completed:
1 y e a r o r l e s s o f c o l le g e
B a c h e lo r's d eg ree

5.

M a s te r 's degree
Advanced d eg ree

Does th e c l u s t e r in which you te a c h s e r v e :
Handicapped S tu d en ts

D isadvantaged S tu d en ts

Both
6.

S p e c ia liz e d I n s e r v ic e I n s t r u c t i o n :
TITLE

e . g . w orkshops, c o u r s e s , e t c .

SPONSORING AGENT

I n s t r u c t i o n a l S t r a t e g i e s in S p ecial Needs
Vocational E d u c a tio n /S p e c ia l Education

COORDINATOR

115

Other ( g iv e b r i e f d e s c r i p t i o n )
7.

Length o f workshop:
1 day
2-3 days
1 week

^ o re t *ian one week

APPENDIX C

OBSERVED CELL MEANS FOR VARIABLES, STANDARD
DEVIATIONS, FACTORS, AND SUBJECT NUMBER

Table C. 1 . — Observed C e ll Mean and Standard D eviation f o r V a ria b le
Level o f Regard by C lu s te r and Treatment

Treatm ent

Control

C lu ster

P re te st
S td . Dev.

P o s t t e s t P o s t t e s t Change
Mean
S td . Dev. + o r -

1
2
3
4
5

31.64
32.00
29.37
32.00
28.60
31.18

10.53
11.55
7.21
8 .5 3
11.89
10.05

32.27
33.47
30.00
33.08
29.43
31.08

9.95
11.23
7.43
7.36
11.95
9.93

.63
1.47
.63
.08
.83
3.64

1
2
3
4
5

33.23
32.06
31.82
31.65
27.68
31.08

8 .7 8
10.32
10.39
7 .7 0
8 .1 3
9 .0 8

32.35
34.56
32.65
32.00
29.09
31.93

10.49
8.33
13.54
6 .60
7.36
9.46

- .88
2.50
.83
.35
1.41
4.21

Mean o f Mean

Experimental

P re te st
Mean

Mean o f Mean

Table C.2 . —Observed C ell Mean and S tan dard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard by C l u s te r and Treatm ent
Treatm ent

Control

C lu ster

Mean o f Mean

P re te st
S td . Dev.

P o stte st P o stte st
Mean
S t d . Dev.

Change
+ or -

1
2
3
4
5

7.45
6.67
6.04
8.15
2.57
5.48

14.02
14.68
12.48
14.00
12.28
13.07

10.18
14.60
9.42
10.15
6.63
9.55

13.09
10.02
11.47
12.69
12.56
12.02

2.73
7.93
3.38
2.00
4.06
20.10

1
2
3
4
5

1.59
2.25
6.82
7.06
2.27
3.91

11.77
10.83
11.44
12.76
9.82
11.29

10.41
7.87
13.12
15.65
5.32
10.21

11.57
7.71
13.58
3.77
6 .07
9 .6 8

8.82
5.62
6.30
8.59
3.05
32.38

Mean o f Mean

Experimental

P re te st
Mean

116

117

Table C .3 . — Observed C e ll Mean and Standard D eviation f o r V a ria b le
Level o f Regard and Age

Age

20-29
30-39
40-49
50-59
60 o r over
Mean o f Mean

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o sttest
S td . Dev.

Change
+ or -

N

27.12
31.48
30.73
30.57
34.00
30.62

10.62
9.06
10.72
6.45
10.29
9.57

28.63
32.45
31.68
30.53
35.13
31.49

11.07
8.99
10.81
7.16
9.45
9.68

1.51
0.97
0.95
-0 .0 4
1.15
4 .5 4

24
60
60
30
8
182

Table C . 4 . —Observed C ell Mean and S tandard D ev iation f o r V a ria b le
U n c o n d itio n a lity and Age
Age

20-29
30-39
40-49
50-59
60 o r over
Mean o f Mean

P re te st
Mean
.458
5.67
4 .17
7.60
3.75
4 .72

P re te st
S td . Dev.
11.12
13.16
11.55
10.85
16.56
12.22

P o stte st P o stte st
Mean
S td . Dev.
6.63
9.99
9.57
12.07
12.87
9.87

9.65
11.86
11.04
8.87
12.99
10.92

Change
+ or -

N

6 .17
4 .32
5.40
4.47
9.12
29.48

24
60
60
30
8
182

Table C .5 . —Observed C ell Mean and S tandard D ev iation f o r V a ria b le
Level o f Regard and E xperience
Experience
Years
1 or le ss
2-3
4-5
6-9
10 o r more
Mean o f Mean

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o sttest
S td . Dev.

Change
+ or -

N

32.93
20.21
28.08
30.63
31.23
30.62

11.13
7.75
11.20
9.27
9 .6 8
9.57

33.20
31.06
29.71
31.65
31.88
31.49

11.52
7.49
10.54
9.41
10.28
9.69

0.27
0.85
1.63
1.02
0 .65
4 .42

15
33
24
46
64
182

118

Table C . 6 . —Observed C ell Mean and Standard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard and Experience

E xperience
Years
1 or le ss
2-3
4-5
6-9
10 o r more
Mean o f Mean

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o stte st
S td . Dev.

4.47
5.76
3.63
4.96
4 .4 8
4.72

14.83
11.45
12.92
12.54
11.80
12.22

9.13
8 .8 8
8.96
9 .4 8
10.67
9.87

12.66
9 .0 4
10.30
12.21
10.90
10.92

Change
+ or 4 .6 6
4.11
5.33
4.52
6 .1 9
24.81

N

15
33
24
46
54
182

Table C . 7 . —Observed C ell Mean and S tan dard D ev iatio n f o r V a ria b le
Level o f Regard and Program
Program

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o stte st
S td . Dev.

Change
+ or -

N

Handicapped

29.59

8 .8 2

30.09

8.80

0 .5 0

44

D isadvantaged

29.71

10.40

30.33

10.37

0.62

58

Combination

31.85

9.31

33.11

9.51

1.26

80

Mean o f Mean

30.62

9.57

31.49

9.69

2 .38

182

T able C . 8 . —iO bserved C ell Mean and S tan dard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard and Program

Program

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o stte st
S td . Dev.

Change
+ or -

N

Handicapped

2 .9 8

12.04

8.48

9.91

5.50

44

D isadvantaged

2.79

13.58

7.43

12.42

4 .6 4

58

Combination

7.07

10.97

12.41

9.81

5.34

80

Mean o f Mean

4.72

12.22

9 .87

10.92

15.48

182

119

Table C. 9 . — C ell Mean and Standard D eviation f o r V a ria b le Level o f
Regard and Sex

Sex

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o sttest
S t d . Dev.

Change
+ or -

N

Male

29.66

9.42

30.38

10.16

0 .7 2

93

Female

31.46

9.61

32.50

8.99

1.04

89

Mean o f Mean

30.62

9.57

31.49

9.69

1.76

182

Table C .1 0 .—Observed Cell Mean and S tandard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard and Sex

Sex

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o sttest
S td . Dev.

Change
+ or -

N

Male

4 .4 8

11.86

8 .9 3

11.41

4 .45

93

Female

5.07

12.68

10.72

10.33

5.65

89

Mean o f Mean

4 .7 2

12.22

9.87

10.92

10.10

182

Table C .11.--O b serv ed C ell Mean and Standard I D ev iatio n f o r V a ria b le
Level o f Regard and E d ucatio n .

Education

P re te st
Mean

P re te st
S td . Dev.

P o sttest
Mean

P o stte st
S td . Dev.

Change
+ or -

N

Less th an o r
equal to B.A.

31.72

9.23

32.47

9.23

0.75

109

M asters Deg.

29.39

9.99

30.35

10.41

0.76

59

Advanced Deg.

27.21

9.62

28.71

9.63

1.50

14

Mean o f Mean

30.62

9.57

31.49

9.69

3.21

182

120

Table C. 1 2 .—Observed Cell Mean and S tand ard D ev iatio n f o r V a ria b le
U n c o n d itio n a lity o f Regard and E d ucation .

Educatlon

P re te st
Mean

P re te st
S td . Dev.

P o stte st
Mean

P o stte st
S td . Dev.

Change
+ or -

N

Less th an o r
equal t o B.A.

4 .5 2

12.69

9.67

11.18

5.15

109

M asters Deg.

5 .2 4

11.82

10.05

10.49

5.25

59

Advanced Deg.

4 .0 7

10.79

10.71

11.34

6.64

14

Mean o f Mean

4 .7 2

12.22

9.87

10.92

17.04

182

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