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For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted in to yo u r xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any docum ent may have indistinct p rin t. In all cases the best available copy has been film ed. University Microfilms International 300 N. Zeeb Road Ann Arbor, Ml 40106 8224478 Ryckman, Lynn A ID EN TIFIC A TIO N OF IN-SERVICE NEEDS AS RELATED TO PERFORMANCE TASKS AN D RELATED DEMOGRAPHIC FACTORS BY SELECTED M IC H IG A N BUSINESS AND OFFICE EDUCATION TEACHERS Michigan State University University Microfilms International PH.D. 300 N. Zeeb Road. Ann Arbor. M I 48106 1982 PLEASE NOTE: in all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Glossy photographs or pages______ 2. Colored illustrations, paper or print______ 3. Photographs with dark background______ 4. Illustrations are poor copy______ 5. Pages with black marks, not original 6. Print shows through as there is text on both sides of page_____ 7. Indistinct, broken or small print on several pages 8. Print exceeds margin requirements______ 9. Tightly bound copy with print lost in spine______ 10. Computer printout pages with indistinct print______ 11. Page(s)____________ lacking when material received, and not available from school or author. 12. Page(s)____________seem to be missing in numbering only as text follows. 13. Two pages numbered____________ . Text follows. 14. Curling and wrinkled pages______ 15. O t h e r ______________________________________________________ _ _ _ _________ . copy__ ^ University Microfilms International IDENTIFICATION OF IN-SERVICE NEEDS AS RELATED TO PERFORMANCE TASKS AND RELATED DEMOGRAPHIC FACTORS BY SELECTED MICHIGAN BUSINESS A N D OFFICE EDUCATION TEACHERS By Lynn A. Ryckman A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1982 ABSTRACT IDENTIFICATION OF IN-SERVICE NEEDS AS RELATED TO PERFORMANCE TASKS A N D RELATED DEMOGRAPHIC FACTORS BY SELECTED MICHIGAN BUSINESS AND OFFICE EDUCATION TEACHERS By Lynn A. Ryckman The problem of this study was to: (1) identify the in-service needs of Michigan business and office education teachers, and (2) to determine the perceptions of the teachers regarding the importance of their daily performance tasks, as well as their ability to perform the same tasks. The study encouraged teachers to participate in identifying their teaching skills, by level of difficulty, determining future in-service programs. for use in Other related in- service areas examined were the opinions held by the teachers regarding the desirability of various instructional formats, delivery system approaches, financing procedures, and sched­ uling times for in-service programs. A questionnaire was mailed to one teacher from each secondary school receiving vocational reimbursement to collect the descriptive data needed. was 89 percent. The usable return rate Lynn A. Ryckman It was determined from the findings that there was a need for in-service training in the area of special needs students. 1. For example: Deal with crisis situations involving students with special needs, e.g., epileptic seizures, racial confrontations, etc. 2. Identify students whose performance is impaired by chemical dependency, e.g., drugs or alcohol. Some major conclusions were: 1. In-service training is needed for tasks involved with special needs situations, tasks dealing wit h the public relations aspects of courses and programs, and tasks asso­ ciated with cooperative education and coordination activities. 2. N e w techniques and strategies may need to be developed to increase the degree of satisfaction for inservice activities. 3. Workshops, seminars, o r conferences, including group classroom activities and seminar discussions, may be effective instructional approaches and methods for present­ ing in-service education. 4. No particular agency or group of individuals appears to be a dominant figure in meeting the t e a c h e r s ' inservice needs. 5. All performance tasks were perceived as at least moderately important by the t e a c h e r s , and none of the tasks were considered low or of no importance. ACKNOWLEDGMENTS The author would like to acknowledge the support and assistance of several people w ho helped make this study possible. Sincere appreciation is extended to the Michigan business and office education teachers who cooperated in this study, and also to Mary Hedges from the Michigan Department of Education for her assistance. A debt of gratitude, appreciation, and thanks to the following persons: To Dr. Robert P. Poland, Dissertation Committee, Chairperson of the for his patience, guidance, and encouragement throughout the entire doctoral program; To Dr. Ellis R. Thomas, Zane K. Quible, Ristau, Dr. Billie T. Rader, Dr. Dr. Charles A. Blackman, Dr. Robert A. and Dr. Rosetta Wingo, members of the dissertation committee, who gave excellent constructive suggestions during this period; and To Professor John E. Kraeer and Dr. Maiian C. Shaffer for their timely encouragement and support. For support and encouragement, the author gives special thanks to his father, the late C. Roy Ryckman, his mother, Margaret J. Ryckman. and Finally, the author would like to acknowledge a wonderful family. To Susan A. Ryckman and Roger R. Ryckman for their help and assistance in mailing the questionnaires and for being my children. To my wife, Annette J. Ryckman, without her support and encouragement this experience w o u l d not have occurred. TABLE OP CONTENTS Page LIST OF T A B L E S .................................................Vi Chapter I. INTRODUCTION ...................................... 1 Statement of the Problem ..................... 6 Purpose of the S t u d y ........................ 8 Background of the Study . . . . . . . 9 Ne e d for the S t u d y ................................10 Definition of T e r m s ................................12 Delimitations of the S t u d y ..................... 14 Limitations of the S t u d y ......................... 14 Assumptions of the S t u d y .........................15 Organization of the S t u d y ......................... 15 II. REVIEW OF L I T E R A T U R E ................................17 Introduction .................................. Historical Overview ........................... Status of In-Service Education .............. Trends And Alternatives .................... Significant Research Studies ................. S u m m a r y ............................................. III. RESEARCH METHODS AND PROCEDURES ................. 17 17 20 28 36 42 43 Selection of Participants ..................... 44 Development of the Instrument . . . . . 44 Gathering of the D a t a ............................ 47 Analyzing the D a t a ............................4 8 IV. ANALYSIS OF THE D A T A ................................51 Introduction ......................... 51 Description of Respondents ................. 52 Current Teacher In-Service .............. . 58 Preferred Methods of In-Service .............. 62 Performance Tasks . 69 S u m m a r y ..............................................85 iv Chapter V. Page SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS .................................. 86 The Problem Researched, Research Methods, and Findings ..................... 86 C o n c l u s i o n s .................................. 9 9 Recommendations ............................... 101 APPENDICES APPENDIX I APPENDIX I .........................................104 I ..................................... 110 APPENDIX I I I .........................................112 APPENDIX I BIBLIOGRAPHY V .........................................114 ............................................. v 120 LIST OF TABLES Table 1 2 Page Response by Michigan Business and Office Education Teachers to this Study ............... Education Levels Achieved by Michigan Business and Office Education Teachers . . 49 . 5 3 3 Years of Non-Teaching Work Experience of Michigan Business and Office Education T e a c h e r s ......................................... 5 3 4 Number of Years of Teaching Experience by Michigan Business and Office Education T e a c h e r s ............................................ 54 5 Salary Increases for the Acquisition of Additional College/University Credits o r D e g r e e s ...................................... 55 6 Salary Increases for In-Service Including Non-Credit Courses, Workshops, and Conferences by Business and Office Education Programs Seminars, Michigan Teachers . . . 56 7 Tuition Reimbursement Received for Courses Taken for C r e d i t ..................................57 8 Reimbursement for Mileage or Other Costs Associated With Conferences, Workshops, or S e m i n a r s ........................................ 57 9 Degree of Satisfaction of Michigan Business and Office Education Teachers With Current In-Service Education ............................ 58 Agencies or Individuals Currently Meeting The In-Service Needs of Michigan Business and Office Education Teachers ................. 60 Sources of Funding as Perceived by Michigan Business and Office Education Teachers . . . 61 In-Service Instructional Approaches Most Preferred by Michigan Business and Office Education Teachers ..................... 62 10 11 12 vi Table Page 13 Preferred In-Service Methods as Rated by Michigan Business and Office Education T e a c h e r s ............................................ 64 14 Preferred In-Service Education Formats as Rated by Michigan Business and Office Education Teachers ........................... 65 Preferred In-Service Schedules as Rated by Michigan Business and Office Education Teachers ........................... 67 Preferred Time of Year for In-Service Activities as Rated by Michigan Business and Office Education Teachers ................. 68 Performance Task Importance as Perceived by Michigan Business and Office ........................... Education Teachers 71 Performance Task Abilities as Perceived by Michigan Business and Office Education Teachers ........................... 76 15 16 17 18 19 Rank Order of In-Service Needs as Perceived by Michigan Business and Office Education T e a c h e r s ............................................ 81 CHAPTER I INTRODUCTION In-service education has been an important part of our educational system for many years, of teachers. serving the needs The literature indicates there have been major problems in identifying specific teacher needs and determining the appropriate methods and alternative programs to make teachers more effective in a continuously changing society. Many business and office education teachers and teacher educators have been concerned with meeting the inservice needs which currently confront teachers as well as the problems which will be encountered in the future. Lee (19 80) states the following: The '80's will possess many challenges to the teacher educator with the development of new v o c a ­ tional legislation, with the new provisions on civil rights and sex equity acts, and pressure forthcoming from society. . . . The challenges are so massive for the '80's one must totally review in-service and pre-service programs to make certain that such programs are realistic in regard to h a v ­ ing meaningful application (p. 1). The challenges Lee refers to can be met by in-service programs which are planned, prepared, and delivered in a manner which will assist teachers in solving the problems they may encounter in preparing students for a useful and productive life. 1 2 In-service education is designed to promote the professional growth and development of teachers who already possess the basic competencies needed for entry into the teaching profession. formal classes, In-service education may include teachers corps, teacher centers, workshops, seminars, travel, professional reading, visitations, and other activities which contribute to the teachers' prof e s ­ sional development. However, "in-service education should not be restricted to what may be regarded as the crises of the moment; instead, it can be addressed to a broad spectrum of social and cultural concerns" (Rubin, 1978, p. x i v ) . The Vocational Education Act of 1963, and its subse­ quent amendments of 196 8 and 19 76 reinforced the federal governments commitment to in-service education. Department of Health, Education, to vocational legislation (sec. A 1978 U. S. and Welfare Handbook refers 135 a; 20 U.S.C. 2355) which states that funds will be available to the states for sup­ port programs or projects designed to improve the qualifi­ cations of persons serving or preparing to serve in vocational education programs, which includes teachers, administrators, supervisors, counseling personnel. and vocational guidance and This federal legislation specifically identifies a need for in-service education in areas co n ­ cerned with new and emerging occupations, sex bias in vocational education, education for persons with limited English speaking ability, handicapped (p. 147-149). and the disadvantaged or 3 In an effort to comply with federal legislation, the Michigan Department of Education (1978) defines in- service or professional development as: A planned and organized effort to provide teachers and other educational workers with the knowledge and skills necessary to facilitate improved student learning and performance and to meet additional needs of students... Professional development of school staff is one of the priorities for Michigan education. As a result, a state­ wide system for professional development is in the developmental phases. Professional development programs and activities for vocational education personnel are an integral part of this state-wide system (p. D - l ) . The Michigan Department of Education (19 78) further states that the purpose of the State Plan for Professional Develop­ ment is to serve as a communication device to department staff and educators in the field regarding the multiplicity of professional development activities and programs s up­ ported by the Michigan Department of Education (p. D - l ) . The current Annual and Long Range State Plan For Vocational Education in Michigan (19 80) describes how and w h e n federal legislative mandates will be accomplished. The Long Range State Plan also acts as a communicative device to disseminate information to school staff and educators in the state regarding new federal mandates and their priorities for fulfillment. In the area o f in-service for Michigan teachers the Annual and Long Range State Plan For Vocational Education (1980) concludes: 4 1. There is a need to provide in-service (pre-service) training for teachers in the areas of mainst r e a m i n g handicapped students in vocat i o n a l educ a t i o n (Goal 11—E t A c tivity 16). 2. Office e d u c a t i o n teachers need in-service to provide their students wi t h an understanding of computer operations 3. (Goal I I - E ) . Vocational teachers should be provided sabbatical leaves and financial support for periodic updating of technical skills. (The M i c h i g a n Depar t m e n t of E ducation does not have the p r erogative of providing leave o r assistance; that is a function of the local school district) 4. In-service mate r i a l s for teachers of h a ndicapped and disadvantaged students should be developed. (Mentioned in Goal II-E) 5. In-service and other assistance needs to be given to school personnel for data gathering activities (Goal IV—A ) . 6. Distributive E ducation Guidelines recommend new p r o ­ cedures whi c h necessitate additional in-service for teachers. 7. The teacher education institutions should improve their overall educational programs for pre-service and in-service vocational education teachers through 5 interaction with employers of students from secondary and postsecondary vocational-technical programs (Objective II-E covers t h i s ) . (p. 165-169). The Education Amendments of 19 78 mandate coordina­ tion of federal and state funds for staff development and specify that each state set forth a comprehensive plan for educational personnel in the state, and in-service education. including pre-service The United States Department of Education (USDE), formerly the United States Office of Education (USOE), authorized $300 million for FY 19 79 for professional development o f educational personnel. Unfortunately, according to Feistritzer (1979), much of the funding did not go toward the professional development of regular educational personnel. Many Office of Education programs stipulated that training should occur, but did not specify what kind nor provide guidance on how it should be delivered (p. 37). Feistritzer concludes that "there is a lack of coordination among USOE programs in the area of professional development of educational personnel at the federal, state, and local levels" (p. 38). Early literature of in-service education is con­ cerned with concepts, however, current literature addresses the needs of the ultimate benefactor of in-service education, the student and teacher. Rubin (1978), a University of Illinois professor and author explains: 6 The movement is clearly toward teacher-determined in-service programs and the fulfillment of teacher requirements, there is an obvious relationship between a teacher's philosophy, intent and beliefs, and profes­ sional retraining interests.... As a result, staff development policies must include provisions for activi­ ties that allow teachers to clarify the values underlying their in-service request. What we most need, in the immediate future, is a rationale that accommodates the political differences that exist; preserves the teacher's autonomy in self­ directed improvement; incorporates activities directly related to major educational inadequacies; provides for progressive enhancement of technical mastery; permits sharing of local-state-federal support; generates more dollars for in-service activities; and, of greatest significance, demonstrates tangible benefits (p. xiv- x v ) . Readings from Rubin, as well as other educational leaders cited in Chapter II, emphasize the importance of teacher input in the planning and implementation of inservice workshops, seminars, or courses. Based on the need for teacher input, this researcher has included in this study the following topics for teacher response: content, planning, format, methods, scheduling, and locations. Statement of the Problem The problem of this study was to: (1) identify the in-service needs of Michigan business and office education teachers, and (2) to determine the perceptions of the teachers regarding the importance of their daily performance tasks, as well as their ability to perform the same tasks. This study was designed to encourage teachers to participate in identifying their own teaching skills, by levels of difficulty, for possible use in determining future in-service 7 programs. Other related in-service areas examined were the opinions held by Michigan business and office education teachers regarding the desirability of various instructional formats, delivery system approaches, financing procedures, and scheduling times for in-service teacher education programs. Research Questions This study attempted to answer the following research questions as they appeared in the questionnaire: 1. tion; What is the demographic profile of the p o p u l a ­ and what demographic patterns emerge in regard to practical work experience, (b) teaching experience, salary increases for in-service, and (a) (c) (d) financial reim­ bursement for in-service? 2. What is the degree of satisfaction among Michigan business and office education teachers with current inservice training? 3. Which agency or agencies are providing the major source of in-service education for Michigan business and office education teachers? 4. How do Michigan business and office education teachers believe in-service education should be financed in the state of Michigan? 5. What do Michigan business and office education teachers perceive as the preferred method, format, and time of day and year for in-service education? location, 8 6. In the area of perceived importance by teachers, which performance tasks are rated from very high to low in importance? 7. In the area of perceived ability to perform by teachers, which performance tasks are rated from very high ability to low ability by the teachers? Purpose of the Study The purpose of this descriptive study was to identify in-service needs of Michigan business and office education teachers and provide information which wou l d be useful in the planning and implementation of future in-service programs. The specific purposes were as follows: 1. To examine the perceptions of Michigan business and office education teachers regarding the importance of the performance t a s k s . 2. To examine the abilities of Michigan business and office education teachers to p e r f o r m the performance tasks. 3. To compare opinions held by Michigan business and office education teachers regarding the desirability of the various formats, delivery systems, financing, and loca­ tions of in-service teacher education programs. 4. To determine the relative need for in-service programs by comparing and analyzing the performance task responses. The 39 performance tasks, described in 9 Chapter III, were derived from the following nine areas of instruction which the teachers are likely to encounter on the job: a. b. c. d. e. f. g. h. i. Course planning and instruction Classroom/student management Evaluation Coordination Special needs Program planning Post-instructional Activities Public relations Administrative Background of the Study The concept of in-service education is not ne w to education. In-service education of one form o r another has been part of the educational system for many years. after the turn of the century, Shortly in-service education was a means of providing pedogogical methods and subject matter content to teachers, usually through reading circles, teacher institutes, extension courses, (Stephens and Hartman, 1978, p. 1). and summer schools Vocational-technical educators have long recognized the value of adequate inservice education. The Smith-Hughes Act of 1917 incorporated provisions for both pre-service and in-service education of vocational teachers. Succeeding federal legislation, includ­ ing the Vocational Education Act of 196 3, reemphasizes the value of in-service education (Cameron and Cotrell, 19 70). Postgraduate courses and workshops were common in-service practices during the 1 9 5 0 ’s, while the 1 9 6 0 ’s witnessed 10 in-service which included more postgraduate programs along with extension courses and summer school courses. By the late 1960's, teachers and teacher groups were demanding changes in in-service education activities. These demands reflected a general dissatisfaction with con­ cepts, methods, programs. Rubin and university-controlled in-service (19 78) states that teacher complaints of irrelevance and meaninglessness in in-service education programs have been acknowledged in spirit and ignored in practice (p. 7). Change in education comes slowly, as with politics o r other traditional areas, but eventually change must happen if the in-service education needs of teachers are to be met. Rubin (1978) further states that provisions for the improvement of the in-service teacher have rarely been adequate. The typical program has suffered from a lack of energy, precision, direction and imagination (p. 4). The literature indicates that present teacher o bj e c ­ tions to in-service concerns the lack of relevance in in-service programs as they pertain to their daily responsi­ bilities in the classroom. These concerns should be addressed in the future. Need for the Study Literature pertaining to in-service education indicates a need for new thinking and new directions. Several of the authors are indicating that the teachers 11 need to be more involved in in-service education, particu­ larly the decision making process. According to Ryor (1979) , "Inservice education has been in ill health for a long time. A major reason for that malady is that teachers who know most about their own needs have had too little to say about it" (p. 14). Gallegos (1979) expresses a similar viewpoint when he states that consideration should be given to the delivering of in-service education based on emergent and distinct needs of teachers (p. 2 3). Some writers believe that in-service education should include all parties involved. "Decisions should be made through a collaborative process involving all the agencies that will participate in the program. It is particularly important that the teachers who will be clients of the program are involved in the pl a n ­ ning stages" (Hite and Howey, 1977, p. 14). Even though many questions have been answered about in-service education, some still remain unanswered. example, in an article by Sandefur For (1979) , he states that the primary purpose of in-service education is to upgrade and update the skills and competencies needed by educators at all levels, and that input in decision making is needed from the institution, the students, and the public. Sandefur also brings up for discussion unresolved issues which include: 1. Who determines what in-service education should be provided? 2. What delivery system should be used? 12 3. W h o will deliver the in-service education? 4. Where is the logical place for in-service e d u ­ cation to take place? 5. Is the financing of in-service education a state or federal responsibility? .6. How should in-service education be governed? {p. 19). This study, therefore, will provide additional infor­ mation needed w h i c h will relate to in-service education and aid in better understanding and solving the questions and issues confronting business and office education teachers today in the state of Michigan. Definition of Terms The following terms are defined as they apply to this research study: Business and Office Education Teacher - A person designated as a classroom instructor of an office e d u c a ­ tion program employed in a Michigan vocationally-reimbursed secondary school. In-Service Education - Efforts to promote by appro­ priate means the professional growth and development of teachers which includes planned and organized efforts to improve the knowledge, skills, and attitudes of the teachers to make them more effective on the job. activities such as role-playing, strations, Some examples are intervisitation, and laboratory sessions demon­ (Good, 1973, p. 294). 13 Instructional Approach - This refers to the way in which the teacher prefers to receive information or training such as group classroom, seminars, TV, self-paced work, or correspondence, Instructional Format - The term format refers to the scheduling of in-service programs. Some teachers may prefer to have in-service training spread ov e r a period of time such as regularly scheduled university courses. However, some teachers may prefer a short intensive time frame such as a week or even a weekend. On-Site In-service - In-service programs that are offered at the teacher's home school or local intermediate district. Performance Tasks - Performance tasks are the duties, obligations, o r activities a business and office education teacher may be involved with while fulfilling his o r her job requirements. Teacher Center - A site where in-service education is conducted which is designed to meet the needs of the teachers and local intermediate districts. often organized, planned, Centers are and operated by teachers, either on-site or in changing locations. Teacher Corps - "Federal-funded program for the graduate training of teachers to wor k in disadvantaged areas, combining course-work and practical experience through internships" (Page and Thomas, 1977, p. 238). 14 Delimitations of the Study The following were the delimitations of this study: 1. This study was concerned only with secondary schools which were vocationally reimbursed as an office education program by the state of Michigan and listed with the State Department of Education as a steno, clerical, steno- clerical, c l e r k - t y p i s t , legal secretary, medical secretary, stock and inventory clerk, general office clerk, or office cooperative program. 2. Participants were limited to a selected group consisting of one business and office education teacher from each school. 3. This study involved 39 performance tasks classi­ fied in nine areas of instruction. No attempt was made to identify all the possible tasks and areas of instruction a teacher may encounter. Limitations of the Study The study was limited by the following constraints: 1. to analyze, The ability and willingness of the respondents interpret, and make a sound decision when answering the q u e s t i o n s . 2. The fact that the responses of the respondents were opinions and perceptions they held only at the time the questions were answered. 15 3. Although secondary business and office education is similar throughout the country, only Michigan teachers. the population included The findings were generalized only to teachers w h o responded to this study. Assumptions of the Study The following assumptions were made in preparing and conducting this study: 1. The perceptions of Michigan business and office education teachers in regard to the importance of per f o r ­ mance tasks and the teachers' abilities to perform the tasks will provide information which can be used to determine the in-service needs of the teachers. 2. All of the teachers did not have the opportunity to perform all 39 performance tasks in the questionnaire at this time in their career. 3. The survey instrument gave an accurate listing of the performance tasks performed b y business and office education teachers in the state of Michigan. 4. All answers to the instrument were accurate and represented the true opinions of the respondents. Organization of the Study This study was organized into five chapters as follows: Chapter I - "Introduction," includes the statement of the problem, purpose of the study, background of the 16 study, need for the study, definition of terms, of the study, assumptions of the study, limitations and organization of the study. Chapter II - "Review of Literature," contains the historical overview, and alternatives, status of in-service education, trends significant research studies, and summary. Chapter III - "Research Methods and Procedures," contains the selection of participants, development of the instrument, gathering of the data, and processing and analyzing the data. Chapter IV - "Analysis of the Data," includes the description of the respondents, current teacher in-service education, preferred methods of in-service education, and performance tasks. Chapter V - "Summary of Findings, Conclusions, Recommendations," includes the major findings, and recommendations of the study. and conclusions, CHAPTER II REVIEW OF LITERATURE Introduction An examination was made of the literature and re­ search studies which pertain to in-service education. An ERIC search was conducted at the Michigan State University library and an extensive hand search was conducted by the researcher to obtain information about in-service education. The findings from the literature review are grouped under the headings: In-Service Education; (1) Historical Overview; (2) Status of (3) Trends and Alternatives; Significant Research Studies. and (4) A summary is presented at the end of the chapter. Historical Overview In-service education is not a new concept in education. As described by Tyler (19 71), in-service of teacher development has been in existence since the mid-nineteenth century. In the 1850s and '60s in-service education was largely r e m e d i a l , and teachers attended for two or three days* duration while selecting short courses in the evenings. The content of the courses usually included a r i t h m e t i c , spelling, geography, and history with recommendations as how to teach the basic 17 18 subjects. "The ideal teacher at that time w as thought to be one who was always gaining new understanding of the old c o n ­ tent, and new skills in carrying on his/her work" (p. 7). The Land Grant College Act of 1862 was the forerunner of the idea that American educational institutions should be expected to respond to the realities of social change. The success of the new land grant institutions helped develop the idea that education mus t and can change to meet the changing needs of a modern society. From 1880 until World War X, the summer courses in the normal schools we r e strategically the most important agencies of in-service education in America. Tyler (1971) continues to explain: This was a period of questioning, promotion of new ideas, recognition of new educational problems, and introduction of new subjects into the curriculum, such as hygiene, civics, and vocational education. The in-service education programs of institutes and summer sessions were the chief means for helping teachers to deal w i t h the changes that were proposed (p. 10). Between World War I and the depression of the early 1930s, in-service education changed. Educators believed that major improvement in the quality of teaching in public schools could be obtained by requiring all teachers to have a bachelor's degree. Most teachers at that time only had the equivalent of two years of college; therefore, to attain the goal of a bachelor's degree for all required a tremendous investment in in-service courses that would count on a teacher's credentials toward his/her bachelor's degree. 19 Hence, from 1918 until the depression, in-service programs were not aimed at helping teachers meet new problems but rather at filling gaps in college degree requirements. Tyler states that the differentiating characteristics of in-service education during the depression period arose from the primary concern of developing curricula and edu­ cational procedures that would better serve youth under the conditions of the day. This involved: 1. New approaches to curriculum building. 2. The identification of new content. 3. The development of new instructional materials. 4. The discovery of new teaching-learning procedures. 5. The education of teachers to understand and to conduct new programs (p. 11) The second World War, and the increase in birth rate that followed, created an acute shortage of teachers. Because of the teacher shortage, in-service education offered types of courses which enabled the teachers to meet certi­ fication requirements. Stephens and Hartman (1978) define the 1950s as the time when the workshop method of in-service was popular. Most public school workshops of that time consisted of staff development days conducted at the school district level frequently in cooperation with teacher associations. By the 1960s postgraduate in-service programs included summer school and fifth-year graduate programs which were merely extensions of the traditional four-year programs. Stephens and Hartman 20 further explain that by the 1970s there was a trend toward cooperation between in-service trainers and teachers and w i t h the joint efforts of school districts and teacher institutions. In summarizing the historical significance of inservice education, Tyler c o n d o les the only new m ajor purpose of in-service education since 1°J0 has been to aid schools in implementing new educational programs. In-service e d u ­ cation programs helped teachers acquire understanding, skills, and attitudes essential to the roles they w e r e to play in the new p r o g r a m s . Rubin (1978) views the history of in-service as being characterized by randomness and fragmentation, whi c h deferred m o r e to expediency than to need, by programs and by methodologies that have been largely atheoretical. Rubin concludes by stating that the machinery for sustaining the future professional development of educators is in need of an overhaul. Status of In-Service Education In-service education has been a part of the e d u ­ cational system for many years, however, man y educators are dissatisfied w i t h the in-service system and contend the system has numerous problems. Rubin (1978) identifies such problems as: 1. A profound lack of continuity between p r e ­ service and in-service; 21 2. A general lack of vitality and rigor; 3. A conspicuous lack of precision of current practices, at least in the sense that teachergrowth objectives are not coupled w i t h an efficient means for their attainment; 4. A failure to exploit the rich potential inherent in the processes through w h i c h teachers can educate one another; 5. A preoccupation w i t h teaching technique related to subject m a t t e r causing the importance of what might be called the "personological" skills of teaching to be overlooked; 6. A lack of systematic attention being given to the educational and social values teachers embrace; and 7. Not m u c h done in the w a y of anticipating the kinds of teachers that wil l be required as school and societal change follow their inexorable course (p. 8). Houston and Freiberg (1979) contend in-service is often based on a "cafeteria" approach. organizes a wide array of one-time, The school district two-hour, non- developmental in-service offerings w i t h teachers selecting those that appeal to them. They also say this approach is a no-growth, no-direction style that does not lead to any specified goals of improved performance. Not all educators are in agreement as to the specific problems of in-service education or the methods needed to alleviate the problems. Meade (1971) states provisions for in-service education are grossly inadequate because they suffer from the following three predominant and interrelated weaknesses: 22 1. time is not available on a regular and systematic basis for teacher retraining; 2. insufficient funds spent on retraining; 3. an efficient m e t h o d of retraining has not yet been devised (p. 220). and Meade further states that the challenge is to rearrange the teacher's workday so that on-the-job professional improvement actually takes place. Albert Mamary agrees that time and money can cure some of our in-service problems. _ Mamary (1978) states: A good renewal program requires that the district should initiate and encourage staff development. It should provide release time, extended time, or compensa­ tory time for staff to plan, implement, and evaluate long and short range goals. It should recognize, s u p ­ port, encourage ana supplement initiative; assist in the identification of the needs of s t u d e n t s ; and provide funds for staff growth and material resources (p. 80). Van Wagoner (19 78) identifies four major complaints by in-service recipients and suggests possible solutions as: 1. Irrelevance - Workshops offered very little that was relevant to the particular needs and pro b ­ lems of the school. Solution - A needs assessment instrument dis­ tributed to all faculty for selecting in-service topics. 2. Presenters - Presenters were often pretentious, inarticulate, uninformed, and strived for unobtainable goals. Solution - Utilize members of the faculty and fellow teachers as presenters. 23 3. Class time Loss - The fear that students would lose information by the teacher being absent from the classroom. Solution - Allow the teacher to pick the inservice day and be able to plan for it weeks in advance. 4. Locations - Many of the teachers in-service activities were miles from their school and the attendees problems were unrelated to their own. Solution - Have local on-site in-service activi t i e s . In conclusion/ Van Wagoner suggests solutions such as: (1) addressing problems pin-pointed by those attending, (2) having programs conducted by the teachers themselves, (3) scheduling sessions at the teachers' schools, (4) arranging sessions for a time when students were not in school. Rubin and Van Wagoner both express a need for greater involvement by teachers in in-service activities. Many others share the same philosophy. Mann (1979) explains educators have failed to stimulate much improvement in schools in-service activities because they have failed to pay enough attention to teachers. the extent to which trainees He further states that (teachers) perceived a need for their own development is an important characteristic. Drummond (1979) expresses a similar idea whe n he emphasizes in-service education should be managed by the people who work in the building and should deal with the individual and group problems and aspirations found there. Shanker (1979) 24 indicates a need for stronger teacher in-service part i c i ­ pation when he states: The fact that the average teacher operates in a threatening environment must be a central consid­ eration in the development of any in-service program. The best way to deal with this phenomenon is to give teachers a dominant voice in the development and administration of in-service programs (p. 17). There is agreement among some educators that inservice programs may aid in the further development of teachers, help teachers keep up with societal changes, and help satisfy the public demand for teacher accountability. According to Roth (19 75) it is important for in-service p r o ­ grams to be addressed to the individual's needs and be relevant to their teaching responsibilities. Programs established merely to have in-service activity may be neither relevant to the realities of the classroom nor responsive to individual needs. Roth contends in-service programs can: (1) be an opportunity to express one's own ideas and explore these with colleagues along with other trends in education, (2) keep one's ideas active intellectually and avoid stag­ nation, and (3) regenerate the thinking process in a never ending pursuit of instructional excellence. Fisher (1978) is somewhat less individualistic in his assessment of in-service needs. He considers in-service education as something broader than one or two meetings de ­ signed to deliver information about a particular set of programs, standards, or instructional strategies. (1978) Fisher lists the following as factors to consider when 25 planning in-service activities: 1. All staff members need to be kept aware of changes in educational technology, information delivery systems, assessment techniques, parenting, progress reports, etc. 2. Teachers no longer operate in isolation. They work with support personnel within school systems, including teacher aides, psychologists, and counselors. Much in-service is necessary to define the various roles of the members who make up the team of individuals who will guide the education of each and every child. 3. In-service training must o c c u r to increase the paraprofessionals effectiveness in the delivery of educational programs. 4. Over the past 10 years many new programs have emerged from both state and federal levels. All school personnel who are expected to implement n e w programs should be given adequate and ongoing direction and support. In many instances new programs require the training of individuals to perform certain tasks. This in-service training is virtually impossible without a well mechanized delivery system. 5. Individual staff competencies may depend on several years of additional continuing education. Additional competencies acquired by the indi­ vidual may allow him/her to feel more comfort­ able in the educational setting in which he/she must work on a day-to-day basis (p. 56-57). There is evidence that in-service is needed by all teachers, not merely by older teachers who are filling in educational gaps. New inexperienced teachers may use in- service education to aid in the trasition from university life to the world of a work i n g teacher. Burlingame (1978) claims new and inexperienced teachers may also need in-service training for: 1. an emphasis on the basic skills of teaching; 26 2. additional information needed by inexperienced t e a c h e r s ; and 3. the development of prestige systems to enhance the status of inexperienced teachers (p. 15 8). In an article by Elliott and Steinkellner (1979) they discuss in-service education for new teachers by saying: ....that early in-service truly is needed for teachers if they are to become as effective as they would like to be and the accountability-inclined public will demand that they be. It may well be that teacher demands for in-service time can provide school systems with excellent payoff in terms of student growth and development. This will be true, of course, only if that time is designed to meet the real areas of teacher weakness (p. 423). As pointed out by Gryder, Hennington, and Hutt (1977), there is an ever-growing emphasis on in-service training which is in part due to the demand of accountability in the teaching profession. The y reemphasize that teachers will participate only in those professional development or inservice activities that address their current needs. From these and other similar statements in the literature review it becomes apparent there is a necessity to determine the inservice needs of the teachers who will be participating in the in-service activities. Another factor imperative to the success of. any in-service program is the motivation of the participants. Teresa M. Palmer has written extensively about the extrinsic and intrinsic motivational aspects of in-service education participants. In order to properly plan and p r e ­ sent in-service activities it is of utmost importance to know what motivates the prospective recipients of the 27 training. Palmer (1978) explains that: Both extrinsic and intrinsic motivation are used to encourage teachers to improve teaching performance. In extrinsic motivation, the impetus may come from rule enforcement (making participation in in-service programs a requirement of the j o b ) , or from rewards that are valued by the participants but do not stem from improved performance (such as bonuses, incre­ ments, certificates, e t c . ) . Those most susceptible to extrinsic motivation are those who have not ade­ quately satisfied their basic needs or those who do not derive the satisfaction of higher order needs from their teaching. In intrinsic motivation, the impetus for improvement may come from a desire to do a better job of teaching. Intrinsically motivated teachers derive satisfaction directly from the p e r ­ formance of their teaching duties. The rewards here are the rewards perceived by the teacher and are highly dependent upon his or her values and atti­ tudes and environmental pressures. . . . it would be wro n g to assume that intrinsic motivation indi­ cates a good teacher or that extrinsic motivation necessarily denotes a poor one. When teaching provides intrinsic rewards exp r e s ­ sive of the needs of the teachers, they develop a strong commitment to the (educational) system find the improvement of the education provided within. When the motivation is chiefly extrinsic in nature there is a much w e a k e r commitment to the system and there is likely to be a fairly high rate of turnover when there are alternative forms of employment that offer rewards that are more highly valued (p. 216-217). Palmer further states that the two types of m o t i v a ­ tion are not mutually exclusive and the difference in intrinsic and extrinsic motivation is usually the result of differing external pressures. For example, as related by Palmer, a teacher may decline to participate in a part i c u ­ lar in-service p r ogram because of his.or her perception of the value of the in-service program or the fact that atten­ dance might interfere with an activity such as a part time job that is necessary to meeting financial commitments. If 28 a school system can strive to insure it is made up of highly committed individuals, there will be an effect upon the sincerity with which a teacher utilizes in-service programs to improve teacher performance. Trends And Alternatives While many uncomplimentary remarks have been written regarding past and present in-service practices, one author believes there is modest optimism about the future of inservice training. Rubin (1978) states it is encouraging to note that in-service education will probably be taken more seriously than it has been in the past. ity is under way, A period of activ­ important issues are being contested, and teacher education is conceived of as a continuum that begins early in the baccalaureate experience and extends into the first few years of professional service. It is concep­ tualized as a career-long development. A trend in in-service activities today is for the teachers to be actively involved in the planning, presenting, and evaluation of their own in-service programs. early writing Rubin (1971) explains that: be significant improvement in education, In an "If there is to the nation's teachers as professionals must participate in their own intellectual growth" (p. 249). In a later writing, (19 78) was somewhat more emphatic when he claims: Rubin "If there is to be significant improvement in education, the nation's 29 teachers must manage their own professional development" (p. 31). King, Hayes, and Newman (19 77) express similar senti­ ments by stating that successful in-service programs e m p h a ­ size suggestions from those who are to be in-service recipients. They continue to explain that in-service pror- grams can be improved through creative and cooperative attention to: 1. selection of real needs and attainable objectives, 2. balancing of personal and organizational benefits as well as individualized and collective offerings, 3. cooperative determination of topic feasibility, 4. commitment on the part of.those to be affected by the in-service program, 5. skillful and imaginative planning and programming necessary to make the experience rewarding, 6. proficient implementation of the planning, and 7. purposeful evaluation of its effects (p. 687). Along with the trend of more teacher participation in in-service activities is the belief that teachers are the best source of information regarding the types of in-service needed. According to Edelfelt (1976) one of the primary characteristics of in-service education is that it is based on the needs of teachers, particularly the needs of teachers as perceived b y teachers. out, As Zirkel and Albert several studies have focused on teachers' (1979) point perceptions about existing in-service programs but very little has been done regarding the teachers in-service education needs as 30 perceived by the teachers. analysis. Meade (19 71) agrees with that He states: . . One of the shortcomings of present practice is the failure to capitalize on one of the best sources of information regarding teacher needs: the teacher himself. If more relevance is required in in-service activities, and there seems to be widespread agree­ ment that this is the case, it would appear sensible to involve teachers in the planning and execution of their own improvement programs (p. 217). Indications are that not only is teacher partici­ pation needed in in-service planning, but it is also impor­ tant for the planners to determine the educational "needs" of the teachers. Speiker (1978) emphasizes that more atten­ tion in the development of in-service programs and materials should be given to individual teacher needs and skill development with special attention toward: pay for staff development programs, development occur, and development programs. (1) who should (2) wh e n should staff (3) who should determine staff Westbury (1978) agrees that more attention should be given to the needs of teachers and schools when he contends that: 1. traditional activities of the colleges of education have been irrelevant to the needs of the schools; 2. if colleges of education address the in-service needs of teachers they will become relevant in a way that they have not been to this point and will be able to work with teachers for the improvement of education; and 3. if we accept this mandate, there is a new po p u ­ lation for the colleges of education that might, somehow, ameliorate our current enrollment problems (p. 266). 31 Rubin (1978) believes that teachers should determine their own in-service needs and be active participants in the in-service programs. Typical statements made by Rubin include: 1. The purposes of a retraining program should be based on classroom tasks that the teacher wishes to accomplish. 2. Professional growth should relate to life in the classroom. The continuing education of teachers should have a direct influence on the problems they encounter in their work. 3. Because many teachers have had unsatisfactory experiences with in-service activities, it is essential that teachers be involved in the identification and articulation of their own training needs. When teachers participate in the determination, initiation and organization of their own growth, the incentive to improve is greatly strengthened. 4. Ideally, most in-service education activities should be carried on in the setting in which the learner normally functions. Teachers can, while engaged in teaching, learn to identify and ana­ lyze pedagogical problems and search for solutions. 5. The retraining should increase the teacher's sense of job satisfaction and nurture the unusual abilities that exist among teachers. 6. It is unlikely that any teacher will ever reach his or her ultimate performance potential. Therefore, continuing education, on a systematic basis, should become a routine aspect of p r o f e s ­ sional life (p. 296-302). Various suggestions have been proposed to meet the in-service challenges of the future. Biemer (1978) states by assessing teachers' needs we can determine what they feel they need and want in order to assist them in their teaching. Bush (1971) agrees with those who contend the teacher is the best source of information in determining in-service needs when he asserts that the teacher may be the most reliable judge of his or her own technical weaknesses. It follows, therefore, that the teacher should have a fundamental voice in determining his or h e r in-service education program. Bush further states that he considers the five most important conditions for an effective in-service prog r a m as cient time to engage in the program, (1) suffi­ (2) conditions such that the program can be conducted with the necessary m a t e ­ rials and supplies at hand, to the problem undertaken, (3) a program that is relevant (4) the necessary financial and other types of support required to carry it out, and (5) an opportunity to use the results of the training in the regular school situation (p. 56-57). The role of higher education is changing with teacher education institutions maintaining an adequate amount of the teacher in-service economy. Pankratz (1979) suggests that if higher education is to remain a viable inservice source the following areas need immediate attention: (1) a conceptual framework that relates preservice to inservice education, (2) the unique role of higher education in in-service education, (3) the linkages of higher education with other organizations and agencies, and (4) the funding and reward system in higher education for involvement in inservice activities (p. 20). In discussing the trends in in-service education the authors share many similar ideas while a few view future 33 trends somewhat differently. Often causes are examined in an effort to identify the reasons for various trends. (1978) Harty anticipates that future in-service will be more field- based and responsibilities will be shared between local authorities and a university or college. He explains that with a large number of teachers already possessing a masters degree, there seems to be a reduced need for typical campusbased courses. Major trends in in-service as viewed by Cruickshank, Lorish, and Thompson (1979) are that: 1. In-service education, rather than eradicating deficits, is seen as complementing and extend­ ing professional growth beyond the baccalaureate. 2. There has been a progression from a discrete to a continuous view of in-service teacher education. 3. There has been a shifting from a relatively simple to a complex in-service teacher education operation. Today's teacher in-service programs address a wider range of topics and problems and engage a more diverse and larger clientele. 4. There has been a shifting from a narrow control of in-service education programs by school admin­ istrators and/or university professors to collaborative governance, including the clientsteachers (p. 27). Cooper and Hunt (1978) describe a series of in- service models which they consider to be future trends. Time will determine which models or trends will become suc­ cessful tools for the in-service training of teachers. Cooper and Hunt models include; The 34 1. Teacher Make-it/Take-it Sessions - These are sessions directed by teachers where ideas are shared about practical or useful educational learning devices. The teachers prepare and present their own in-service sessions. 2. Regularly Scheduled Case Studies - This is a regularly scheduled meeting of a group of teachers who identify concerns in their classroom. The group reacts with suggestions or opinions. The teacher is to decide on a course of action, imple­ ment it, and report back on the results. 3. Structured Observations - A system of planned and structured observations whereby teachers may observe other teachers using specific instruc­ tional techniques. 4. Demonstration Lessons - A demonstration of a set of skills in the learning teachers own classroom by a demonstration teacher who may be a peer or supervisor. 5. Supervision Visits - The supervisor may use a conference to describe ideas, define expectations, schedule follow-up visits, or define how to implement teaching strategies. 6. Teacher Centers - A concept that encourages local educational agencies to plan, establish, and operate in-service training sites (p. 66-67). Hite and Howey trends as: (1977) list three basic in-service (1) those efforts to integrate in-service more fundamentally in the teacher's ongoing daily activity, (2) those efforts aimed at giving the teacher more power, autonomy, and decision-making latitude as reflected in the Teacher's Centers movement, and (3) the evolution of struc­ tures representing a more collaborative and programmatic approach to in-service teacher education Sandefur (p. 48). (19 79) agrees wit h many of the above m e n ­ tioned in-service trends and adds some possible new d i r e c ­ tions when he states: 35 1. In-service and continuing education programs are more field centered. Instructional programs are moving from the college classroom into the schools, and there is increasing use of teachers as in-service instructional personnel. 2. Federally funded teacher centers have been developed that are designed for the professional improvement of teachers. These centers are governed and largely staffed by teachers, fur­ ther evidence that the practicing profession is increasingly assuming responsibility for its in-service growth and development. 3. Credentialing changes are becoming evident. Many states permit the use of continuing e d u ­ cation units and professional staff develop­ ment units to replace college credit hours as a requirement for additional certification (p. 18). As evidenced by the literature, the teacher center model was repeatedly mentioned as a trend for in-service teacher education. The teacher centers have been described as a method which could be organized and presented by teachers serving the needs of teachers. The teacher centers could be managed locally or in collaboration with outside agencies which include colleges or universities. Teacher centers may be operated from a home school in the district or any building conveniently located for the participants. Tyler (1971) describes early teacher center philosophy as: In-service education of the future will not be limited to college and university campuses or to school buildings but will be carried on in a variety of settings related to the problems and the resources to be dealt with. For example, some will be carried on in welfare agencies and other slum settings, some in factories or other work environments, some in laboratories, some in camps, parks, or other recrea­ tion spots, some in communication centers, and some will be quasi internships in political and social organizations (p. 15). 36 It is difficult to predict the extent to which Tyler's observations will all transpire. A trend has m a t e ­ rialized with the cooperation between teacher centers and some colleges and universities. As Biemer (1978) states: The teacher center model could require that the college faculty member spend one day a week, or parts of two days, at a teacher center located either in a separate building (perhaps a vacated school) or a functioning school that has an empty win g or floor. It is much more efficient for one professor to travel to a teacher center than for a number of teachers to travel to a university for classes (p. 140). Biemer's observations are particularly important today b e ­ cause of the increased costs of transportation due to inflation and the energy shortage. Significant Research Studies This section consists of three studies concerned with in-service education. Two are concerned specifically with business and office education teachers while the third is a study involved with the broad area of secondary education. The Walters Study (1976) Walters conducted a study to identify the perceptions of vocational business education teachers, administrators, local advisory committee members, and professors toward variables critical to the success of in-service education programs for vocational business education teachers. His sample included Ohio vocational business educators and local advisory committee members at both the high school and p o s t ­ secondary l e v e l s . 37 The purpose of the study was to identify: (1) what business educators in Ohio perceive to be the most effective in-service education methods for keeping vocational business education teachers up to date with technical knowledge in the subjects they teach, (2) how often the teachers use identified in-service education methods, (3) how often e d u ­ cators think a vocational business education teacher should receive updating, (4) the time alloted to teachers in order to participate in in-service activities, for in-service activities, and incentives, work experience, (5) who should pay (6) factors concerned with and teaching experience. The major findings from the Walters' study related to this study were: 1. The methods of in-service rated effective by the survey groups were (a) periodically visiting business or industry to observe and discuss new developments, and (b) attending seminars, meetings, and workshops sponsored by the business community. 2. The teachers who rated in-service methods high in value also tended to use the methods more frequently than teachers who rated the methods low in value. 3. The data indicated that at least 75 percent of all respondents felt the teacher should be u p ­ dated at least within every four years. 4. High school teachers reported less time available for updating than postsecondary teachers. 5. The highest percentage of high school teachers (52.3) felt the State Department of Education should pay for the updating of teachers. 6 .. Incentives were usually centered around salary increases which the teachers received for college or university credits. 38 Based upon this study, Walters makes the following suggestions for improvement of in-service education programs by O h i o ’s vocational business education policy makers: 1. Determine the feasibility of increasing the incentives available to teachers for partici­ pation in in-service activities. 2. Attention should be given to more salary incentives for attending conferences, workshops, and seminars. Released time should also be established for teachers to enable them to participate in in-service programs. 3. Determine the feasibility of conducting regional meetings throughout Ohio for up ­ dating vocational business education teachers. 4. Determine the feasibility of developing cooperative arrangements between local school systems and business and industry for the technical updating of teachers. The Massachusetts Study (1978) In an article by Seldin (1979) he describes a study in Massachusetts which was done in an effort to develop use­ ful staff development programs for public school personnel. The University of Massachusetts Regional Education Center (Amherst), the Springfield (State Department of E d u c a t i o n ) , and the Hampshire Educational Collaborative were all inter­ ested in a systematized and accurate means of determining in-service needs of teaahers. The collaborated effort was done in order to identify areas of nee d or interest in which to build in-service programs. The purpose was to learn about or identify the inservice needs of the teachers in western Massachusetts. The sample included teachers and administrators from kindergarden 39 through grade 12. 615 Of the 880 questionnaires distributed, (70.0) were completed and returned. The information solicited was preferences for the following: location, time, length, instructor, format, subject matter, and credit for in-service programs. The findings of the Massachusetts study were: 1. The public school personnel desired their staff development to be physically located within their school district rather than at a univer­ sity or even a staff development center. 2. Staff development should be held after school rather than during school vacations, evenings, or weekends. 3. Staff development should involve intensive oneday or one-afternoon sessions. 4. A workshop and small group approach should be used. 5. Sessions should be taught by outside consultants and only secondly by university professors. 6. Staff development should yield in-house credit and only secondly university credit (p. 266). As a result of the study, the planners from western Massachusetts made a strong effort to adhere to the needsassessment findings. Conferences were held at a community location convenient to as many of the schools as possible. They scheduled them for an entire day during the school week. Small-group and workshop involvement was emphasized, and both consultants and university professors were directly involved in instruction. 40 The Hage Study Hage (1978) conducted a study to identify the performance elements for which full-time Colorado secondary business and office teachers need in-service teacher education. In add i ­ tion to the identification of the in-service needs of the teachers# the study determined the desirability of various formats, delivery systems and locations of in-service teacher education programs. His study included a random sample of 120 teachers drawn from 4 83 Colorado full-time secondary business and office teachers. The major findings of Hage's study considered p e r ­ tinent to this study were as follows: 1. Thirty-three percent of the teachers were satisfied with their current in-service training. 2. Workshops were the preferred method of inservice training and university courses ranked second. 3. One-half of the respondents indicated that they preferred an intensive format, six hours per day for one week, over the traditional format of three hours per week for ten weeks and other alternatives. 4. The highest ranking instructional approaches were group classroom activities and seminar discussions. 5. Evenings were the preferred time of day for in-service training. 6. Fall was the preferred time of year for inservice training, followed by summer, spring, and winter. 7. Teacher educators were identified as the agency, group or individual meeting most of the inservice needs of business and office teachers. 41 8. Generally, the performance elements that related to regular, traditional classroom activities were considered the most important. 9. Respondents were generally better able to execute traditional, classroom related per f o r ­ mance elements than the other performance elements (p. 78-80). Hage drew the following conclusions based upon his findings: 1. Colorado full-time secondary business and office teachers are less than satisfied with current in-service teacher education programs. Intensive workshop formats are desired and they should be conducted as close to the location of the teacher as possible. Currently teachereducators are meeting the in-service needs of most of the teachers. 2. All performance elements included in this study were considered to be important. Relatively, performance elements which dealt with special needs students, and evaluation of students, courses and programs were perceived as being of greater importance than the remaining performance elements. 3. Respondents were most able to execute tradi­ tional classroom activities. They were least able to execute performance elements which dealt with the needs of special needs students, operation of on-the-job cooperative training programs, utilization of advisory committees, preparation of multi-media materials, and o p e r a ­ tion of student vocational organizations. 4. Respondents were in greatest need of in-service teacher education for p e r f o r m a n c e .elements related to the needs of special needs students. Generally, performance elements which dealt wit h classroom management, course planning, classroom environment, course objectives, and student vocational organizations were the least in need of in-service teacher education by the respondents (p. 85-86). 42 Summary In Chapter Two the historical precedents to inservice education were reviewed describing the changes that evolved from the 1850s to the present. This was followed by a survey of literature examining the status of in-service education today, including the benefits, problems, and possible changes which need to occur in order to improve in-service training. In an effort to distinguish the dir e c ­ tion of future in-service practices, literature concerned with trends and alternatives was examined. Finally, three significant research studies were discussed w h i c h were closely related to this study. CHAPTER III RESEARCH METHODS AN D PROCEDURES The main purpose of this study was to identify inservice needs of Michigan business and office education teachers. The study was also designed to assess the relative importance of 39 performance tasks as perceived by the teachers as well as their abilities to per f o r m the tasks. A third aspect of this study was to examine related d e m o ­ graphic factors which included formats/ delivery systems, financing, and locations of in-service teacher education programs. Borg and Gall (1979) state that descriptive studies typically employ survey research methods for the purpose of collecting information that permit a description of the characteristics of people (p. 38). This study was designed to be descriptive in nature because the present conditions and perceptions of the Michigan teachers were needed. An attempt was made to obtain information which w o u l d assist policy-makers in planning and implementing future inservice programs. This chapter describes the steps that were followed in conducting this study. The procedures included the selection of the participants, development of the instrument, gathering of the data, and processing and analyzing the data. 43 44 Selection of Participants The population for this study consisted of individu­ als who were business and office education teachers employed in Michigan vocationally-reimbursed secondary schools. At the time this study was conducted, there were 404 secondary schools receiving vocational reimbursement that operated one or more business and office education classes. One business and office education teacher from each school was chosen to represent the selected sample from the population used. According to Borg and Gall (1979), large samples should be used when small differences are anticipated and when the population is highly h o m o ­ geneous (p. 204). The use of all 404 schools insured input and information from all geographical areas of the state. Development of the Instrument A questionnaire (Appendix I) was used to collect the descriptive data needed for this study. Walters (1976), from Ohio State University, from Colorado State University, that were, Two researchers, and Hage (1978), incorporated questionnaires in part, useful in the development of the q u e s ­ tionnaire for this study. Of the two, the Hage question­ naire was the most useful because it was a needs assess­ ment instrument designed to obtain information directly from teachers regarding their perceptions of in-service education. 45 T h e Hage questionnaire included a list of perf o r ­ mance tasks which were originally from Cotrell's (1972) list of competencies needed by vocational-technical teachers. The Hage questionnaire was validated and used to determine the in-service needs of Colorado business and office educa­ tion teachers. Additions and deletions were made to the Walters and Hage instruments to obtain a specific instrument for gathering data needed for this study. The original p r o ­ posal was developed in a graduate research class. The professor of the course suggested the instrument was long, therefore, thirteen performance tasks were eliminated from the proposal. A pilot test was then conducted with ten subjects from a graduate vocational class, which was followed by a feedback discussion session concerning length, content, individual opinions regarding the instrument. A second and pilot test was conducted with ten teachers from an addi­ tional graduate vocational group who evaluated the q u e s ­ tionnaire for clarity of items and directions, ease in answering, and instrument length. The dissertation commit­ tee, also, made recommendations concerning the length of the instrument. Therefore, based on the dissertation committee recommendations as well as comments and sugges­ tions from the pilot groups, the questionnaire was revised and two questions were deleted in the interest of reducing the length of the instrument. 46 The instrument consisted of two sections. The first section included questions dealing with the demographic data of the respondents and the t e a c h e r s ’ preferred method of inservice education. The demographic data section consisted of questions which were designed to reveal information about the work experience, teaching experience, background of the teachers. and educational The demographic factors were analyzed to determine the t e a c h e r s ’ satisfaction wi t h inservice training methods, assistance, times, formats, approaches, financial and locations. The second section contained a list of 39 perfor­ mance tasks which business and office education teachers were likely to perform at their schools. The 39 taskB were included under the following major instructional d u t i e s : 1. 2. 3. 4. 5. 6. 7. 8. 9. Course planning and instruction Classroom/student management Evaluation Coordination Special needs Program planning Post-instructional activities Public relations Administrative The teachers were asked to indicate their perceptions of the importance of each performance task and, also, to rate their ability to perform each performance task. The perceptions of importance of each performance task were rated on a five point scale as follows: 1. importance. Very high importance - A task with essential 47 2. High importance - A helpful task, but not of essential importance. 3. Moderate importance - Needed for minimum importance. 4. Low importance - Could be desirable, but not necessarily n e e d e d . 5. No importance - Need not be consi d e r e d . The ability to perform each performance task was also rated on a five point scale as follows: 1. Very high ability - The maximum ability needed as perceived by the teacher. 2. High ability - Above average, better than ty p i c a l , but not maximum. 3. Moderate ability - A v e r a g e , typical, to meet minimum standard. 4. Low ability - Not as good as t y p i c a l , less ability than the average teacher. 5. No ability - Very poor or not s i g n i f i c a n t . The data received from the performance task ratings were used to determine the need for in-service education in the various performance task areas. Gathering of the Data In December, 1980, the most current list (1979-1980) of vocationally reimbursed office education schools was obtained from the Michigan Department of Education. January, In 1981, a mailing list containing the names of 404 48 schools was compiled and envelopes were prepared. The q u e s ­ tionnaires were coded with identification numbers. letter (Appendix II), stamped addressed envelope, questionnaire were mailed in February, A cover and a 19 81, to a business and office education teacher in each of the 404 reimbursed schools in the state. of the research, The cover letter described the nature the specific research problem, tions for the return of the instrument. and d i r e c ­ After a two-week period, there were 295 questionnaires returned out of the 404 sent for a response rate of 73 percent. On March 15, 1981, a follow-up letter (Appendix I I I ) , questionnaire, and addressed envelope were sent to the non­ respondents. On March 30, 1981, all returns were counted and tabulated. Questionnaires received after March 30, 1981, were not counted in the usable response figures. There were 36 8 total returns from the 404 questionnaires mailed for a 91 percent response rate. The usable response was 361 returns out of 404 for a response rate of 89 p e r ­ cent. Table 1 summarizes both the total and usable response rate of Michigan business and office education teachers. Analyzing the Data All responses from the instruments were transferred to worksheets. computer input. These data were then keypunched on cards for Statistical analysis of the data was accomplished through the use of a Bio-Medical Program (BMD) 49 Table 1 Response by Michigan Business and Office Education (N=36 8) Teachers to this Study Questionnaires Mailed Number of Responses Percent of Responses Total 404 36 8 91 Usable 404 361 89 from the Health Sciences Computing Facility (1978) developed at the University of California at Los Angeles and made available at the Michigan State University Computer Center. Descriptive information was received which included fre­ quencies, medians, percentages, and a h istogram for each variable. An analysis of the frequency distribution of the responses was used to describe the demographic profile of the respondents, faction, respondents degree of in-service satis­ and preferred method of in-service education. The respondents ranked their preferences for in- service methods, formats, and scheduling. Numerical values were given to first, second, third, and fourth choices and mean values determined. Frequencies, percent­ ages , and means were then used to rank the respondents choices. The median scores of the r e s p o n d e n t s 1 perceived importance of the performance tasks and of the r e s p o n d e n t s ' abilities to perform the performance tasks were analyzed. 50 The performance tasks were listed in the order of relative importance and in the order of the r e s p o n d e n t s ’ abilities to perform them. To determine the need for in-service education, percentages were analyzed for the respondents who rated the performance tasks with a response of "Very High or High Importance" and "Moderate, Low or No Ability." The tasks were then ranked according to the percentages of high impor­ tance and low ability. It was assumed that a respondent who rated a performance task in the high importance low ability manner was in need of in-service training in that particular area of education. CHAPTER IV ANALYSIS OF THE DATA Introduction The analysis of the data received from the Michigan business and office education teachers who responded to the questionnaire is presented in four sections. section, “Description of the Respondents," The first includes a d e m o ­ graphic profile of the respondents in regard to cation, (b) practical work experience, experience, (a) edu­ (c) teaching (d) salary increases for in-service, and (e) financial reimbursement for in-service participation. The second section, "Current Teacher In-Service," reports the current satisfaction with in-service education b y Michigan business and office education teachers. section, This also, includes whi c h agency or agencies were p r o ­ viding the major source of in-service education, and the teachers' perceptions as to how in-service should be financed. The third section, "Preferred Methods of In-Service includes a ranking of the teachers' preferred methods, formats, and times of day and year for in-service education The fourth section, "Performance Tasks," includes a listing of performance tasks based on the t e a c h e r s 1 p e r ­ ceptions of the importance of the performance tasks and the 52 teachers' section, abilities to perform the performance tasks. also, This reports the performance tasks which make up the highest and lowest scores in both the "importance" and "abilities" categories. A composite frequency distribution of responses to all items included in the data collection is presented in Appendix IV. Description of Respondents Education Level The education level of Michigan business and office education teachers who responded to this study ranged from a bachelor's degree through a doctoral degree. None of the respondents had earned less than a bachelor's degree. indicated in Table 2 , As over 73 percent of the respondents held a master's or higher degree. The master's degree holders comprised 69 percent of the respondents. Approxi­ mately 4 percent held an educational specialist or doctoral degree. Non-Teaching Work Experience The years of non-teaching work experience which re­ lates to the respondents' teaching area range from less than one year to ten or more years. The years of non-teaching work experience were grouped into five categories. As listed in Table 3, 73 percent of Michigan business and office education teachers had more than three years of 53 non-teaching work experience, and over 24 percent had seven or more years of non-teaching work experience. Table 2 Education Levels Achieved by Michigan Business and Office Education Teachers (N=361) Education Level Number of Respondents Less than Bachelor's Degree Bachelor's Degree Master's Degree Educational Specialist Doctoral Degree Total Percent of Respondents 0 0.0 97 26.9 249 69.0 12 3.3 3 0.8 361 100.0 Table 3 Years of Non-Teaching Work Experience of Michigan Business and Office Education Teachers (N=361) Non-Teaching Work Experience Numb e r of Respondents Percent of Respondents Less than one year 14 3.9 1 to 2 years 80 22.2 3 to .6 years 178 49. 3 7 to 9 years 33 9.1 10 or more years 56 15.5 361 100.0 Total 54 Teaching Experience Table 4 indicates the total years of teaching experi­ ence by Michigan business and office education teachers. The highest response was in the six to ten year category with 32.7 percent. Only two teachers indicated that they had less than one year's experience, while 53 percent of the Michigan business and office education teachers had more than eleven years teaching experience. Table 4 Number of Years of Teaching Experience by Michigan Business and Office Education Teachers (N=361) Teaching Experience Number of Respondents Percent of Respondents 2 0.6 46 12. 7 6 to 10 years 118 32.7 11 to 15 years 101 27.9 92 25.5 No response 2 0.6 Total 361 100.0 Less than one year 1 to 5 years 16 or more years Salary Increases For In-Service The teachers were asked if their schools provided salary increases for additional college/university credits or degrees. As Table 5 reveals, over 91 percent of the 55 teachers stated that their schools provided salary increases for additional credits or degrees. Percent of Respondents 329 91.1 29 Do not know 1 0.3 No response 2 0.6 361 1 0 0 .0 Response Yes No Total • Number of Respondents 00 o Table 5 Salary Increases for the Acquisition of Additional College/University Credits or Degrees (N=361) When Michigan business and office education teachers were asked if their schools provided salary increases for in-service programs which included non-credit courses, seminars, workshops, and conferences, the majority stated that their schools did not offer salary increases for such programs. Table 6 illustrates that 92 percent of the teachers stated their schools did not offer salary increases; while 6.6 percent said their schools did offer salary in­ creases for the above mentioned types of in-service. 56 Table 6 Salary Increases for In-Service Programs Including Non-Credit Courses, Seminars, Workshops, and Conferences by Michigan Business and Office Education Teachers (N=361) Response Number of Respondents Yes Percent of Respondents 24 6.6 332 92.0 Do not know 4 1.1 No response 1 0.3 361 100.0 No Total Financial Reimbursement For In-Service One objective of this study was to determine the amount o f financial assistance Michigan business and office education teachers received for participation in in-service programs. The teachers were asked if tuition reimbursement was received for enrollment in credit courses. Table 7 shows the responses to whether tuition reimbursement is received for courses taken for credit. Eighty-two percent of the respondents indicated they did not receive tuition reim­ bursement while 15.8 percent said they did. 57 Table 7 Tuition Reimbursement Received for Courses Taken for Credit {N=361) Response Number of Respondents Percent of Respondents 57 15. 8 296 82.0 Do not know 3 0.8 No response 5 1.4 361 100.0 Yes No Total The teachers were asked w h e t h e r they were reim­ bursed for mileage or other costs associated with confer­ ences, workshops, or seminars. Table 8 indicates 72.6 percent of the respondents were reimbursed while 23 percent of the respondents were not. Table 8 Reimbursement for Mileage or Other Costs Associated With Conferences, Workshops, or Seminars (N=361) Response Yes Number of Respondents Percent of Respondents 262 72.6 83 23.0 Do not know 4 1.1 No response 12 3.3 361 100.0 NO Total 58 Current Teacher In-Service Degree of In-Service Satisfaction Table 9 reveals the degree of satisfaction among Michigan business and office education teachers with the inservice education currently being received. Collectively 55 percent of the respondents were more than satisfied with their in-service education while 42 p e r ­ cent were not satisfied. Table 9 Degree of Satisfaction of Michigan Business and Office Education Teachers With Current In-Service Education (N=361) Degree of Satisfaction Number of Respondents Percent of Respondents Very Satisfied 12 3.3 Satisfied 67 18.6 Fairly Satisfied 121 33.5 Not Satisfied 153 42.4 8 2.2 361 100.0 No Response Total How Current In-Service Needs Are Being Met Table 10 indicates the agency/individuals providing in-service education to Michigan business and office edu­ cation teachers. 59 Thirty-one percent of the respondents specified most of their in-service needs were being supplied by a combina­ tion of the agencies identified in the questionnaire. The most commonly mentioned combinations included the categories of vocational director, sities or colleges, Ninety-seven teacher educators from state univer­ and teacher centers. (26.9 percent) of the respondents indi­ cated their in-service needs were "not being met." Teacher in-service needs were also being met by teacher educators from state universities and colleges percent) and local vocational directors Only six of 361 respondents (12.5 (10.8 percent). (1.7 percent) indicated their in-service needs were being met by business and office education state supervisors. In-Service Financing Table 11 reveals the teachers' reactions relative to the financing of in-service education programs. One hundred forty-five (40.2 percent) of the teach­ ers revealed that the local board of education should finance in-service programs, while 109 (30.2 percent) of the teachers said in-service programs should be financed by the state department of education. "the teacher" "Business and industry" and received 4.1 and 4.4 percent respectively. The category "other" received 18.6 percent of the responses. The teachers w h o selected the "other" category often co m ­ mented that they perceived that financing of in-service 60 education should be a shared responsibility. The agencies and individuals most often mentioned for the sharing of costs included the state department of e d u c a t i o n , the local board of education, and the teacher. Table 10 Agencies or Individuals Currently Meeting The In-Service Needs of Michigan Business and Office Education Teachers (N=361) Agency or Individual Vocational director (on site) Number of Respondents Percent of Respondents 39 10.8 45 12.5 6 1.7 School administration 33 9.1 Teacher centers or (professional development centers) 26 7.2 Not being met 97 26.9 112 31. 0 3 0 .8 361 100.0 Teacher educators from a state university o r college Business and office education state supervisors Other (Combinations of above) No response Total 61 Table 11 Sources of Funding as Perceived by Michigan Business and Office Education Teachers (N=361) Rercent of Respondents Agencies or Individuals N u m b e r of Respondents State Department of Education 109 30.2 Local Board of Education 145 40.2 The Teacher 16 4.4 Business and Industry 15 4.1 Other 67 18.6 9 2.5 361 100.0 (Shared Costs) No response Total Instructional Approaches Table 12 indicates over 60 percent of the respondents preferred group classroom activities and seminar discussions. The instructional approaches most preferred by Michigan business and office education teachers were: discussions, (b) group classroom activities, (a) seminar and (c) self- paced individualized instruction. The "other" category indicated a preference for a combination of seminar discussions in a group classroom atmosphere and received 14.9 percent of the response. 62 Table 12 In-Service Instructional Approaches Most Preferred by Michigan Business and Office Education Teachers (N=361) Number of Respondents Percent of Respondents Group classroom activities 10 8 30.0 Seminar discussions 111 30.7 4 1.1 77 21.3 1 0.3 54 14.9 6 1.7 361 100.0 Instructional Approaches TV lectures plus reading and homework and/or local discussion groups Self-paced individualized work Correspondence Other (Combinations) No response Total Preferred Methods of In-Service Another objective of this study was to determine the teachers* preferred methods, formats, time of day, of year for in-service education. and time For each question on the survey instrument teachers were asked to indicate their preference in rank order. Preferred Method Table 13 illustrates the rank order of in-service methods preferred by Michigan business and office education teachers. The workshop, seminar, or conference method of 63 in-service was the first choice. of the teachers chose workshops, Collectively, 94 percent seminars, or conferences as their first o r second choice of in-service education; while 59 percent chose teacher centers as their first or second choice as an in-service method. University courses were ranked third by the respondents. Only 27 percent of the respondents chose university courses as their first or second choice, while 71 percent ranked university courses as their third or fourth choice for in-service education. The self-study material category was least preferred by Michigan business and office education teachers. In-Service Formats Michigan business and office education teachers were asked to rank their preference of four different formats of in-service education. Table 14 reveals the results of this ranking. Two of the four formats listed in the questionnaire were the traditional university-types of format; while the remaining two were traditional workshop or seminar types of format. One of the university formats, week for ten weeks," was ranked first. "one 3-hour period a The "intensive, 6-hours a day for one week" format was ranked second. The "one 6-hour period a month for five months" was ranked third. The other university-type format "three 1-hour periods weekly for ten weeks" was ranked last. Table 13 Preferred In-Service Methods as Rated by Michigan Business and Office Education Teachers (N=361) Method Mean f % Fourth Choice No Response First Choice Second Choice Third Choice 271 75 67 19 12 3 4 1 7 2 Workshops, seminars, or conferences 1.3 Teacher centers 2.3 40 11 173 48 114 32 27 7 7 2 University courses 2.9 29 8 69 19 142 39 114 32 7 2 . 3.3 16 4 45 13 86 24 207 57 7 2 Self-study materials Table 14 Preferred In-Service Education Formats as Rated by Michigan Business and Office Education Teachers (N=361) Format First Choice Mean One 3-hour period a week for ten weeks 1.8 Intensive, 6 hours a day for one week f % Second Choice Third Choice Fourth Choice NO Response 125 34 128 36 79 22 9 2 20 6 2.0 134 37 79 22 65 18 63 17 20 6 One 6-hour period a month for five months 2.5 71 20 83 23 82 22 105 29 20 6 Three 1-hour periods weekly for ten weeks 3.1 13 4 50 14 114 31 164 45 20 6 CTi U1 66 In-Service Scheduling Four scheduling alternatives were presented to the Michigan business and office education teachers for ranking. These were (a) weekends, (b) early afternoon 2:00-4:00, late afternoon 4:00-6:00, and (c) (d) evenings 7:00-9:00. Table 15 illustrates that the two "afternoon" alter­ natives were ranked first and second, while "evenings" and "weekends" were ranked third and fourth respectively. "Late afternoon though "early afternoon (4:00-6:00)" was ranked first. Even (2:00-4:00)" had the largest number of first choice responses, only 12 percent selected this alternative as a second choice and 36 percent chose it as a third or fourth choice. afternoon Therefore, the mean of "early (2:00-4:00)" wa s 2.0 which resulted in this scheduling alternative to be ranked second. "Weekends" were ranked last. Time of Year For In-Service Aft e r the teachers ranked their preference for inservice methods, formats, and scheduling, the teachers ranked the time of year they preferred to attend in-service activities. These choices were fall, winter, spring, and summer. As presented in Table 16, the respondents selected "fall" as the first choice as the preferred time of year for in-service. "Spring" was ranked as second choice, summer and wint e r were virtually even in the r a n k i n g s . and Table 15 Preferred In-Service Schedules as Rated by Michigan Business and Office Education Teachers (N=361) Scheduling Third Choice Fourth Choice No Response 184 51 62 17 8 2 14 4 2.0 172 48 43 12 64 17 68 19 14 4 2.5 43 12 101 28 165 46 38 10 14 4 3.3 39 11 20 5 54 15 234 65 14 4 1. 9 Early afternoon (2:00-4:00) Evenings Weekends f % Second Choice 93 26 Late afternoon (4:00-6:00) (7:00-9:00) First Choice Mean Table 16 Preferred Time of Year for In-Service Activities as Rated by Michigan Business and Office Education Teachers (N=361) Time Of Year Mean f % First Choice Second Choice Third Choice Fourth Choice No Response 149 41 89 25 86 24 23 6 14 4 Fall 1.9 Spring 2.3 52 14 146 40 110 31 39 11 14 4 Summer 2.71 97 27 32 9 55 15 163 45 14 4 Winter 2.72 50 14 81 22 95 26 121 34 14 4 CTl 03 69 Performance Tasks Importance of Performance Tasks One objective of this study was to rate the importance of the performance tasks listed in the questionnaire. In order to accomplish this, median scores of the performance tasks were analyzed. The tasks were then listed, by median scores, in order of perceived importance by Michigan business and office education teachers. As Table 17 indicates, all of the performance tasks had a median rating of between "1.0 and 3.0," which indicated that all the performance tasks were considered to be m o d e r ­ ately important to very important by the respondents. The highest rated performance tasks in "importance" with a median score of 1.0 (Very high importance) were: 1. Identify and clarify individual student needs 2. Identify and select appropriate instructional strategies 3. management 4. (1). (2) . Establish procedures for daily classroom (10). Develop a classroom environment/climate condu­ cive to learning (11). Two of the tasks were concerned with "course planning and instruction" while the other two were from the "classroom/student management" section of the questionnaire. Two performance tasks received a median score of 3.0 (moderate importance), which was the lowest score 70 received. The lowest rated performance tasks as perceived by the teachers were: 1. Operate a student vocational organization 2. Identify and clarify the role of the student vocational organization in your field (13). (32). One task was from the educational area of "classroom/ student management" and the other from "program planning.” Both of the low rated tasks were concerned with student vocational organizations. a median score of 2.0 All the remaining tasks received (high importance) and included all tasks from the sections of evaluation, coordination, needs, post-instructional, public relations, special and administra­ tive on the questionnaire. According to Michigan business and office education teachers, all of the performance tasks were rated as above moderate importance. None of the performance tasks were considered to be of "low" or "no" importance. Performance tasks which were concerned with course planning, instruction, and classroom/student management were considered the most important. Tasks which were involved with special needs and public relations were also considered important, while the tasks which were considered administrative in nature and dealt with student vocational organizations were considered of moderate importance. 71 Table 17 Performance Task Importance as Perceived by Michigan Business and Office Education Teachers List (a) ^5 tri ■H S3 CD O -5 ii M & O cu Ci > E Item No. High s u o & E H Median 1 Identify and clarify individual student needs 1.0 2 Identify and select appropriate instructional strategies 1.0 10 Establish procedures for daily classroom management 1.0 11 Develop a classroom environment/ climate conducive to learning 1.0 3 Select and prepare course objectives 2.0 4 Select and organize broad course content 2.0 5 Identify and select existing instructional materials 2.0 6 Prepare appropriate multi-media materials 2.0 7 Select and utilize appropriate class presentation techniques 2.0 8 Select and utilize appropriate individual instruction techniques 2.0 9 Organize and maintain a v o c a ­ tional laboratory 2.0 12 Establish and maintain a filing/ record keeping system 2.0 14 Identify and implement appropri­ ate means for monitoring and motivating student progress 2.0 15 Identify and implement appropri­ ate means for assessing student performance 2.0 H o o Performance Task 72 Table 17 Continued. List (a) I tern f. No. u r: <3 tn +j H O a H6 Performance Task Median 16 Select and implement an appropriate system of overall program evaluation 2.0 17 Select and implement an appropriate system of course evaluation 2.0 18 Identify and select appropriate training stations 2.0 19 Develop and implement criteria and procedures for the selection and placement of cooperative education students 2.0 20 Develop and implement a system for coordinating the learning experiences of cooperative education students 2.0 21 Develop and implement a procedure for periodic re-evaluation of student training stations 2.0 22 Identify students whose performance is impaired by physical handicaps, learning disabilities, behavior/emotional problems, etc. 2.0 23 Identify students whose performance is impaired by chemical dependency, e . g . , drugs and/or alcohol 2.0 24 Identify students whose performance is impaired by social problems, e.g., inability to re­ late, lack of transportation, family problems, etc. 2.0 25 Adjust the learning and classroom environment to better serve indi­ vidual students with special needs 2.0 73 Table 17 Continued. List (a) Item No. a) u & § tn 4J •rt m tH Performance Task Median 26 Adjust the curriculum and m a t e ­ rials to better serve individual students with special needs 2.0 27 Identify resources, both in and outside of the school setting to aid in the development of indi­ vidual students with special needs 2.0 28 Deal with crisis situations involving students with special needs, e.g., epileptic seizures, racial confrontations, etc. 2.0 29 Assess the need for a vocational program in your field 2.0 30 Organize and operate an advisory committee in your field 2.0 31 Develop and maintain a program budget 2.0 33 Assist students in locating, applying for, and obtaining appropriate post-program employ­ ment and/or identifying further education 2.0 34 Develop and implement a system for a follow-up of program graduates 2.0 35 Identify and implement appropri­ ate public relations activities for promoting the district and the school 2.0 36 Identify and implement appropri­ ate public relations activities for promoting your program and courses 2.0 o D, £ 74 Table 17 Continued. List (a) Item No. Performance Task Median -- — 37 Identify and inform staff of relevant laws, regulations and policies governing the operation of the program of courses in your field 2.0 38 Develop and implement criteria for the selection of teachers in your field 2.0 39 Develop and implement an appropriate procedure for informing superiors of your program status and needs, etc. 2.0 13 Operate a student vocational organization 3.0 32 Identify and clarify the role of the student vocational o r g a n i ­ zation in your field 3.0 o u ^ tn ■H <1) ■p nj U a) T3 o £ § +J a) 0 § +> u 1 Key: ?-- (a) = Listing based on the median score of the respondents' perception of the importance of the performance task. Item No. = Number on questionnaire. Median = The respondents' ratings of their perception of the importance of the performance tasks. (1 = Very high, 2 = High, 3 = Moderate, 4 = Low, 5 = No) 75 Abilities To Perform The Performance Tasks Table 18 is a listing of the beliefs of Michigan business and office education teachers as they perceive their ability to execute the performance tasks listed in the questionnaire. The median score for all tasks was between "1.0 and 3.0" which indicates the teachers perceived their abilities to be "very high" to "moderate." Of all the tasks listed, the one that teachers believed they were most competent to perform was "establish procedures for daily classroom management." This task also scored high in task importance. Twenty three tasks received a median score of 2.0 (high ability) from the teachers. from the educational areas of instruction, These tasks were primarily (a) course planning and (b) classroom student management, (d) coordination, and (c) evaluation, (e) program planning. A median score of 3.0 (moderate ability) received by 15 of 39 performance tasks. was The lower rated performance tasks were made up of many administrative type tasks and all tasks associated with special needs. Many of the tasks the teachers rated as "moderate ability" were also rated as "high importance" by the respondents, particu­ larly the special needs tasks. 76 Table 18 Performance Task Abilities as Perceived by Michigan Business and Office Education Teachers List (a) > 1 .0 Item ■ No. Median >1 4J H tT -H ft) * H Performance Task 10 Establish procedures for daily classroom management 1.0 1 Identify and clarify individual student needs 2.0 2 Identify and select appropriate instructional strategies 2.0 3 Select and prepare course objectives 2.0 4 Select and organize broad course content 2.0 5 Identify and select existing instructional materials 2.0 7 Select and utilize appropriate class presentation techniques 2.0 8 Select and utilize appropriate individual instruction techniques 2.0 9 Organize and maintain a voca­ tional laboratory 2.0 11 Develop a classroom environment/ climate conducive to learning 2.0 12 Establish and maintain a filing/ record keeping system 2.0 14 Identify and implement appropri­ ate means for monitoring and motivating student progress 2.0 15 Identify and implement appropri­ ate means for assessing student performance 2.0 16 Select and implement an appropri­ ate system of overall program evaluation 2.0 f"1 > tc -H a >i +> i—I •H *H * 77 Table 18 Continued. List (a) Item No. Performance Task 17 Select and implement an appropri­ ate system of course evaluation 2.0 18 Identify and select appropriate training stations 2.0 19 Develop and implement criteria and procedures for the selection and placement of cooperative education students 2.0 20 Develop and implement a system for coordinating the learning experiences of cooperative edu c a ­ tion students 2.0 29 Assess the need for a vocational program in your field 2.0 30 Organize and operate an advisory committee in your field 2.0 31 Develop and maintain a program budget 2.0 33 Assist students in locating, ap­ plying for, and obtaining appro­ priate post-program employment and/or identifying further education 2.0 36 Identify and implement appropri­ ate public relations activities for promoting your program and courses 2.0 39 Develop and implement an appro­ priate procedure for informing superiors of your program status and needs, etc. 2.0 Prepare appropriate multi-media materials 3.0 Operate a student vocational organization 3.0 >1 -u x i *H tn rH •H *H B £ 13 Median 78 Table 18 Continued. List (a) Item NO. Performance Task 21 Develop and implement a procedure for periodic re-evaluation of student training stations 3.0 22 Identify students whose p e r f o r ­ mance is impaired by physical h a n d i c a p s , learning disabilities, behavior/emotional problems, etc. 3.0 23 Identify students whose p e r f o r ­ mance is impaired by chemical dependency, e.g., drugs and/or alcohol 3.0 24 Identify students whose perf o r ­ mance is impaired by social problems, e.g., inability to re ­ late, lack of transportation, family problems, etc. 3.0 25 Adjust the learning and classroom environment to better serve indi­ vidual students with special needs 3.0 26 Adjust the curriculum and m a t e ­ rials to better serve individual students with special needs 3.0 27 Identify resources, both in and outside of the school setting to aid in the development of indi­ vidual students with special needs 3.0 28 Deal wit h crisis situations involving students with special needs, e.g., epileptic seizures, racial confrontations, etc. 3.0 32 Identify and clarify the role of the student vocational orga n i ­ zation in you r field 3.0 (0 •r| u .H 1 ni Performance Task (a) = Listing based on the median score of the respondents' ability to perform the perfor­ mance t a s k . Item No. = Number on questionnaire. Median = The respondents' ratings of their ability to perform the performance task. {1 = Ver y high, 2 = High, 3 = Moderate, 4 — Low, 5 - No) 80 In-Service Needs as Perceived by The Teachers A major objective of this study was to identify inservice needs of Michigan business and office education teachers. Table 19 is a ranking of perceived in-service needs by Michigan business and office education teachers. A per­ formance task which was rated high in importance was not always a good indicator that in-service was needed for that task. Many tasks were rated high in importance by teachers who also perceived themselves as having very high abilities to perform the tasks. Therefore, in-service was not particu­ larly needed for tasks rated in the "high importance" and "high ability" manner. All seven performance tasks concerned with special needs situations were among the top ten performance tasks the teachers rated as needing in-service education. with the top ten, Listed also, were both tasks dealing wi t h public relations activities where the teacher needs to promote his or her school, district, or program of courses. The coordination activities involving cooperative education students were rated relatively high as an area the teachers needed in-service education. Also rated at the same level as coordination activities were performance tasks asso­ ciated with administrative duties. Administrative tasks involved duties which required personal interaction and com­ munication between the teacher and other school personnel. 81 Table 19 Rank Order of In-Service Needs as Perceived by Michigan Business and Office Education Teachers Rank (a) Item No. Performance Task Percent MD 1 28 Deal with crisis situations involving students wit h special needs, e.g., epileptic seizures, racial confrontations, etc. 71.10 .897 2 23 Identify students whose perf o r ­ mance is impaired by chemical d e p e n d e n c y , e.g., drugs and/or alcohol 70 .05 .798 3 27 Identify resources, both in and outside of the school setting to aid in the development of indi­ vidual students with special needs 67.45 .593 4 35 Identify and implement appropri­ ate public relations activities for promoting the district and the school 66.20 .599 5 22 Identify students whose p e r f o r ­ mance is impaired by physical handicaps, learning disabilities, behavior/emotional problems, etc. 66.05 .631 6 25 Adjust the learning and classroom environment to better serve indi­ vidual students with special needs 65.50 .559 7 36 Identify and implement appropri­ ate public relations activities for promoting your program and courses 65.10 .562 8 26 Adjust the curriculum and mat e ­ rials to better serve individual students with special needs 64.25 .532 9 24 Identify students whose perfor­ mance is impaired by social problems, e.g., inability to re­ late, lack of transportation, family problems, etc. 63.00 .523 82 Table 19 Continued. Rank (a) Item No. 10 20 Develop and implement a system for coordinating the learning experiences of cooperative education students 61.10 .412 11 21 Develop and implement a procedure for periodic re-evaluation of student training stations 60. 80 .418 12 38 Develop arid implement criteria for the selection of teachers in your field 60.10 .482 13 37 Identify and inform staff of relevant laws, regulations and policies governing the operation of the program of courses in your field 59.95 .443 14 16 Select and implement an appropri­ ate system of overall program evaluation 59.85 .363 15 6 Prepare appropriate multi-media materials 59. 85 .319 16 19 Develop and implement criteria and procedures for the selection and placement of cooperative education students 59.25 .405 17 14 Identify and implement appropri­ ate means for monitoring and motivating student progress 58.75 .393 18 17 Select and implement an appropri­ ate system of course evaluation 58.20 .310 19 31 Develop and maintain a program budget 58.15 .283 20 39 Develop and implement an appro­ priate procedure for informing superiors of your program status and needs, etc. 57.75 .374 Performance Task Percent MD 83 Table 19 Continued. Rank (a) Item No. 21 34 Develop and implement a system for a follow-up of program graduates 57.10 .372 22 18 Identify and select appropriate training stations 55.70 .258 23 15 Identify and implement appropri­ ate means for assessing student performance 55.40 .275 24 33 Assist students in locating, applying for, and obtaining appropriate post-program employ­ ment and/or identifying further education 55.25 .261 25 7 Select and utilize appropriate class presentation techniques 55.10 .286 26 2 Identify and select appropriate instructional strategies 55.00 .374 27 1 Identify and clarify individual student needs 54.85 .452 28 8 Select and utilize appropriate individual instruction techniques 54-. 85 .244 29 29 Assess the need for a vocational program in your field 53.35 .163 30 9 Organize and maintain a v o c a ­ tional laboratory 52. 80 .186 31 30 Organize and operate an advisory committee in your field 52.45 .147 32 11 Develop a classroom environment/ climate conducive to learning 51.70 .238 33 3 Select and prepare course objectives 51.55 .095 Performance Task Percent MD 84 Table 19 Continued. Rank (a) Item No. 34 32 Identify and clarify the role of the student vocational o r g a n i ­ zation in your field 50.55 .075 35 12 Establish and maintain a filing/ record keeping system 50.40 .017 36 10 Establish procedures for daily classroom m anagement 49.45 .069 37 4 Select and organize broad course content 49.20 .008 38 5 Identify and select existing instructional materials 48.90 .053 39 13 Operate a student vocational organization CO o o CM O » 4 00 Key: Performance Task Percent MD (a) = Ranking based on percent of teachers needing in-service education for performance tasks. Item No. = Number on questionnaire. Percent = Percent of the teachers wh o responded to a performance task with "Very High or High Importance" and " M o d e r a t e , Low, or No Ability." MD = Mean difference of "abilities" and "importance" for each performance task. 85 As a group, performance tasks associated with course planning, instruction, classroom/student management, and post-instructional activities all were rated low in need for in-service education. Performance tasks involved with stu­ dent vocational organizations were ranked very low by the Michigan business and office education teachers as areas they perceived to need in-service education. Summary The purpose of this chapter was to present the "Analysis of the Data" reported by the Michigan business and office education teachers as follows: Section I - This section included a demographic description of the respondents. Section II - This section reported the current teacher satisfaction with the in-service education being received. Section III - This section included a series of rankings which consisted of the t e a c h e r s ’ preferred methods, formats/ time of day, and time of year for in-service education. Section IV - This section contained the teachers' perceptions of the importance and their ability to perform a list of 39 performance tasks. This section also identified performance tasks in which there was a need for in-service education as perceived by the teachers. CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This chapter contains (1) a summary of the problem researched, the research methods utilized, findings; and the major (2) a presentation of the conclusions; and (3) a list of recommendations. The Problem Researched, Research Methods, and Findings' Statement of the Problem The problem of this study was to: (1) identify the in-service needs of Michigan business and office education teachers, and (2) to determine the perceptions of the teachers regarding the importance of their daily performance tasks, as well as their ability to perform the same tasks. This study was designed to encourage teachers to participate in identifying their own teaching skills, by levels of difficulty, for possible use in determining future in-service programs, other related in-service areas examined were the opinions held by Michigan business and office e d u ­ cation teachers regarding the desirability of various instructional formats, delivery system approaches, financing procedures, and scheduling times for in-service teacher education programs. 86 87 The following research questions also were associated with the problem of this study: 1. What is the demographic profile of the popula­ tion; and what demographic patterns emerged in regard to practical work experience, (b) teaching experience, salary increases for in-service, and (a) (c) (d) financial reim­ bursement for in-service? 2. What is the degree of satisfaction among Michigan business and office education teachers with current inservice training? 3. Which agency or agencies are providing the major source of in-service education for Michigan business and office education teachers? 4. How do Michigan business and office education teachers feel in-service education should be financed in the state of Michigan? 5. What do Michigan business and office education teachers perceive as the preferred method, format, location, and time of day and year for in-service education? 6. In the area of perceived importance by teachers, which performance tasks are rated high or low in importance? 7. In the area of perceived ability to perform by the teachers, which performance tasks are rated high ability or low ability by the teachers? Methods of Data Collection The population for this study consisted of individ­ uals who were business and office education teachers employed in Michigan vocationally-reimbursed secondary schools. At the time this study was conducted, there were 40 4 secondary schools receiving vocational reimbursement that operated one or more business and office education classes. One business and office education teacher from each school was chosen to represent the selected sample from the p o p u ­ lation used. A questionnaire was developed and piloted. instrument contained two sections. The The first section was intended to gather demographic information from the respon­ dents and included a series of four questions asking the teachers to rank their preferences for in-service m e t h o d s , formats, and time of day and year. The second section of the questionnaire contained a list of 39 performance tasks which business and office e d u ­ cation teachers were likely to perform. The 39 performance tasks were classified under the following nine areas of instruction: 1. 2. 3. 4. 5. 6. 7. 8. 9. Course planning and instruction Classroom/student management Evaluation Coordination Special needs Program planning Post-instructional activities Public relations Administrative The teachers were asked to indicate their perceptions of the importance of each performance task and their ability to perform each performance task. The respondents were asked to use a five point scale for rating importance. In February, 1981, the questionnaire, cover letter, and addressed envelope were mailed to a business and office education teacher in each of the 404 reimbursed schools. follow-up letter was mailed on March 15, 1981. A There were 361 usable returns out of the 404 mailed to the Michigan business and office education teachers. The response rate for the study was 89 percent. The data obtained from the instruments were k e y ­ punched on cards for computer input. Statistical analysis of the data was accomplished through the use of the Bio-Med (BMD) program from the Health Sciences Computing Facility (1978) developed at the University of California Los Angeles and made available through the Michigan State University Computer Center. Descriptive information was received which included frequencies, means, medians, and percentages for each variable. Findings The data in this study were compiled from responses of Michigan business and office education teachers and are presented in four major categories. (a) description of respondents, satisfaction, The categories include (b) current in-service (c) preferred methods of in-service, and (d) 90 performance tasks. The following is a summary of the find­ ings related to the research questions presented in this study. Description of R e s p o n d e n t s . This section was in response to research question number one which includes information from questions 1, 2, 3, 4, 5, questionnaire. 8, and 9 on the Frequencies and percentages were used to describe the teachers' responses in an effort to identify demographic trends and patterns. 1. lation; (a) What is the demographic profile of the pop u ­ and what demographic patterns emerged in regard to practical work experience, (b) teaching experience, salary increases for in-service, and (c) (d) financial reim­ bursement for in-service? The data from the teachers indicated that over 73 percent of the respondents held a master's or higher degree. The master's degree holders comprised 69 percent of the respondents and approximately 4 percent held an educational specialist or doctoral degree. Over 73 percent of the Michigan business and office education teachers had more than three years of non-teaching work experience, and over 24 percent had seven or more years of non-teaching work experience in the same field in which they were teaching. The years of teaching experience were relatively evenly distributed. However, the teachers were highly 91 experienced. The highest response was in the six to ten year category with 32.7 percent. Only two teachers indicated that they had less than one year's e x p e r i e n c e , while 53 p e r ­ cent of the teachers had more than eleven years teaching experience. In respect to salary increases for in-service activi­ ties, o v e r 91 percent stated there were salary increases for the acquisition of college/university credits or degrees. The findings were opposite for participation in non-credit courses, workshops, seminars, or conferences, as 92 percent of the teachers stated there were no salary increases for those kinds of activities. Financial reimbursement for in-service activities established an opposite pattern them salary increases for in-service. Eighty-two percent stated they receive no tuition reimbursement for courses taken for credit. Seventy- two percent of the teachers receive reimbursement for m i l e ­ age and other costs associated with workshops, siminars, or conferences, while 23 percent stated they receive no r e i m ­ bursement for this type of in-service education. Current In-Service S a t i s f a c t i o n . This section was in response to research questions two, three, and four which includes information from questions 6, 7, 10, and 11 on the questionnaire. Frequencies and percentages were used to describe the teachers' responses regarding their satisfaction wi t h current in-service education. 92 2. What is the degree of satisfaction among Michigan business and office education teachers with current inservice training? Fifty-five percent of the respondents were satisfied with their in-service training while 42 percent were "not satisfied." The instructional approaches most preferred by Michigan business and office education teachers were: seminar discussions, (a) (b) group classroom activities, and self-paced individualized instruction. (c) Over 60 percent of the respondents preferred group classroom activities and seminar discussions. The "other" category indicated a preference for a combination of seminar discussions in a group classroom atmosphere and received 14.9 percent of the response. 3. Which agency or agencies are providing the major source of in-service education for Michigan business and office education teachers? Thirty-one percent of the respondents specified most of their in-service needs were being supplied by a combina­ tion of the agencies identified in the questionnaire. The most commonly mentioned combinations included the categories of vocational director, teacher educators from state univer­ sities or colleges, and teacher centers. Ninety-seven (26.9 percent) of the respondents indi­ cated their in-service needs were "not being met." 93 Teacher in-service needs were also being met by teacher educators from state universities and colleges percent) and local vocational directors Only six of 361 respondents {12.5 (10.8 percent). (1.7 percent) indicated their in-service needs were being met by business and office education state supervisors. 4. How do Michigan business and office education teachers feel in-service education should be financed in the state of Michigan? One hundred forty-five (40.2 percent) of the tea c h ­ ers revealed that the local board of education should finance in-service programs, while 109 (30.2 percent) of the teachers said in-service programs should be financed by the state department of education. The "other" category received 18.6 percent of the responses. The teachers wh o selected the "other" category often commented that they perceived that financing of in-service education should be a shared responsibility. The agencies and individuals most often mentioned for the sharing of costs included the state department of education, the local board of education, and the teacher. Preferred Methods of In-Se r v i c e . This section was in response to research question number five which includes information from questions 12, 13, 14, and 15 on the questionnaire. Frequencies, percentages, and means, were used to rank the teachers' preferences according to first, second, third, and fourth choice. 94 5. What do Michigan business and office education teachers perceive as the preferred method, format, location, and time of day and year for in-service education? The ranking of in-service methods in order of pre f ­ erence by Michigan business and office education teachers resulted in the following: (a) (b) (c) (d) Workshops, seminars, or conferences Teacher centers University courses Self-study materials Collectively, workshops, 94 percent of the teachers chose seminars, or conferences as their first or second choice of in-service training, while 59 percent chose teacher centers as their first or second choice of in-service method. The third ranked method of in-service was attending u n i v e r ­ sity courses while self-study materials was the last choice among the teachers. The preferences o f in-service formats by the Michigan teachers were as follows: (a) (b) (c) (d) One 3-hour period a w eek for ten weeks Intensive, 6 hours a day for one week One 6-hour period a month for five months Three 1-hour periods weekly for ten weeks One university type format "one 3-hour period a week for ten weeks" was ranked first, while another university type format "three 1-hour periods weekly for ten weeks" was ranked last by the Michigan teachers. The format "intensive, 6 hours a day for one week" was ranked second by the respondents. 95 The ranking of in-service scheduling preferences by Michigan business and office education teachers were: (a) (b) (c) (d) Late afternoon (4:00-6:00) Early afternoon (2:00-4:00) Evenings (7:00-9:00) Weekends The two "afternoon" alternatives were ranked first and second, while "evenings" and "weekends" were ranked third and fourth respectively. The afternoon alternatives were particularly appealing to the teachers if afternoon release time could be obtained from their schools. The ranking of the preferences for the time of year of in-service activities we r e as follows: (a) (b) (c) (d) Fall Spring Summer Winter The Michigan business and office education teachers ranked "fall" as their first choice for the time of year for in-service activities, while "spring" was selected as the second choice. Summer and w i n t e r were virtually even in the rankings, however, win t e r received a slightly lower rating and was therefore ranked fourth by the t e a c h e r s . Performance T a s k s . This section was in response to research questions num b e r six and seven w h i c h includes all information obtained from Section II of the questionnaire. The median scores of the performance tasks were used to list the teachers* perceptions of "importance" to perform" each performance task. and their "ability The "need for in-service 96 education" was determined by the use of calculated percentages of very high and high importance with moderate, low, or no ability. 6. In.the area of perceived importance by teachers, which performance tasks are rated high or low in importance? According to the Michigan business and office edu c a ­ tion teachers all the performance tasks rated very high, high, or moderate in importance. The highest rated per f o r ­ mance tasks were: (a) Identify and clarify individual student needs. (b) Identify and select appropriate instructional strategies. (c) Establish procedures for daily classroom management. (d) Develop a classroom environment/climate condu­ cive to learning. The lowest rated performance tasks as perceived by the teachers were: (a) Operate a student vocational organization. (b) Identify and clarify the role of the student vocational organization in your field. The consensus according to Michigan business and office education teachers was that performance tasks con­ cerned w i t h course planning and instruction, and classroom/ student management were considered the most important. Tasks which were involved with special needs and public relations were considered important, while the tasks which were admin­ istrative in nature and tasks concerned with student voc a ­ tional organizations were considered the least important. 97 7. In the area of perceived ability to perform by the teachers, which performance tasks are rated high ability or low ability by the teachers? The Michigan teachers rated themselves as having very high ability in only one task. The highest rated task in ability to perform was: (a) Establish procedures for daily classroom management. There were also relatively high ratings for tasks involved with course planning and instruction, student management, evaluation, coordination, planning. classroom and program There was a tendency toward high ability ratings for many of the same tasks the teachers rated high in i mport a n c e . The Michigan teachers rated their ability to perform performance tasks lowest in the following a r e a s : (a) Prepare appropriate multi-media materials. (b) Operate a student vocational organization. (c) Develop and implement a procedure for periodic re-evaluation of student training stations. (d) Identify students whose performance is impaired by physical handicaps, learning disabilities, behavior/emotional problems, etc. (e) Identify students whose by chemical dependency, (f) Identify students whose performance is impaired by social problems, e.g., inability to relate, lack of transportation, family problems, etc. tg) performance is impaired e.g., drugs or alcohol. Adjust the learning and classroom environment to better serve individual students with special needs. 98 (h) Adjust the curriculum and materials to better serve individual students with special needs. (i) Identify resources, both in and outside of the school setting to aid in the development of individual students with special needs. (j) Deal wi t h crisis situations involving students with special needs, e.g., epileptic seizures, racial confrontations, etc. (k) Identify and clarify the role of the student vocational organization in your field. (1) Develop and implement a system for a follow-up of program graduates. (m) Identify and implement appropriate public rela­ tions activities for promoting the district and the school. (n) Identify and inform staff of relevant laws, regulations and policies governing the operation of the program of courses in your field. {o) Develop and implement criteria for the selection of teachers in your field. The lower ranking performance tasks were made up of many administrative type tasks, and included all tasks asso­ ciated with special needs situations. One of the major goals of this study was to identify in-service needs of Michigan business and office education teachers. The percentages between the high importance and lower ability responses were calculated. The responses indi­ cated specific areas of performance tasks needed for inservice education. Three of the top in-service needs listed were to: (a) Deal with crisis situations involving students with special needs, e.g., epileptic seizures, racial confrontations, etc. (b) Identify students whose performance is impaired by chemical dependency, e.g., drugs or alcohol. 99 (c) Identify resources, both in and outside of the school setting, to aid in the development of individual students with special needs. The Michigan teachers indicated in-service education was needed for performance tasks associated with the follow­ ing educational areas: (a) All seven tasks concerned with "special needs." (b) Tasks associated with "public relations." (c) Cooperative education tasks, "coordination." Performance tasks associated with student vocational organizations were listed near or at the bottom of the inservice needs list as perceived by the teachers. Conclusions The following conclusions evolved as a result of the study of Michigan business and office education teachers: 1. The majority of Michigan respondents who partici­ pated in this study were experienced teachers. Over 70 p e r ­ cent of the teachers had already received a masters' degree? over 74 percent experienced three or more years of n o n ­ teaching work experience in a related work area; and over 85 percent had been teaching more than six years. 2. The analysis of data indicated that periodic salary increases may be received through the acquisition of additional college/university credits or degrees. Over 90 percent of the Michigan business and office education teachers stated they do not receive salary increases for attending in-service workshops, seminars, or conferences. 100 3. New techniques and strategies may need to be developed to increase the degree of satisfaction for teacher in-service activities since over 40 percent were not satis­ fied with their current in-service education. 4. No particular agency or group of individuals appears to be a dominant figure in meeting the t e a c h e r s 1 inservice needs. teachers* The study indicated a sizable number of in-service needs were being met by a combination of agencies, although 27 percent of the teachers stated their needs were not being met, 5. The Michigan business and office education teachers conceive the funding of in-service activities as a multiple or shared responsibility. The teachers stated the state department of education and local board of educa­ tion should pay for in-service education. 6. Data from this study indicates Michigan business and office education teachers prefer early or late afternoon periods during the fall or spring for in-service education. 7. Data from this study indicated that workshops, seminars, or conferences, including group classroom activi­ ties and seminar discussions may be effective instructional approaches and methods for presenting in-service education to Michigan business and office education teachers. 8. All performance tasks were perceived as at least moderately important by the teachers, and none of the tasks were considered low or of no importance. 101 9. It appears the respondents perceive their abili­ ties high in many of the same task areas that they considered high in importance. and instruction, 10. These areas included course planning and classroom/student management. In-service education is perceived as needed for tasks involved with special needs situations, tasks dealing with the public relations aspects of their courses and p r o ­ grams, and tasks associated with cooperative education and coordination activities. Recommendations Based on the findings of this study, the following recommendations were made: 1. Additional in-service education should be p r o ­ vided for Michigan business and office education teachers in the areas of teaching special needs students, public rela­ tions, and coordination activities. 2. Consideration should be given to providing released time for afternoon in-service activities. 3. In the state of Michigan, in-service activities for business and office education teachers should be inten­ sified in the fall and spring. 4. Emphasis needs to be given for the greater use of various workshops, seminars, or conference methods and formats of in-service education, including group classroom activities and seminar discussions. 102 5. Vocational directors, lum coordinators, state supervisors, and teacher educators interested in improv­ ing business and office education in-service activities should consider the findings of this study. Based on the findings of this study, the following recommendations for further research were made: 1. Further research should be conducted to determine the feasibility of increasing the joint efforts between teacher centers, school districts, colleges, universities, and other agencies for presenting in-service education. 2. Further studies should be made as to why tasks associated with student vocational organizations, as well as other lower-rated performance tasks, were considered of less importance than other tasks by the Michigan business and office education teachers. 3. Further studies should be conducted exploring possible changes in the areas of salary incentives and reimbursements for participation in various in-service e d u c a ­ tion w hich includes college/university courses, workshops, seminars, 4. and conferences. Additional studies should be conducted to deter­ mine if any of the performance tasks used in this study need to be revised or deleted. 5. Further studies should be conducted to determine if relationships exist between the performance tasks and related demographic factors used in this study. curricu­ APPENDIX I 103 MICHIGAN VOCATIONAL OFFICE EDUCATION INSTRUCTORS IN-SERVICE NEEDS ASSESSMENT Conducted by Lynn Ryckrnan Q U E S T I O N N A I R E This study is being conducted in an effort to identify the IN-SBRVICE NEEDS of Michigan secondary vocationally reimbursed business and office education teachers as PERCEIVED BY the Michigan business and office education teacher. The following definitions statements: may be helpful in clarifying the following questions and IN-SERVICE EDUCATION - Effort to promote professional growth anddevelopment of teachers with activities which could include university courses, workshops, seminars, teacher centers, self-study, or conferences sponsored by business and industry. TEACHER CENTERS - A place where in-service programs take place which is organized, planned, and operated locally by teachers cither on-site or in changing locations in the intermediate school district. ON-SITE IN-SERVICE - In-service programs offered at a teacher's home school. SECTION I Directions: Section I is designed to collect information about the teaching background and work experience of the respondent and o I b o try to determine the preferred method of in-service education as perceived by Michigan business and office education teachers. Please check the response that beat approximates you or your opinion. Please respond to each item. Thank you. PERSONAL DATA AND PREFERRED METHOD OF IN-SERVICE: 1, Indicate highest level of formal education completed. Less than Bachelor's Degree _Bachelor's Degree _Master'a Degree 2. Educational Specialist Doctoral Degree Indicate your total years of non-teaching work experience which relates to your teaching area. Less than one year _1 to 2 years _3 to 6 years 3, 7 to 9 years 10 or more ycarB Indicate your total years of teaching experience in vocational business and office education programs. Less than one yenr 1 to 5 years _6 to 10 years _____11 to 15. years _____16 or more years Does the salary schedule at your school provide salary Increases for the acquisition of additional college/university credits or degrees? Yes 5. Donotknow Does the Balary schedule at your school provide salary increases for other in-service programs, e.g. non-credit courses, seminars, workshops, and conferences, etc.? Yes 6. No No Do not know How is most of your technical updating and in-service education currently being met? (Check one) Vocational director (on site) _Teacher educators from a state university or college_________ ____ _Buslness 6 office education ____ state supervisors School administration Teacher centers or (professional development centers) Not being met Other (PleaGc specify) ________________ 104 To what degree arc you satisfied with the In-service training you are now receiving? (Check one) Very satisfied_______________________Fairly satisfied Satisfied Not saLisfled 8. Does your school reimburse you for mileage, meals, or other costs associated with conferences, workshops, seminars, or meetings held away from your school? Yes 9. No Do not know Do you receive tuition reimbursement for courses taken for credit? Yes______ _____Ho 10, Donot Who should pay for in-Bcrvice education or technical updating of vocational business and office education teachers? (Check one) State Department of Education Local Board of Education The teacher 11. know Business and Industry ____ Other (Please specify)__________ Which of the following instructional approaches do you most prefer? Group classroom activities _Seffllnar discussions TV lectures plus reading and homework and/or local discussion groups. (Check one) Self-paced individualized work Correspondence Other (Please specify)____________ ________________________________ Please answer questions 12 through 15 using the RANKING METHOD. For each question, RANK each offering with: 1 for first choice; 2 for second choice; 3 for third choice; and 4 for last choice. Thank you. 12. Which in-service method do you prefer? University courses Teacher centers (Professional development centers, local or on-site) 13. Which of the following course or workshop formats do you most prefer? (RANK - See directions above) Intensive format, i.e., 6hours a day for one week. One 3-hour period a week for ten weeks. 14. Three 1-hour periodsweekly for ten weeks. ____ One 6-hour period a month for for five months. Of the following times forscheduling courses or workshops, which doyou prefer? (RANK - See directions above) Weekends Early afternoon (2:00-4:00) 15. (RANK - See directions above) ____ Workshops, seminars, or conferences Self-study materials ____ Late afternoon (4:00-6:00) _____Evenings (7:00-9:00) Of the following possible time of year when courses arc offered, which do you prefer? (RANK - See directions above) _Fall Winter Spring Summer (Please continue to the next page) 2 105 106 SECTION II DirectIona: Section II consists of a list of performance tasks that are likely to be performed at some time by Michigan business and office education teachers. Each perfor­ mance task requires TWO RESPONSES. In the first column Indicate your perception of your ABILITY to perform that task, and in the second column indicate your perception of the IMPORTANCE of the task. Very High Ability (Importance) ~ Maximum (essential) High Ability (Importance) - Above average, better then typical (helpful but not essential) Moderate Ability (Importance) - Average, typICal (needed for minimum performance) Low Ability (Importance) - Not as good as typical (could be desirable, but not necessarily important) No Ability (Importance) - Very poor ability (need not be considered important) Please respond to each item. Thank you. ABILITY X bO -H XI ta ■H fC 111 JJ to u JZ a & to •o 01 3 5o3 CORPSE PLANNING AND INSTRUCTION 1. Identify and clarify individual student needs ....................... 2. Identify and select sppropriate instructional strategies ........... 3. Select and prepare course objectives 4. Select and organize broad course content ........................... 5. Identify and select existing instructional materials ......... . . 6. Prepare appropriate multi-media materials ........... 7. Select and utilize appropriate class presentation techniques . . . . . . . . 8. Select and utilize appropriate individual instruction techniques . . . 9. Organize and maintain a vocational laboratory ......................... CLASSROOM/STUDENT MANAGEMENT 10. Establish procedures for daily classroom management ............... 11. Develop a classroom environment/ climate conducive to learning ........ 12. Establish and maintain a filing/ record keeping system . , .■.......... 13. . Operate a student vocational organization ............... 14. .... Identify and implement appropriate means for monitoring and motivating student progress ................... 1 IMPORTANCE 3 o ta 01 u « u .C 01 & to TJ 41 *4 > £ o 55 ABILITY IMPORTANCE A CO 2> tQ J £ m XO EVALUATION 15. Identify and Implement appropriate means for assessing student performance . . . 16. Select and implement an appropriate system of overall program evaluation 17. Select and implement an appropriate system of cauree evaluation . . . . . COORDINATION 18. Identify and select appropriate training Btations . ........... . 19. Develop and implement criteria and procedures for the selection and place­ ment of cooperative education students. 20. Develop and implement a system for - coordinating the learning experiences of cooperative education students . . . 21. Develop and implement a procedure for periodic re-evaluation of student training stations ................. SPECIAL NEEDS 22. Identify students whose performance is impaired by physical handicaps, learn­ ing disabilities, behavior/emotional problems, etc. . . . . . . . . . . 23. Identify atudents whose performance is impaired by chemical dependency, e.g., drugs and/or alcohol ............... 26, Identify students whose performance is impaired by Boclal problems, e.g., Inability to relate, lack of trans­ portation, family problems, etc. . . . 25. Adjust the learning and classroom environment to better serve indi­ vidual students with special needs . . 26. Adjust the curriculum and materials to better serve Individual students with special needs ................. 27. Identify resources, both in and out­ side of the school setting to aid in the development of individual students with special needs ......... 26. Deal with crisis situations involv­ ing students with special needs, e.g., epileptic seizures, racial con­ frontations, etc..................... PROGRAM PLANNING 29. 30, Assess the need for a vocational program in your field ........... Organize and operate an advisory committee in your field . . . . . . . U . S o so d UCoJ ) i l □ n x >3 107 ABILITY ■§» m w u J & JZ 00 *Q0 At > 31. Develop and maintain a program budget 32. Identify and clarify the role of the student vocational organization In your field .................... . IMPORTANCE w *H O a x QJ u (0 & si oc u QJ TS :» £ 3 POST-INSTRUCTIONAL 33. Assist studentB in for, and obtaining program employment further education locating, applying appropriate postand/or identifying . . . . ......... 34. Develop and implement a system for s follow-up of program graduates . . . PUBLIC RELATIONS 33. Identify and implement appropriate public relations activities for pro­ moting the district and the school . 36. Identify and Implement appropriate public relations activities for pro­ moting your program and courses . . ADMINISTRATIVE 37. Identify and Inform staff of relevant laws, regulations and policies govern­ ing the operation of the program of courses in your field ............. 38. Develop and Implement criteria for the selection of teachers in your field ....................... 39. Develop and implement an appropriate procedure for informing superiors of your program status and needs, etc. THANK YOU APPENDIX II 109 110 MICHIGAN STATE UNIVERSITY COLLEGE OF BUSINESS EAST LANSING • MICHIGAN * 48824 DEPARTMENT OF BUSINESS LAW AND OFFICE ADMINISTRATION February 27, 1981 Dear Colleague This letter is an invitation for you to participate and assist in a study designed to help improve and update in-service education programs for vocational business and office education in the State of Michigan. I became interested in in-service education while working with my advisor, Dr. Robert Poland, and the Vocational Office Block in-service project at Michigan State University. As you know, changing technology and new legislation has created new challenges for business and office education teachers. Your input will offer information which will be invaluable in planning future in-service programs. Your response will enable teacher educators to better understand YOUR needs and perceptions regarding the tasks involved in business and office education. May X have a few minutes of your time NOW to complete the enclosed questionnaire and ultimately improve our professional course offerings? Please complete the form and return within 5 days, in the enclosed stamped, addressed envelope. Also enclosed is a small envelope containing a token of my appreciation for your cooperation. Cordially yours Lynn Ryckman Researcher Dr. Robert Poland Advisor Enclosures: 3 APPENDIX III 111 112 MICHIGAN STATE UNIVERSITY COLLEGE OF BUSINESS EAST LANSING • M IC H IG A N • IKH24 DEPARTMENT OF BUSINESS LAW AND OFFICE ADMINISTRATION March 13, 1981 Dear Colleague During the week of March 2, a questionnaire was mailed to you concerning in-service needs of business and office education teachers in the State of Michigan. The purpose of the study is to have teachers participate and to help identify the needs in areas perceived to be critical for in-service training. Your quick response is CRUCIAL to the success of this study. Won't you please help me by completing the enclosed survey and returning it to me before March 21 in the enclosed stamped, addressed envelope. If you have already mailed the questionnaire, I sincerely thank you for your response. Your input will make a significant contribution to the final results of this study. Cordially yours Lynn Ryckman Researcher Enclosures APPENDIX IV 113 114 MICHIGAN VOCATIONAL OFFICE EDUCATION INSTRUCTORS IN-SERVICE NEEDS ASSESSMENT Conducted by Lynn Ryckraan Q U E S T I O N N A I R E This study is being conducted in an effort to identify the IN-SERVICE HEEDS of Michigan secondary vocationally reimbursed business and office education teachers as PERCEIVED BY the Michigan business and office education teacher. The following definitions statements: may be helpful in clarifying the following questions and IN-SERVICE EDUCATION - Effort to promote professional growth anddevelopment of teachers with activities which could Include university courses, workshops, seminars, teacher centers, self-study, or conferences sponsored Ly business and Industry. TEACHER CENTERS - A place where in-service programs take place which is organized, planned, and operated locally by teachers either on-site or in changing locations in the intermediate school district. ON-SITE IN-SERVICE - In-service programs offered at a teacher’s home school. SECTION I Directions: Section I is designed to collect information about the teaching background and work experience of the respondent and also try to determine.the preferred method of in-service education as perceived by Michigan business and office education teachers. Please check the response that best approximates you or your opinion. Please respond to each Item. Thank you. PERSONAL DATA AND PREFERRED METHOD OF IN-SERVICE: 1. Indicate highest level of formal education completed. 0 Less than Bachelor’s Degree 97 Bachelor's Degree 249 Master's Degree 2. Indicate your total years of non-teachir.g work experience which relotes to your teaching area. 14 Less than one year 80 1 to 2 years 17B 3 to 6 years 3. 33 7 to 9 years S6 10 or more years o NR Indicate your total years of teaching experience in vocational business and office education programs. 2 Less than one year 46 1 to 5 years 116 6 to 10 years 4. 29 No i Do not know 2 NR Does the salary schedule at your school provide salary increases for other in-service programs, e.g. non-credit courses, seminars, workshops, and conferences, etc.? 24 Yes 6. 101 11 to 15 years 92 16 or more years 2 NR Does the salary schedule at your school provide salary increases for the acquisition of additional college/university credits or degrees? 329 Tea 5. 12 Educational Specialist 3 Doctoral Degree 0 NR 332 No 4 Do not know 1 hr How is most of your technical updating and in-service education currently being met? (Check one) 39 Vocational director (onsite) 45 Teacher educators from a state university or college 6 Business & office education state supervisors 33 School administration 26 Teacher centers or (professional development centers) 97 Not being met 112 Other (Please specify) _________ 3 NR 7. To what degree arc you satisfied with the ln-servlce training you are now recelving? (Check one) -1 12 Very satisfied 67 Satisfied 8. 121 Fairly satisfied 153 Hot satisfied 8 NR Does your school reimburse you for mileage, meals, or other costs associated with conferences, workshops, seminars, or meetings held away from your school? 262 Yea 9. 12 NR 296 No 3 Do not know 5 NR Who should pay for in-service education or technical updating of vocational business and office education teachers? (Check one) 109 145 16 11. A Do not know Do you receive tuition reimbursement for courses taken for credit? 57 Yea 10. 83 Ho 15 67 State Department of Education Local Board of Education The teacher Business and Industry Other (Please specify) 9 NR Uhich of the following instructional approaches do you most prefer? 108 Group classroom activities 111 Seminar discussions 4 TV lectures plus reading and homework and/or local discussion groups. (Check one) 77 Self-paced individualised work 1 Correspondence 54 Other (Please specify)____________ 6 NR Please answer questions 12 through 15 using the RANKING METHOD. For each question, RANK each offering with: 1 for first choice; 2 for second choice; 3 for third choice; and 4 for last choice. Thank you. 12. Which in-service method do you prefer7 29, 69, 142. 114 University courses 40, 173, 114. 27 Teacher centers (Professional development centers, local or on-site) 13. (RANK - See directions above) 271, 12* Workshops, seminars, or conferences Self-study materials 16, 45, B6, 207 7 (jg Which of the following course or workshop formats do you most prefer? (RANK - See directions above) 134, 79, 65, 63 Intensive format, i.e., 6 hours Three 1-hour periods weekly for a day for one week. ten weeks. 13, 50, 114, 164 125, 128, 79, 9 One 3-hour period a week________ ____ One 6-hour period a month for for ten weeks. for five months. 71, 83, 82, 105 20 NR 14. Of the following times for scheduling courses or workshops, which do you prefer? (RANK - See directions above) ^ ^2 g 39, 20, 54, 234 172, 43, 64. (>B Weekends___________________________ Late afternoon (4:00-6:00) 'Early afternoon (2:00-4:00) Evenings (7:00-9:00) 43, 101, 165, 38 14 NR 15. Of the following possible time of year when courses are offered, which do 'you prefer? (RANK - See directions above) 149, 89, 86, 23 50, 81, 95, 12l Fall winter ____ Spring ____ Summer 14 NR 52, 146, 110, 39 97, 32, 55, 163 (Please continue to the next page) 116 SECTION II Directions; Section II consists of a llBt of performance tasks that are likely to be performed at some time by Michigan business and office education teachers. Each perfor­ mance task requires TWO RESPONSES. In the first column indicate your perception of your ABILITY to perform that task, and In the second column Indicate your perception of the IMPORTANCE of the task. Very High Ability (Importance) - Maximum (essential) High Ability (Importance) - Above average, better than typical (helpful but not essential) Moderate Ability (Importance) - Average, typical (needed for minimum performance) Low Ability (Importance) - Not as good as typical (could be desirable, but not necessarily Important) No Ability (Importance) - Very poor ability (need not be considered important) Please respond to each item. Thank you. IMPORTANCE ABILITY JC 60 Jtc = Q> U & -S » > « Ko 3 o ^« pH O (M iM Ja U COURSE PLANNING AND INSTRUCTION 1. Identify and clarify individual student needs ..................... in a» O' pH CM 2. Identify and select appropriate instructional strategies ......... 3. Select and prepare course objectives to r-» 0 CM o ro CO pH in CM CM pH ro 0 0 H r fHo. < vr D pH pH A. Select and organize broad course content ....................... k 60 "O > 0 -H !(> » XO ^5 ZO £55 PH rO CM eM H CM pH CM in a p> H pH pH pH 0 H »H CM o O pH o CM pH m in pH pH CM o fh m pH H pH f-s CM in fM t"» m pH pH ro CO CM © to GO pH pH pH . a f ud x 2 ■ pH 5. Identify and select existing instructional materials ........... ON CM CO © O pH CM ro PH o 6. Prepare appropriate multi-media materials . . . . . . . . . . . . . o i/'t ro to CO CM ro ON r- m PH r- o\ O' ro LPi to cm CM pH pH pH 7. Select and utilize appropriate class presentation techniques ........... pH B. 9. CM o CM CM r m*» fO © pH pH © Select arl utilize appropriate individual instruction techniques . . On r-* 0 © - 10 pH r pH pH GO On iC in CO © yH *H pH Organize and maintain a vocational laboratory.................... pH pH © O to 10 CM 10 pH pH pH pH »n pH pH im pH 0 o pH Ch ro m O' CM CM o O pH » pH PN CM fH CLASSROOH/STUDENT MANAGEMENT 10. Establish procedures for dally classroom management ............. OS JO K •pH o ON pH pH pH 11. Develop a classroom environment/ climate conducive to learning . . . . O’ On fH. m CM pH pH 12. Establish and maintain a filing/ record keeping system ............. SO tD «M pH vO pH pH 13. Operate a student vocational organization ..................... ON 10 pH CO to ■kl to o CO to pH CO r«6 in pH CM to l-H CO sT pH 14. Identify and implement appropriate meanB for monitoring and motivating student progress ............. . . CM in m GO o vC co © pH pH pH pH 3 pH pH to O CM CM pH CO CM r-H PH o to r- -3- IMPORTANCE 1 1 7 ABILITY ■a 05 6 -a 16. Select and Implement an appropriate system of overall program evaluation 17. o cm O 10 fH o CM m m to rH f* 10 m fH fH o cm cn o *H |H iH DO i0 fH »H rn CO CM O nin 10 rH fH o 4 *0 m O fH pH 4 in o f-. m CO o m . Select and Implement an appropriate ....... Byatem of course evaluation Z rH 16 Identify and Implement appropriate means for assessing student performance . . . ai 197 15. fiC z I EC 99 £ cm VD 175 EVALUATION 4J * US U & " S ) » Q > > a s a CM CM CM fH n m n 10 IH. CO CM CM CM 4 m rH «H 19. ' Develop and Implement criteria and procedures for the selection and place­ ment of cooperative education students. GO m 10 OS n CM fs CM o fH iH CM 20. .Develop and implement a system for coordinating the learning experiences of cooperative education students . . . o CO ri o r>- fH o m H 21. cn m 0 fH oo 05 rH <7 sO fH tH <0 CO 4 o> is Oh m r-* CM tH 00 C*1 4 lA tH *4 •4 *H H *4 Oh o r- 50 rH > H4 10 r Develop and implement a procedure for periodic re-evaluatlon of student training stations . . . ........... iH o rH fH GO CM r> CM pH tn « rH *4 OS rH H 4 fH 10 h** o fH rH fH cc in m h 50 h- CM 4 m »n iH CM 4 CO in o m pH rH in o ■ 4 H PROGRAM PLANNING 29. Assess the need for a vocational program in your field ............. 30. Organize and operate an advisory committee in your field . . ........ Oh 4 Oh ri o i0 50 fH fH fH IN I H CM fH CM CM i H -4 iH pH m rH 17 4 m rH 150 rj os Identify and select appropriate training stations ....... . . . . . 98 18. 150 COORDINATION fH rn fH O CO n rH cn fH rH CD tH 118 ABILITY A co SCO3 31. Develop and maintain a program budget 32. Identify and clarify the role of the student vocational organization In your field ...................... 96 c < u# ACO -U o m “ rQJ POC c Sd C " 7 "~FJ m i—i 119 -W IMPORTANCE O' M O' C"l m (t> m %n pH a •& •n > •H o 5 O SC X r5 ic r-* O' N rH 10 m |H & > tn Ot O' fH in H N N Develop and implement a system for a follow-up of program graduates . . . on '■O H f*H m O r iH H 19 locating, applying appropriate post­ and/or identifying ................. 06 34. Assist etudentB in for, and obtaining program employment further education 150 33. 91 POST-INSTRUCTIONAL QO 00 fH ch in VO H fH -a* r» O' CO rfH