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Text follows. i / UMI A COMPARISON OF PEDAGOGICAL CLASSROOM INSTRUCTIONAL PROBLEMS PERCEIVED BY BEGINNING AND EXPERIENCED MICHIGAN VOCATIONAL PRODUCTION AGRICULTURE TEACHERS By Babatunde Kolade A DISSERTATION Submitted to Michigan State U n ive rsity in p a rtia l f u lf illm e n t o f the requirements fo r the degree o f DOCTOR OF PHILOSOPHY Department o f A g ric u ltu ra l and Extension Education 1987 ABSTRACT A COMPARISON OF PEDAGOGICAL CLASSROOM INSTRUCTIONAL PROBLEMS PERCEIVED BY BEGINNING AND EXPERIENCED MICHIGAN VOCATIONAL PRODUCTION AGRICULTURE TEACHERS By Babatunde Kolade The purpose o f th is study was to id e n tify and compare pedagog­ ic a l classroom in s tru c tio n a l problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers. The study in ve stig a te d the problems o f beginning and experienced teachers, areas o f classroom in s tru c tio n causing major problems fo r the teachers, d iffe re n ce s in the problems between beginning and experienced teachers and d iffe re n ce s among the teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t are a ttrib u te d to teachers' c h a ra c te ris tic s . F ifty -tw o questionnaire forms were mailed to both beginning and experienced Michigan vocational production a g ric u ltu re teachers and 48 questionnaire forms were returned by the respondents. D escriptive s t a t is t ic s — frequencies, percentages, means and standard d e via tio n s; chi-square; and t- te s ts — were used in analyzing the data. The major conclusions o f th is study were: 1. N either beginning nor experienced teachers perceived major le v e ls o f d i f f i c u l t y 1n any o f the seven general areas o f classroom in s tru c tio n . 2. Both groups o f teachers perceived moderate le v e ls o f d i f f i c u l t y in the general area o f Planning fo r In s tru c tio n . 3. Beginning and experienced teachers perceived minor le ve ls o f d i f f i c u l t y in the general area o f E sta b lish in g Classroom Climate. Babatunde Kolade With the exception o f two areas, Planning fo r In s tru c tio n and E sta b lish in g Classroom Clim ate, the beginning teachers perceived grea ter le v e ls o f d i f f i c u l t y than experienced teachers. Beginning teachers perceived a s ig n ific a n tly higher degree o f d i f f i c u l t y than experienced teachers in fo u r pedagogical classroom in s tru c tio n a l areas: E sta b lish in g Classroom Clim ate, S electing and Using In s tru c tio n a l M a te ria ls/A id s , FFA and SOEP. There were s ig n ific a n t d iffe re n ce s between beginning and experienced teachers' perceptions o f le ve l o f d i f f i c u l t y in only 13 o f the 66 (19.7%) s p e c ific in s tru c tio n a l areas included in the questionnaire. There was a s ig n ific a n t d iffe re n c e in the area o f S electing and Using In s tru c tio n a l M a terials/A ids fo r teachers who perceived "n o n -e xiste n t to moderate" a d m in istra tive support when compared w ith those teachers who perceived "supportive to very supportive" a d m in istra tive support. The teachers who received "n o n -e xiste n t to moderate" a d m in istra tive support perceived r e la tiv e ly more problem when compared w ith those teachers who received more a d m in is tra tiv e support. The only pedagogical classroom in s tru c tio n a l area in which beginning and experienced teachers had obvious need fo r pre-service and in -s e rv ic e education re s p e c tiv e ly , was Planning fo r In s tru c tio n . DEDICATION To my parents, C hief and Deaconess Samuel Ogunwale Kolade, fo r t h e ir encouragement, support and patience during my study. ACKNOWLEDGMENTS I would lik e to extend my sincere g ra titu d e and appreciation to Dr. Harrison Gardner, Chairperson, d is s e rta tio n guidance committee and major professor. His guidance, advice and suggestions have made valuable c o n trib u tio n s to the improvement and completion o f th is study. Profound thanks and sincere appreciation are expressed to Dr. 0. Donald Meaders fo r h is advice and suggestions. Sincere appreciation is extended to Dr. Frank B o b b itt and Dr. Eldon Nonnamaker fo r serving on the guidance committee and t h e ir w illin g n e s s to help. Appreciation is expressed to Dr. C a rro ll H. Wamhoff, Chairman o f the Department, and Dr. James E. Jay, A ssista n t D ire c to r, Academic and Student A ffa ir s , College o f A g ric u ltu re and Natural Resources, fo r th e ir support. Appreciation and sincere thanks are extended to Michigan vocational p ro d u c tio n -a g ric u ltu re teachers, Mr. Richard Karelse and Mr. J e rry Centers, fo r serving on the ju r y . Sincere appreciation to close and special frie n d s o f mine: Dr. Barry C o lle y, K a trin a Mason, Richard Nsiah-Yeboah, Dr. Larry Powers, Ayodele Walker and Olusegun Yerokun. F in a lly , sincere thanks and g ra te fu l appreciation to my fa th e r, C hief Samuel Ogunwale Kolade, my mother, Deaconess Adebisi Ayok a Kolade, my s is te r , Yetunde, my brothers Kolawole, Olusola, Akinwale, my son, Akintunde, and my cousin, Dr. J u liu s Ipadeola O la ifa , fo r t h e ir lo ve , understanding, care, patience, encouragement and concern about my success in l i f e . v TABLE OF CONTENTS LIST OF TABLES....................... Chapter I . INTRODUCTION II. ix ................................................................................... 1 Statement o f the Problem ....................................................... Purpose o f the Study ............................................................... O bjectives o f the Study ........................................................... Importance o f the Study ........................................................... D e fin itio n o f Terms ................................................................... Assumptions o f the Study ....................................................... L im ita tio n s o f the Study ....................................................... Research Questions ................................................................... H y p o th e s e s ................................................................................... Summary and O v e r v ie w ............................................................... 2 4 4 4 8 9 9 10 10 11 REVIEW OF LITERATURE................................................................... 13 In tro d u c tio n ............................................................................... Pedagogical Classroom In s tru c tio n a l Problems o f Beginning and Experienced Regular Classroom Teachers ............................................................... In tro d u ctio n ....................................................................... Pedagogical Classroom In s tru c tio n a l Problems o f Beginning Regular Classroom Teachers.... ....................................................... Pedagogical Classroom In s tru c tio n a l Problems o f Experienced Regular Classroom Teachers............................................................ Pedagogical Classroom In s tru c tio n a l Problems o f Beginning and Experienced Vocational A g ric u ltu re Teachers ......................................... In tro d u ctio n ....................................................................... Pedagogical Classroom In s tru c tio n a l Problems o f Beginning Vocational A g ric u ltu re Teachers ................................................... Pedagogical Classroom In s tru c tio n a l Problems o f Experienced Vocational A g ric u ltu re Teachers ................................................... Summary.......................................................................................... 13 vi 16 16 16 23 29 29 30 38 45 Chapter I I I . METHODOLOGY IV. 48 In tro d u c tio n .............................................................................. Population Id e n tific a tio n ....................................................... Sample S election ...................................................................... Development o f the Instrument ............................................... Data C o lle c tio n Procedures ................................................... Data Analysis .............................................................................. Summary.......................................................................................... 48 48 49 51 55 56 57 ANALYSIS OF D A T A .......................................................................... 59 R e s u lts ................................................................................................ 60 D escription o f Sample .............................................................. 61 D e scrip tive A nalysis: Id e n tific a tio n o f S p e c ific Problem Areas ............................... 66 67 Planning fo r In s tru c tio n ............................................... E sta b lish in g Classroom Climate ................................... 69 Management/Execution o f In s tru c tio n ............................ 71 Selecting and Using In s tru c tio n a l M a te ria ls/A ids ............................................................... 73 Evaluation o f Students' Performance ............................ 73 Future Farmers o f America (FFA) ................................... 76 Supervised Occupational Experience Program (SOEP) ............................................................... 76 D e scrip tive A nalysis: Id e n tific a tio n o f General Problem Areas ................................................... 80 In fe re n tia l A nalysis: S p e c ific Problem A re a s .......................................................................................... 81 H y p o th e s is .......................................................................... 82 Planning fo r In s tru c tio n ............................................... 82 E sta b lish in g Classroom Climate ................................... 84 Management/Execution o f In s tru c tio n ............................ 86 S electing and Using In s tru c tio n a l M a te ria ls/A ids ............................................................... 88 Evaluation o f Students' Performance ........................... 90 Future Farmers o f America (FFA) ................................... 91 Supervised Occupational Experience Program (SOEP) ............................................................... 93 In fe re n tia l A nalysis: General Problem A re a s .......................................................................................... 96 H y p o th e s is .......................................................................... 96 Teaching Experience ........................................................... 96 H y p o th e s is .......................................................................... 99 Local A d m in istrative Support ....................................... 99 H y p o th e s is ............................................................................... 101 Teachers' Other R e s p o n s ib ilitie s ............................... 101 H y p o th e s is ............................................................................... 103 Students' C la s s ific a tio n ............................................... 103 Summary...............................................................................................105 v ii V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ............................ 106 Sunmary o f the F in d in g s ............................................................... 108 S p e c ific Problems o f Michigan Vocational Production A g ric u ltu re Teachers ................................... 108 Research Question 1 .............................................................. 108 General Problem Areas o f Michigan Vocational Production A g ric u ltu re T e a c h e r s ...................................................................................114 Research Question 2 .............................................................. 114 D ifferences in S p e cific Problem Areas fo r Beginning and Experienced Michigan Vocational Production A g ric u ltu re Teachers ....................................................... 115 Research Question 3 ............................................................... 115 D ifferences in Problems According to Areas o f Classroom In s tru c tio n ................................... 116 Research Question 4 ............................................................... 116 C o n clu sio n s.......................................................................................117 Recommendations .......................................................................... 119 Recommendations fo r the Michigan Vocational A g ric u ltu ra l Education Program ................................... 119 Recommendations fo r Further Research ............................ 119 APPENDICES A. L e tte r to the Members o f the J u r y ................................................ 121 B. Names o f Jury Members..................................................................... 122 C. L e tte r to the Teacher Educators ................................................ 123 D. L e tte r to the P ilo t-T e s t Committee ........................................ 124 E. Cover L e tte r and Return Postcard to R e s p o n d e n ts ............................................................................... 125 F. L e tte r o f Thank You/Rem1nder to the Respondents.......................................................................................127 G. L e tte r o f Approval from Michigan State U n ive rsity Committee on Research In vo lvin g Human Subjects ................ 128 H. Questionnaire to the R e sp o n d e n ts.................................................129 I. Summary o f S ig n ific a n t S ta tis tic a l Results ........................ 134 J. Summary o f Means and Standard Deviations fo r A ll D a t a .......................................................................................136 K. Summary o f Means and Standard Deviations fo r Classroom In s tru c tio n a l General Areas ................................... 143 L. Cronbach's R e lia b ilit y C o e ffic ie n t ........................................ 144 BIBLIOGRAPHY .................................................................................................. vi i i 145 LIST OF TABLES Table 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Number and Percentage o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers .................... 56 Gender o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers .................... 62 Years o f Teaching Experience fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers ............................................................... 63 Enrollm ent in Vocational A g ric u ltu re Program in High School f o r Beginning and Experienced Vocational Production A g ric u ltu re Teachers .................... 64 FFA Membership 1n High School fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers ............................................................... 64 Local B u ild in g A d m in istra tive Support fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers ........................................... 65 Other R e s p o n s ib ilitie s o f Beginning and Experienced Vocational Production A g ric u ltu re T e a c h e r s ...................................................................................... 65 Planning fo r In s tru c tio n : Mean and Standard D eviation o f Responses fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers and O verall Respondents ....................................... 68 E sta b lish in g Classroom Clim ate: Mean and Standard D eviation o f Responses fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers andO verall Respondents ................. 70 Management/Execution o f In s tru c tio n : Mean and Standard D eviation o f Responses fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers andOverall Respondents ................. 72 ix 11. 12. 13. 14. 15. 16. 17. 18. 19. S electing and Using In s tru c tio n a l M a te ria ls / Aids: Mean and Standard D eviation o f Responses fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers and O verall Respondents ........................................................... 74 Evaluation o f Students' Performance: Mean and Standard D eviation o f Responses fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers and Overall Respondents ................ 75 Future Farmers o f America (FFA): Mean and Standard D eviation o f Responses fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers and Overall Respondents ................ 77 Supervised Occupational Experience Program (SOEP): Mean and Standard D eviation o f Responses fo r Beginning and Experienced Vocational Production A g ric u ltu re Teachers and Overall Respondents ........................................................... 78 Mean and Standard D eviation o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers. Related to Pedagogical Classroom In s tru c tio n a l Problems According to In s tru c tio n a l Problem Areas .............................................................................. 81 Planning fo r In s tru c tio n : Chi-Square Tests on the R elationship between Perceptions o f Classroom In s tru c tio n a l Problems and Teaching Experience o f the Vocational Production A g ric u ltu re Teachers ........................................... 83 Mean and Standard D eviation (S.D.) o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers fo r Lesson Plans .............................................................................. 83 E sta b lish in g Classroom Clim ate: Chi-Square Tests in the R elationship between Perceptions o f Classroom In s tru c tio n a l Problems and Teaching Experience o f the Vocational Production A g ric u ltu re Teachers .................... 85 Mean and Standard D eviation o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers fo r Student Behavior, Student-Teacher Rapport, Students' Understanding o f Expectations o f T h e ir Behavior and E ffectiveness o f Techniques Used to M aintain Appropriate Behavior o f Students ............................................................... 86 x 20. 21. 22. 23. 24. 25. 26. 27. 28. Management/Execution o f In s tru c tio n : Chi-Square Tests on the R elationship between Perceptions o f Classroom In s tru c tio n a l Problems and Teaching Experience o f the Vocational Production A g ric u ltu re Teachers ........................................... 87 Mean and Standard D eviation o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers fo r Lesson Summary . . 88 S electing and Using In s tru c tio n a l M a te ria ls / Aids: Chi-Square Tests on the R elationship between Perceptions o f Classroom In s tru c ­ tio n a l Problems and Teaching Experience o f the Vocational Production A g ric u ltu re Teachers ...................................................................................... 89 Mean and Standard D eviation o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers fo r Use o f Community Resources and Obtaining Adequate Resource M a te ria ls fo r Classes ........................................... 89 Evaluation o f Students' Performance: Ch1-Square Tests on the R elationship between Percep­ tio n s o f Classroom In s tru c tio n a l Problems and Teaching Experience o f the Vocational Production A g ric u ltu re Teachers ........................................... 90 Mean and Standard D eviation o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers fo r Testing Students' Competency .......................................................... . 91 .................... 92 Mean and Standard D eviation o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers fo r FFA Program Development and Teaching FFA Members Budgeting Practices ................................................... 93 Supervised Occupational Experience Program (SOEP): Chi-Square Tests on the R elation­ ship between Perceptions o f Classroom In s tru c tio n a l Problems and Teaching Experience o f the Vocational Production A g ric u ltu re Teachers ............................................................... 94 Future Farmers o f America (FFA): Chi-Square Tests on the R elationship between Perceptions o f Classroom In s tru c tio n a l Problems and Teaching Experience o f the Vocational Production A g ric u ltu re Teachers xi 29. 30. 31. 32. 33. Mean and Standard D eviation o f Responses o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers fo r Engaging Students in S.O.E. and Providing Students w ith Occupational Learning E xp e rie n ce s.................................................................................. 95 Pedagogical Classroom In s tru c tio n a l Problems According to Teaching Experience o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers ........................................... 98 Pedagogical Classroom In s tru c tio n a l Problems According to Local A dm inistrative Support o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers .................... 100 Pedagogical Classroom In s tru c tio n a l Problems According to Other R e s p o n s ib ilitie s o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers ........................................... 102 Pedagogical Classroom In s tru c tio n a l Problems According to Students' C la s s ific a tio n o f Beginning and Experienced Vocational Production A g ric u ltu re Teachers ........................................... 104 x ii CHAPTER I INTRODUCTION In the 1980's, the fa c t th a t many vocational a g ric u ltu re teachers were leaving teaching w ith in a few years in the profession was a major concern o f teacher educators in the f ie ld . The f i r s t year o f teaching was regarded as c r it ic a l to establishm ent and success in the career o f the te a ch e r.1 The classroom in s tru c tio n a l problems encountered by vocational a g ric u ltu re teachers were very complex, hence, a need existed to id e n tify these problems. These problems had to be c le a r ly defined so th a t there could be improvement in teacher preparation programs. Since the teaching tasks o f vocational a g ric u ltu re teachers were varied and complex, i t was im portant th a t beginning and experienced teachers fin d means to be successful as teachers in the profession. I f th e ir classroom in s tru c tio n a l problems could be minimized, there could be an increase in th e ir teaching effe ctive ne ss and the o ve ra ll vocational a g ric u ltu re program would be more successful. Obviously, there was a need fo r a r e a lis t ic or meaningful re co g n itio n o f the problems and needs o f teachers engaged in the implementation o f programs o f Don Priebe and Wallace Fegert, "Problems o f Beginning Vocational A g ric u ltu re Teachers," Proceedings o f the 37th Annual Research Conference in A g riculturaT "E ducation. Central Region, St. Paul, Minnesota (A u g u s t1983):1. 1 2 education in vocational a g ric u ltu re before a program o f pre-service or in -s e rv ic e tra in in g could be adequately designed to improve the p ro fic ie n c y o f teachers. According to C a rte r,1 educators have to con stan tly update th e ir curriculum and keep c u rre n t w ith new trends and p ractice s in t h e ir fie ld s to keep pace w ith the vast changes in education and so cie ty. If vocational a g ric u ltu re programs were to meet adequately the changing demands fo r education in a g ric u ltu re , the classroom in s tru c tio n a l problems encountered by beginning and experienced vocational a g ric u ltu re teachers had to be c o rre c tly id e n tifie d and minimized. Statement o f the Problem The concerns o f teacher educators and ad m inistra to rs regarding vocational a g ric u ltu re programs in secondary schools have served as the basis to study the nature and e xte n t o f the pedagogical classroom in s tru c tio n a l problems o f Michigan vocational production a g ric u ltu re teachers. This study was designed to deal w ith a comparison o f pedagogical classroom in s tru c tio n a l problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers. 2 Ogundipe in d ica te d in her study th a t the problems o f new and re tu rn in g vocational a g ric u ltu re teachers in Michigan were id e n tifie d ^■Richard I . C a rte r, "Professional Competencies Needed and Possessed by Beginning Teacher Educators in A g ric u ltu ra l Education" (Ph.D. d is s e rta tio n , Iowa State U n iv e rs ity , 1976), p. 1. o Rebecca M. Ogundipe, "A Study o f the Self-Perceived Professional Education Competencies Needed by Vocational A g ric u ltu re Teachers in Michigan" (Ph.D. d is s e rta tio n , Michigan State U n iv e rs ity , 1980), p. 2. as one o f the highest p r io r it y concerns o f the A g ric u ltu ra l and Extension Education fa c u lty a t Michigan State U n iv e rs ity . In past years much a tte n tio n had been given to the in -s e rv ic e education needs o f vocational a g ric u ltu re teachers. To be able to adequately design a program o f pre-service and in -s e rv ic e tra in in g to improve the p ro fic ie n c ie s o f vocational a g ric u ltu re teachers, there was a need fo r a meaningful re cog nition o f the classroom in s tru c tio n a l problems o f beginning and experienced vocational production a g ric u ltu re teachers. Shortage o f well q u a lifie d teachers had been a c r i t i c a l problem to the profession. One fa c to r p e rtin e n t to th is study was having students in class w ith l i t t l e s e lf-m o tiv a tio n .* This fa c to r is a p o te n tia l source o f problems fo r the vocational production a g ric u ltu re teachers. The present study, th e re fo re , in ve stig a te d the fo llo w in g pedagogical classroom in s tru c tio n a l areas a t the secondary le v e l: A. Planning fo r In s tru c tio n . B. E sta b lish in g Classroom Climate. C. Management/Execution o f In s tru c tio n . D. S electing and Using In s tru c tio n a l M a te ria ls/A id s. E. Evaluation o f Students' Performance. F. Future Farmers o f America (FFA). G. Supervised Occupational Experience Program (SOEP). *Ralph Bender, "Vo-Ag Educators Seek to Increase Numbers and P rofessionalism ," A g ric u ltu ra l Education Magazine (May 1978):51. Purpose o f the Study The purpose o f th is study was to id e n tify and compare pedagogical classroom in s tru c tio n a l problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers. Objectives o f the Study The s p e c ific o b je ctive s o f th is study were: 1. To id e n tify problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers in implementing classroom in s tru c tio n a l programs o f vocational production a g ric u ltu re . 2. To determine whether problems perceived by beginning Michigan vocational production a g ric u ltu re teachers were d iffe r e n t from those perceived by experienced teachers. 3. To ascertain those classroom in s tru c tio n a l areas o f the vocational production a g ric u ltu re program perceived as causing major problems fo r beginning and experienced Michigan vocational production a g ric u ltu re teachers. 4. To determine whether problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers were influenced by the fo llo w in g : (a) length o f teaching experience, (b) lo ca l b u ild in g a d m in istra tive support as perceived by teachers, (c) teachers' other re s p o n s ib ilitie s , and (d) students' c la s s ific a tio n (ru ra l or n o n -ru ra l). Importance o f the Study There had been shortages o f vocational a g ric u ltu re teachers in the United States and there was ongoing research to determine why they were leaving the profession. The fa c t th a t many vocational a g ric u ltu re teachers were leaving the profession has been o f great concern to 5 educators.* Many studies p o in t o u t th a t beginning vocational a g ric u ltu re teachers encounter problems th a t discourage them from p remaining in teaching. According to Kahler , beginning teachers are discouraged w ith the teaching profession as a r e s u lt o f the problems they encounter during t h e ir f i r s t year o f teaching, hence they leave the teaching profession. I f problems o f vocational production a g ric u ltu re teachers are id e n tifie d , they can serve as a basis fo r developing improved p re -se rvice and in -s e rv ic e teacher preparation programs. These improved programs should reduce the nature and scope o f the problems encountered, re s u ltin g in a lower a t t r it io n ra te . This study could provide very useful inform ation to teacher educators in designing improved teacher education programs. Teacher educators need to know the classroom in s tru c tio n a l problems o f begin­ ning and experienced vocational a g ric u ltu re teachers to provide e ffe c ­ tiv e pre-se rvice tra in in g programs fo r them. A study conducted by 3 Ogundipe in d ica te d th a t teacher education in s titu tio n s in Michigan provided very e ffe c tiv e p re -se rvice education fo r production 4 a g ric u ltu re teachers in previous years. S h ill and Handley indicated *W illiam S. F a rrin g to n , "Problems o f Beginning Vocational A g ric u ltu re Teachers in the Southern Region," Southern Research Conference in A g ric u ltu ra l Education ( 1980);2. 2 Alan A. K ahler, O rganizational and In s tru c tio n a l Problems o f Beginning Teachers o f Vocational A g ric u ltu re (Ames, la . : TKe Department o f A g ric u ltu ra l Education, Iowa State U n iv e rs ity , 1974), p. 1. 3 Ogundipe, "A Study o f the Self-Perceived Professional Education Competencies Needed," p. 5. 4 James F. S h ill and Herbert M. Handley, "A d d itio n a l Competency Development: A Challenge fo r Teacher Education," A g ric u ltu ra l Education Magazine Vol. 47, No. 9 (March 1975):213. th a t p re-se rvice education programs should include increased experiences fo r the p a rtic ip a n ts or teachers to work w ith the students. "The p re-se rvice program f o r prospective teachers should continue to provide . . . a balance o f a c t iv it ie s and experiences w ith s u ffic ie n t fle x ib ility . . . to a d ju s t to emerging changes in the program."* Supervision o f beginning teachers is very im portant. Hence, supervision must be planned to a s s is t the beginning teachers w ith so lu tio n s to t h e ir problems. A question was posited a t the New Mexico State J o in t S ta ff Meeting as to what could be done to solve the problem o f teachers. Vaughn and Vaughn 2 suggested th a t ". . . one s o lu tio n might be the development o f a p u b lic a tio n which the teacher would always have on hand and which would provide d ire c tio n and guidance during the f i r s t year o f te a chin g." Herr 3 in d ica te d th a t young teachers o f a g ric u ltu re during th e ir student teaching experience and during the f i r s t years o f teaching are not given adequate supervision. A study o f th is nature would enable the supervisor to know what to look fo r when supervising beginning teachers. These studies In d ic a te the need fo r improved teacher education programs. The re s u lts o f th is study should provide in s ig h t in to the * H o llis E. Todd and Ralph J . Woodin, "A Role Analysis o f the Beginning Teacher o f Vocational A g ric u ltu re in Ohio," Research Series in A g ric u ltu ra l Education (September 1966):5. 2 Paul R. Vaughn and Roscoe C. Vaughn, "The F ir s t Summer C r itic a l f o r Vo-Ag Teachers," A g ric u ltu ra l Education Magazine Vol. 52, No. 12 (June 1979):275. ^Robert D. H err, "Teacher Preparation - T e ll I t Like I t I s , " A g ric u ltu ra l Education Magazine Vol. 49, No. 5 (November 1976):102. s p e c ific pedagogical needs o f Michigan vocational production a g ric u ltu re teachers. In -s e rv ic e education programs are very essential and should be planned to meet the needs o f beginning and experienced vocational a g ric u ltu re teachers. I f some o f th e ir problems are recognized and solved, they w ill be able to work more e ffe c tiv e ly w ith th e ir students. The in -s e rv ic e program which had been a "New Teacher Program" in Arizona was concerned w ith the d i f f ic u lt ie s o f beginning teachers: The primary in te n t o f the new teacher program is concerned w ith helping the beginning teacher a d ju st to a new jo b and a s s is tin g him to minimize the common p i t f a l l s and d if f ic u lt ie s encountered by many new teachers. P a rtic u la r a tte n tio n is paid to helping these teachers improve th e ir planning a b ilit y in an attempt to strengthen the o v e ra ll in s tru c tio n a l program and teaching methods. Todd and Woodin agreed th a t "A program o f teacher education should aim to produce high q u a lity vocational a g ric u ltu re teachers." 2 3 Kane mentioned th a t there was a need fo r a program designed to help young teachers handle teaching e ffe c tiv e ly . Hutson 4 conducted a study th a t id e n tifie d problems o f beginning vocational a g ric u ltu re teachers th a t suggested areas o f emphasis on planning the professional program o f in -s e rv ic e education tra in in g . P h illip R. Zurbick and Floyd G. McCormick, "In-S ervice Education fo r the Beginning Teacher," A g ric u ltu ra l Education Magazine V ol. 45, No. 4 (October 1972):78. 2 Todd and Woodin, "A Role Analysis o f the Beginning Teacher," p. 8. 3 Pearl R. Kane, "A Teacher In s titu te fo r Beginning Teachers," The American Educational Research Association Annual Meeting New brleans, Louisiana (A p ril 1984):2. ^Denver B. Hutson, "A Study o f the Professional Problems Encountered by Beginning Teachers o f Vocational A g ric u ltu re in Arkansas." (Ph.D. d is s e rta tio n , U n iv e rs ity o f M isso u ri, 1953), pp. 7,8. 8 G u ile r* from Ohio State U n iv e rs ity indicated th a t i t was necessary fo r a ll new teachers o f vocational a g ric u ltu re in Ohio to p a rtic ip a te in an in te n sive in -s e rv ic e education program. 2 According to Sunderhaus, . . in -s e rv ic e education allows p e rtin e n t problems and concerns to be given immediate a tte n tio n and stressed th a t in -s e rv ic e teacher education is essential fo r the improvement o f a g ric u ltu re education programs." This study also should provide a focus fo r in -s e rv ic e education programs in Michigan. Perceived problems o f Michigan vocational pro­ duction a g ric u ltu re teachers would necessitate e s ta b lis h in g programs th a t would r e s u lt in reduction or e lim in a tio n o f these problem areas. D e fin itio n o f Terms The fo llo w in g terms and d e fin itio n s w ill a s s is t in in te rp re tin g th is study: 1. Michigan vocational production a g ric u ltu re teachers: Teachers a t the secondary level who teach Michigan students how to produce, m aintain, buy, and s e ll a g ric u ltu ra l products fo r career purposes. These teachers would also provide students w ith leadership and personal 3 development a c t iv it ie s . G ilb e r t S. G u ile r, "How F irs t-Y e a r Teachers Perceive T heir A b ilit ie s , " A g ric u ltu ra l Education Magazine Vol 41, No. 12 (June 19701:313. (Pn.D. d is s e rta tio n , U n iv e rs ity o f M issouri, 1953), pp. 7,8. Tara L. Sunderhaus, "Problems and Concerns o f Vocational A g ric u ltu re In s tru c to rs in Indiana" (M.S. th e s is , Iowa State U n iv e rs ity , 1984), p. 16. O Larry D. Powers, "A Study o f the Perceptions o f the Professional Roles Held by Two Selected Groups o f Vocational A g ric u ltu re Teachers in Michigan" (Ph.D. d is s e rta tio n , Michigan State U n iv e rs ity , 1985), p. 11. 2. Vocational a g ric u ltu re teachers: Teachers o f agribusiness and natural resources vocational education in secondary schools. 3. Pedagogical problems: The conditions in a classroom th a t re s u lt from the use o f in a p propriate teaching a c t iv itie s o r the absence o f desirable teaching a c t iv it ie s th a t cause teacher concern or d i f f i c u l t y in e s ta b lis h in g or m aintaining a desirable lea rning environment. These problems are not d ir e c tly re la te d to the le ve l o f technical competence o f the teacher. 4. Beginning vocational a g ric u ltu re teachers: Vocational production a g ric u ltu re teachers w ith less than fiv e years o f teaching experience in a secondary school (in c lu d in g the year the study was conducted). 5. Experienced vocational a g ric u ltu re teachers: Vocational production a g ric u ltu re teachers w ith fiv e or more years o f teaching experience in a secondary school (in c lu d in g the year the study was conducted). Assumptions o f the Study The fo llo w in g assumptions were made fo r the purpose o f th is study: 1. I t is assumed th a t i f a teacher responds w ith some u n c e rta in ty , th is teacher is perceiving some problem. I f n o t, th is teacher would more c le a rly in d ic a te th a t a given item is a problem or not a problem. 2. I t is assumed th a t p o s itiv e statements made on the questionnaire are o f l i t t l e or no problem fo r an e ffe c tiv e teacher. L im ita tio n s o f the Study The study was lim ite d to Michigan comprehensive high schools. This study has the fo llo w in g lim ita tio n s : 10 1. This study was concerned w ith beginning and experienced Michigan vocational production a g ric u ltu re teachers. 2. The classroom in s tru c tio n a l problems were lim ite d to those items lis te d on the instrum ent. 3. This study d id not address special needs students. 4. The study was lim ite d to teacher perceptions o f problems as in d ica te d by t h e ir responses to a set o f statements. There were no independent observations to v a lid a te the teachers' own perceptions. Research Questions The research questions were based on the fo u r s p e c ific o b je ctive s o f the study. The fo llo w in g research questions were used to guide the c o lle c tio n and analysis o f data: 1. What were the problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers in implementing classroom in s tru c tio n a l programs o f vocational production a g ricu ltu re ? 2. Which areas o f the classroom in s tru c tio n o f the vocational production a g ric u ltu re program were perceived to cause major problems fo r beginning and experienced Michigan vocational production a g ric u ltu re teachers? 3. Were the problems perceived by beginning Michigan vocational production a g ric u ltu re teachers d iffe r e n t from those perceived by experienced teachers? 4. Were there d iffe re n ce s among Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to th e ir length o f teaching experience, local a d m in is tra tiv e support as perceived by the teachers, teachers' other r e s p o n s ib ilitie s , and students' c la s s ific a tio n (ru ra l or n o n -ru ra l)? Hypotheses In order to answer the in fe re n tia l questions (numbers 3 and 4 above), the fo llo w in g hypotheses were tested: 11 Ha : 2 Ha : 3 Ha : 4 Ha : There were s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in implementing classroom in s tru c tio n a l programs o f vocational production a g ric u ltu re . There were s ig n ific a n t d iffe re n ce s among Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to th e ir length o f teaching experience. There were s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to th e ir lo ca l b u ild in g a d m in is tra tiv e support. There were s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to th e ir re s p o n s ib ilitie s other than teaching a g ric u ltu re . C Ha : There were s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to th e ir students' c la s s ific a tio n (ru ra l or n o n -ru ra l). Summary and Overview The form at fo r the study has been presented in Chapter I . It covers the In tro d u c tio n , Statement o f the Problem, Purpose o f the Study, O bjectives o f the Study, Importance o f the Study, D e fin itio n o f Terms, Assumptions o f the Study, L im ita tio n s o f the Study, Research Questions and Hypotheses. In Chapter I I , the lite r a tu r e re la te d to the study has been reviewed. In Chapter I I I , the methods and procedures fo r planning and conducting the study have been presented. I t includes Population 12 Id e n tific a tio n , Sample S e le ctio n , Instrument Development, C r ite ria fo r Jury S e le ctio n , C r ite ria fo r S electing Experienced and Successful Vocational Production A g ric u ltu re Teachers, P ilo t Testing Procedures, V a lid ity Procedures, R e lia b ilit y T esting, Data C o lle ctio n Procedures, Data Analysis and Summary. In Chapter IV, the Analysis o f Data has been presented. Chapter V presented and discussed the Summary, Conclusions and Recommendations fo r the Michigan Vocational A g ric u ltu ra l Education Program and fu rth e r research. CHAPTER I I REVIEW OF THE LITERATURE In tro d u ctio n In a democracy, education plays a v it a l ro le in guiding youth as they learn to provide leadership fo r so cie ty. The secondary schools in the U.S. are c r it ic a l to the development o f youth in a fre e democratic s o c ie ty . During the 1980's the American schools had been se rio u sly c r it ic iz e d fo r not preparing youth fo r th e ir ro le in s o c ie ty . Although i t was agreed th a t there were many fa c to rs c o n trib u tin g to the problem, the teachers had been the focus o f th is indictm ent. They were accused o f not being w ell prepared to f u l f i l l th e ir professional responsi­ b ilit ie s . They also had been accused o f not a d ju stin g to youth and classroom co n d itio n s e ffe c tiv e ly . The teachers countered th is c r itic is m by s ta tin g th a t teacher education programs had n e ith e r adequately prepared them fo r e n te rin g the profession nor assisted them in adjusting during t h e ir e a rly employment. C e rta in ly , vocational a g ric u ltu re teachers had been no exception. Numerous studies had reported a wide v a rie ty and scope o f problems encountered by vocational a g ric u ltu re teachers. These problems had a negative e ffe c t on the teachers' e ffe ctive n e ss. There were c e rta in fa c to rs th a t impacted on the e ffe ctive ne ss o f beginning and experienced vocational a g ric u ltu re teachers. When surveyed, teachers could c ite t h e ir perceptions o f problems they encountered in implementing programs and teaching a c t iv it ie s . The problems o f vocational a g ric u ltu re 13 14 teachers developed as a r e s u lt o f many fa c to rs . Priebe and Fegert1 id e n tifie d so c ie ta l problems, school s tru c tu re and governance, the job d e s c rip tio n o f the vocational a g ric u ltu re teacher, c h a ra c te ris tic s o f the in d iv id u a l teacher, the teacher preparation program, and the nature o f the work place as some o f the con ditio ns th a t might c o n trib u te to the problems fa cin g teachers. The type o f community in which teachers grew up m ight be a fa c to r in t h e ir problems in the classroom. 2 King , in a study conducted in 1984, mentioned th a t in s tru c to rs who grew up in c it ie s experienced a greater degree o f d if f i c u l t y than in s tru c to rs who grew up on farms and in ru ra l communities. Teaching experience could be a fa c to r in the problems encountered 3 by vocational a g ric u ltu re teachers. According to M ille r and Scheid , experience in teaching makes the occupation less d i f f i c u l t and as the number o f years o f experience increases, the d if f ic u lt ie s faced by vocational a g ric u ltu re teachers decrease. Hence, " . . . teachers w ith more than fiv e years experience perceived themselves as having fewer problems in working w ith the vocational a g ric u ltu re program when 4 compared to the f ir s t- y e a r teacher group." Other fa cto rs th a t might *Priebe and Fegert, "Problems o f Beginning Vocational A g ric u ltu re Teachers," pp. 3,4. 2 Dennis W. King, "Problems and Concerns o f Vocational A g ric u ltu re In s tru c to rs in G eorgia." (M.S. Thesis, Iowa State U n iv e rs ity , 1984), p. 60. 3 Wade W. M ille r and Carl L. Scheid, "Problems o f Beginning Teachers o f Vocational A g ric u ltu re in Iowa," Journal o f the American Association o f Teacher Educators in A g ric u ltu re Vol. 2S, No. 4 (Winter 1984):6.------------------------ ------------------- ---------------^ I b id . , p. 4. 15 impact teacher effe ctive ne ss include organization and management o f the classroom in s tru c tio n a l program, managing and teaching FFA and SOE programs, m aintaining d e sirab le re la tio n s h ip s w ith school a d m in istra to rs, and obta in in g adequate f a c i l i t i e s and equipment. A ll secondary teachers might experience classroom problems in areas such as planning fo r in s tru c tio n , e sta b lis h in g classroom clim a te , management/execution o f in s tr u c tio n , se le ctin g and using in s tru c tio n a l m a te ria ls /a id s , evaluation o f students' performance, FFA and SOE programs. In th is study, the researcher focused on id e n tify in g problems o f both beginning and experienced teachers based on the areas mentioned above. Therefore, the researcher reviewed the lite r a tu r e to id e n tify areas in which re cu rrin g problems e x is t among beginning and experienced secondary teachers. This chapter reviews the lite r a tu r e in two p a rts : studies re la te d to Pedagogical Classroom In s tru c tio n a l Problems o f Beginning and Experienced Regular Classroom Teachers; and studies re la te d to the Pedagogical Classroom In s tru c tio n a l Problems o f Beginning and Experienced Vocational A g ric u ltu re Teachers. an e le c tro n ic search were conducted. Both a manual search and The manual search included the Education Index, Resources in Education and other re le va n t sources. e le c tro n ic search included ERIC, CIJE and D isse rta tio n A bstracts. The Pedagogical Classroom In s tru c tio n a l Problems o f Beginning and Experienced Regular Classroom Teachers In tro d u ctio n In order to understand some o f the problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers, i t is im portant to understand the problems o f beginning and experienced regular classroom teachers. tio n a l There have been g reat concerns fo r the problems encountered by beginning teachers and many studies have, been conducted to id e n tify these problems. The e a rly years represent a c r it ic a l career phase in the occupation o f teaching. A study conducted in V ic to ria , A u s tra lia confirmed th a t "The most traum atic adjustment in the occupational s o c ia lis a tio n o f teachers occurs during the f i r s t year o f te a ch in g ."1 E ig h t studies were reviewed which reported problems re la te d to 2 d is c ip lin e in the classroom. Hendrickson and V ira n t conducted a study in 1978 on the needs fo r fu rth e r le a rn ing as seen by teachers o f secondary school mathematics in northeastern Minnesota. The purpose o f 1John McArthur, The F ir s t Five Years o f Teaching, ERDC Report No. 30, (Canberra, A u s tra lia : A u stra lia n Government Publishing Service, 1981), p. 49. 2Dean Hendrickson and M ilt V ira n t, "A Study o f Needs to Further Learning as Seen by Teachers o f Secondary School Mathematics," Journal o f School Science and Mathematics Vol. LXXVIII, No. 8 (December 1578):6607861---------------------------------- 17 th is study was to have the teachers judge how fu rth e r study o f d iffe r e n t to p ic s in mathematics and mathematics pedagogy would be o f immediate use to them in t h e ir e x is tin g classroom s itu a tio n s . They found the less experienced teachers were most concerned w ith the fo llo w in g problems: 1. D is c ip lin e and classroom management. 2. M otivation techniques. 3. Providing fo r in d iv id u a liz in g o f in s tru c tio n . 4. Working w ith slow le a rne rs. B risco1 conducted a study in 1972 to id e n tify the professional concerns o f f ir s t- y e a r secondary teachers in selected p u b lic schools in Michigan. The id e n tifie d concerns were measured w ith a check l i s t o f fifty - o n e p o te n tia l concerns in the areas o f in s tru c tio n and personal re la tio n s h ip s . The re s u lts showed th a t these teachers were most concerned w ith the fo llo w in g problems: 1. Dealing w ith slow le a rn e rs. 2. Organizing in s tru c tio n . 3. Having adequate in s tru c tio n a l m a te ria ls. The problems ranked next in p r io r it y were: 1. Classroom management/discipline. 2. Teacher/student re la tio n s h ip . Mathieson 2 in 1971 reviewed lite r a tu r e on the problems encountered by beginning teachers in the inner c it y and some possible F re d e ric k G. B risco , "The Professional Concerns o f F irs t-Y e a r Secondary Teachers in Selected Michigan Public Schools: A P ilo t Study" (Ph.D. d is s e rta tio n , Michigan State U n iv e rs ity , 1972), p. 93. 2 Moira B. Mathieson, Beginning Teachers in the Inner C ity : A study o f the lit e r a tu r e on th e ir problems and some possible so lu tio n s (Washington, D.C.: EfttC Clearinghouse on Teacher Education, ED 050 028, 1971), p. 20. 18 s o lu tio n s . A research p ro je c t reported in 1965 was concerned w ith the association between the student teaching lo c a le , the present job lo ca le and the congruence o f student teaching and job lo ca le w ith the perceived d i f f i c u l t i e s o f beginning teachers. The sample included 136 o f the 191 f i r s t year teachers graduated from Queens College in June 1963. The perceived problem areas reported in descending order o f d if f i c u l t y were: 1. D is c ip lin e . 2. Methods o f teaching. 3. E valuation. 4. Classroom ro u tin e . 5. M aterials and resources. 6. Planning. Broadbent and Cruikshank* conducted a study in 1965 to determine beginning teachers' perceptions o f t h e ir teaching problems. One hundred and s ix ty -th re e graduates teaching in secondary and elementary schools responded to a 117-item questionnaire which was divid ed in to seven areas. The s p e c ific problems found to be most s ig n ific a n t under each area in the fo llo w in g order o f importance were: 1. Methods a. In vo lvin g many o f the ch ild re n in group discussion. b. Not knowing what to do w ith students who fin is h e a rly . c . Introducing a new to p ic and obtaining high in te re s t. d. D iffe r e n tia tin g in s tru c tio n among the slow, average and g ifte d c h ild re n in classes. 2. Evaluation a. Not knowing how to evaluate o b je ctive s. b. Judging c h ild re n 's progress in terms o f the teacher's aims and purposes. Frank W. Broadbent and Donald R. Cruickshank, The Id e n tific a tio n and Analysis o f Problems o f F ir s t Year Teachers (Washington, b .C .: Document Reproduction S ervice, Ef) 013 756, 1965), pp. 235, 236. 3. D is c ip lin e a. Having students see the re la tio n s h ip between undesirable behavior and the consequences. b. Having c h ild re n m aintain q u ie t w hile working independently. 4. Routine and M a te ria ls a. Needing help in s e le c tin g in s tru c tio n m a te ria ls. b. Finding film s and film s tr ip s re la tin g to the area being studied. c. O rdering, securing and accounting fo r supplies and m a te ria ls. Broadbent and Cruickshank's id e n tific a tio n o f teachers' problems was co n siste n t w ith th a t o f Mathieson. Wey1 conducted a study in 1951 to id e n tify d if f ic u lt ie s o f beginning teachers during t h e ir f i r s t year o f teaching as perceived by the teachers themselves and th e ir p rin c ip a ls or supervisors. N inety- fiv e teachers were included in the sample and complete retu rn s were received from 85 o f the teachers and th e ir p rin c ip a ls . Beginning teachers and th e ir p rin c ip a ls reported a to ta l o f 2,537 d if f ic u lt ie s , which were c la s s ifie d in to 55 s p e c ific categories and grouped in to e ig h t types o f d i f f i c u l t i e s . Wey reported the fo llo w in g e ig h t d if f ic u lt ie s ranked in descending o rder: 1. Handling problems o f pupil co n tro l and d is c ip lin e . 2. A djusting to d e fic ie n c ie s in school equipment, physical co n d itio n s and m a te ria ls. 3. A djusting to the teaching assignment. 4. Adapting to the needs, in te re s ts and a b ilit ie s o f p u p ils . 5. M otivating p upil in te re s t and response. 6. Keeping records and making re p o rts. 7. Handling broader aspects o f teaching techniques. H e rb e rt W. Wey, " D if f ic u lt ie s o f Beginning Teachers," The School Review V o l. LIX, No. 1 (January 1951):33-5. 20 8. Being able to e s ta b lish and maintain proper re la tio n s w ith supervisors and ad m in istra to rs. Dropkin and T a ylo r1 in 1963 conducted a study on perceived problems o f beginning teachers and re la te d fa c to rs . The sample o f th is study consisted o f 78 beginning teachers who responded to 70 question­ naire item s, categorized in to seven professional problem areas. They found out th a t beginning teachers perceived some d i f f i c u l t y in the fo llo w in g areas: 1. D is c ip lin e . 2. Methods o f teaching. Some o f th e ir fin d in g s on teachers' problems were co n siste n t w ith Mathieson as well as w ith Broadbent and Cruickshank. 2 Lian-Hwang Chiu conducted a study in 1975 to in ve stig a te d is c ip lin e problems as perceived and d e a lt w ith by student teachers. The sample fo r th is study consisted o f 85 elementary student teachers, 80 females and 5 males. Each o f them was assigned to an elementary classroom fo r 16 weeks under the supervision o f a cooperating teacher and a college professor. I t was concluded from th is study th a t problems re la tin g to d is c ip lin e were a major source o f anxiety fo r beginning teachers. 3 Rodriguez conducted a study in 1964 on the comparison o f perceptions held by f i r s t year teachers, p ra ctice teachers and seniors S ta n le y Dropkin and Marvin T a ylor, "Perceived Problems o f Beqinninq Teachers and Related F a cto rs," Teacher Education Q u a rte rly, Vol. XIV, No. 4 (December 1963): 384, 385,"388, 390. 2 Lian-Hwang Chiu, "The Student Teacher and D is c ip lin e Problems," The Journal o f Educational Research. V ol. 69, No. 2 (October 1975): 69-72. 3 Nicolas A. Rodriguez, "A Comparison o f the Perceptions F irs t-Y e a r Teachers, P ractice Teachers, and Seniors Without Teaching Experience Hold o f the Problems Facing Beginning Teachers in Puerto Rico" (Ph.D. d is s e rta tio n , Michigan State U n iv e rs ity , 1964), p. 24. 21 w ith o u t teaching experience o f the problems fa cing beginning teachers in Puerto Rico. The most generalized problems perceived by the beginning teachers were: 1. Making p ro visio n fo r in d iv id u a liz e d in s tru c tio n . 2. Finding e ffe c tiv e means o f classroom co ntrol and d is c ip lin e . 3. Coping w ith e ffe c tiv e planning, time d is tr ib u tio n and m o tivation. Rodriguez' fin d in g s were c o n siste n t w ith the problems o f beginning teachers in the U.S.A. A ll o f the e ig h t previously c ite d researchers, Hendrickson and V ira n t; B risco ; Mathieson; Broadbent and Cruickshank; Wey; Dropkin and T a ylor; Chiu; and Rodriguez, found th a t beginning teachers perceived classroom d is c ip lin e as a major problem. as among the top fiv e areas o f concern. Each sp e cifie d th is problem A d d itio n a lly , each o f these researchers id e n tifie d providing fo r in d iv id u a liz e d in s tru c tio n and having adequate in s tru c tio n a l m a terials as major problems o f beginning teachers. Two studies reported problems re la te d to teachers' time. Kennedy, Cruickshank, and Myers1 conducted a study in 1976 to describe and compare the perceived problems o f beginning secondary teachers grouped on the basis o f school lo c a tio n such as inner c it y , outer c it y , suburban and r u r a l. The re s u lta n t sample consisted o f 400 graduates from the Ohio State U n iv e rs ity College o f Education from January 1971 through June 1973. The m a jo rity o f these teachers were assumed to be teaching in Ohio secondary schools. A to ta l o f 175 questionnaires were ^o h n J. Kennedy; Donald R. Cruickshank; and Betty Myers, "Problems o f Beginning Secondary Teachers in R elation to School L o ca tio n ," The Journal o f Education Research Vol. 69, No. 5 (January 1976):171. 22 completed and used in th is study. Kennedy e t al reported the fo llo w in g problems as perceived by the teachers: 1. Control o f students. 2. S tim ulation o f students' in te re s t in le a rning . 3. A v a ila b ilit y o f time to accomplish professional tasks. Another study was conducted by Cruickshank, Kennedy and Myers1 in 1975. The purpose o f th is study was to id e n tify perceived problems o f secondary school teachers. Two samples were involved in the study. The f i r s t sample consisted o f 81 secondary schools and the second sample consisted o f 53 secondary schools. They reported the fo llo w in g problems perceived by beginning teachers: These 1. Wanting time to get professional th in g s accomplished. 2. Providing fo r in d iv id u a l lea rning d iffe re n ce s. 3. Making the classroom in te re s tin g . 4. Planning in s tru c tio n in d iffe r e n t ways and fo r d iffe r e n t purposes. twostudies by Cruickshank, Kennedy and Myers found th a t begin­ ning teachers perceived time as one o f the major problems o f concern. 2 Veenman conducted a study in 1984 on the perceived problems o f beginning teachers. D iffe re n t studies were reviewed both in the U.S. and in other p arts o f the w orld. beginning teachers. A ll studies were concerned w ith Both a questionnaire and in te rview s were used fo r c o lle c tin g data fo r th is study. Veenman id e n tifie d the fo llo w in g as the most perceived problems ranked in the order o f seriousness: D onald R. Cruickshank; John J. Kennedy; and Betty Myers, Perceived Problems o f Secondary School Teachers (Washington, D.C.: ERIC Document Reproduction Service, ED 106 264, 1974), pp. 11-14. 2Simon Veenman, "Perceived Problems o f Beginning Teachers," Review o f Educational Research Vol. 54, No. 2 (Summer 1984):153, 156, 158: 1. Classroom d is c ip lin e . 2. M otivation o f students. 3. Dealing w ith in d iv id u a l d iffe re n c e s . 4. Assessing students' work. Veenman's fin d in g s were co n siste n t w ith the fin d in g s o f Cruickshank e t a l . Both studies id e n tifie d m otivating students or s tim u la tin g student in te re s t as a major problem perceived by beginning teachers. The p rin c ip a ls also viewed the fo llo w in g problems o f beginning teachers: 1. Class d is c ip lin e . 2. Dealing w ith d iffe re n ce s between students. 3. M o tivatin g students. 4. Teaching slow le a rn e rs. 5. Organizing classes. 6. Assessing student progress. Pedagogical Classroom In s tru c tio n a l Problems o f Experienced Regular Classroom Teachers Three studies reported the problems o f experienced teachers concerning d is c ip lin e /c o n tro l and m otivating student in te re s t in the classroom. H illm an1 mentioned in h is book, ''Therapies fo r School Behavior Problems," th a t the 1979 Gallup p o ll o f p u b lic a ttitu d e s toward education id e n tifie d d is c ip lin e as the most s ig n ific a n t problem facing p u b lic school teachers. 1Howard Mi 11 man, Therapies fo r School Behavior Problems, (San Francisco, Ca.: Jossey-Bass P ublishers, 1981), p. 9. 24 Cruickshank e t a l 1 conducted a study in 1974 on the perceived problems o f secondary school teachers. in the study. There were two samples involved The f i r s t sample consisted o f 70 teachers w hile the second sample consisted o f 310 teachers. The s p e c ific problems reported from the fin d in g s were: 1. Wanting a d m in is tra tiv e support. 2. V ita liz in g student in te re s t in le a rn in g . 3. Control o f students in the classroom. 4. E sta b lish in g and m aintaining rapport w ith students. 5. Wanting time to get professional th ing s accomplished. 2 Another study was conducted in 1975 by Cruickshank and Myers . This study involved a review o f studies o f teachers' problems. The main purpose o f the study was to id e n tify the perceived problems o f teachers and to help to reduce or e lim in a te those problems. o u tlin e d several studies and the instrum ent used in each. The re p o rt The instrum ent used f o r th is study contained 117 items re fle c tin g teacher problems reported in studies by Dropkin and T a ylo r; Smiley and Sprague; and Seymour Lemeshow. as: These items were c la s s ifie d in to categories such d is c ip lin e , e va lu a tio n , methods, planning, m ateria ls and ro u tin e s. There were two stages to th is study. The f i r s t stage included a national sample o f secondary teachers which used the My Biggest ^Donald R. Cruickshank; John J . Kennedy; and Betty Myers, "Perceived Problems o f Secondary School Teachers," Journal o f Education Research V o l. 68, No. 4 (December 1974):157. p Donald R. Cruickshank and B etty Myers, A B r ie f Review o f Studies o f Problems o f Teachers (Washington, D.C.: ERIC Document Reproduction S ervice, ED 117 068, 1975), pp. 64, 65. 25 Problem Today Inventory (MBPTI) instrument to describe th e ir biggest problem each day fo r a period o f ten days. P a rtic ip a tin g teachers were from 26 schools which had been randomly selected from those holding membership in the National Association o f Secondary School P rin cip a ls (NASSP). The second stage o f the study included another national sample o f secondary teachers. NASSP member schools. They were randomly selected from 16 Cruickshank e t al reported the fo llo w in g s p e c ific problems as being frequent and/or bothersome: 1. Having every student work. 2. M aintaining o rder, q u ie t or c o n tro l. 3. Having a ll the students p a rtic ip a te in cla ss. 4. Having time f o r class preparation. 5. Providing fo r in d iv id u a l learning d iffe re n ce s. 6. Creating in te re s t in class to p ic s . 7. Planning in s tru c tio n in d iffe r e n t ways and fo r d iffe r e n t purposes. A d d itio n a lly , Cruickshank e t al id e n tifie d a d m in istra tive support and e s ta b lis h in g rapport w ith students as major problems o f experienced teachers. Cruickshank and Myers also id e n tifie d problems such as having a ll the students p a rtic ip a te in class and having every student engage in th e ir class work. Two a d d itio n a l studies were reviewed th a t id e n tifie d problems re la te d to lack o f time fo r experienced teachers to perform th e ir professional tasks. Myers, Cruickshank and Rentel* conducted a study *B etty Myers; Donald R. Cruickshank; and V ic to r M. R entel, Perceived Problems o f Teachers o f Reading: Fact and Paradox (Washington, D.C.: EftfC Document Reproduction Service, ED 167 951, 1975), pp. 8, 10-12. 26 in 1975 on the problems perceived by teachers o f reading. The main purpose o f th a t study was to explore a v a rie ty o f problems teachers were perceiving in th e ir d a ily teaching o f reading to students, and to describe a needs-assessment methodology to use in id e n tify in g the problems o f reading teachers. Two samples o f teachers were involved in the study. The f i r s t sample consisted o f 40 teachers e n ro lled in graduate courses a t Ohio State U n iv e rs ity during the spring o f 1975. The second sample consisted o f the p a rtic ip a n ts in the Ju ly 1975 Right-to-Read statewide conference. Myers, Cruickshank and Rentel reported the fo llo w in g problems perceived by the teachers as frequent and s ig n ific a n t: 1. Finding enough time to help students. 2. Having preparation tim e. 3. Providing fo r in d iv id u a l d iffe re n ce s. 4. G etting students to work thoroughly. 5. Having appropriate m a te ria ls. 6. M otivating students. Another study was conducted by Myers e t a l* in 1975 to examine the s e lf-re p o rte d problems experienced by teachers. To accomplish the purpose o f th is study, a p e rso n a lity inventory and a teacher problems c h e c k lis t were administered to a sample o f secondary le ve l teachers. The sample consisted o f 451 Ohio teachers in grades 7-12. Approx­ im ately h a lf o f the teachers were teaching in p u b lic schools in suburban, small town, or ru ra l d is t r ic t s in cen tra l Ohio. Most o f the *B etty Myers; John J. Kennedy; and Donald R. Cruickshank, "R elationship o f Teacher P e rson ality Variables to Teacher Perceived Problems," The Journal o f Teacher Education Vol. XXX, No. 6 (Nov.-Dec. 1979):33-401 27 remaining teachers were teaching in Columbus p ub lic or parochial schools. A to ta l o f 432 complete sets o f usable instruments were returned. These authors reported two problems to be o f greatest concern to the teachers: 1. Classroom c o n tro l. 2. Time management. A d d itio n a lly , Myers, Cruickshank and Rentel id e n tifie d providing fo r in d iv id u a l d iffe re n c e s , g e ttin g students to work thoroughly and having appropriate m a te ria ls . Cruickshank e t a l* conducted a study in 1968 to determine problems perceived by teachers in schools serving ru ra l disadvantaged populations and a comparison o f these w ith problems reported by in n e rc i t y teachers. This provided a data base which id e n tifie d prominent education problems c h a ra c te ris tic o f impoverished urban and ru ra l s e ttin g s . An extreme group sampling procedure was adopted to specify problems p e c u lia r to the le a s t a fflu e n t ru ra l teaching context. The ru ra l disadvantaged schools were id e n tifie d f i r s t by county and then by the most disadvantaged elementary schools w ith in these counties. sample consisted o f 354 teachers. The They reported the fo llo w in g problems: 1. Finding time fo r in d iv id u a l in s tru c tio n . 2. C o n tro llin g students. 3. Helping students to work independently. 4. Finding a v a rie ty o f adequate in s tru c tio n a l methods. 5. Finding appropriate in s tru c tio n a l m a te ria ls. *Donald R. Cruickshank; John J. Kennedy; James Leonard; and Robert Thurman. Perceived Problems o f Teachers in Schools Serving Disadvantaged Populations and th e ir Comparison w ith Problems Reported by In n e r - t it y Teachers (Washington, D.C.: ERIC Document Reproduction Service, ED 0^7 986", 1968), pp. 10, 13. 28 The fin d in g s from th is study by Cruickshank e t al were co nsiste nt w ith the fin d in g s o f Cruickshank and Myers on secondary school teachers. Cruickshank and Leonard1 conducted a study in 1967 to determine the type and e xte n t o f problems perceived by teachers as they teach in in n e r-c ity schools. The Teacher Problem Inventory (TPI) was the instrum ent used to c o lle c t data from 287 K-6 teachers in the cooperating schools. The researchers id e n tifie d the fo llo w in g frequent and severe problems as perceived by teachers: 1. Finding s a tis fa c to ry methods o f d is c ip lin in g c h ild re n . 2. Handling c h ild re n who w o n 't obey te ach er's d ire c tio n s or orders. 3. Finding time fo r in d iv id u a l in s tru c tio n . 4. G etting c h ild re n to do classwork p rop e rly. 5. Helping c h ild re n to work independently. The fin d in g s o f th is study id e n tifie d problems very real to classroom teachers teaching disadvantaged c h ild re n in in n e r-c ity schools. tio n . I t was also very re le van t to the research under in v e s tig a ­ Most o f the fin d in g s o f th is study were co n siste n t w ith the fin d in g s o f the study c ite d above and the fin d in g s o f secondary school teachers. The two previou sly c ite d researchers foundth a t experienced teachers perceived helping students to work independently in the classroom as a major problem. They sp e cifie d th is problem among th e ir top fo u r areas o f concern. D onald R. Cruickshank and James Leonard. The Id e n tific a tio n and Analysis o f Perceived Problems o f Teachers in pTner-C ity Schools, (Washington, D.C.: fcRlC Document Reproduction Service, ED 026 335, 1967), pp. 3, 4. 29 Pedagogical Classroom Instructional Problems of beginning and Experienced Vocational Agriculture Teachers In tro d u c tio n As a basis fo r id e n tify in g pedagogical classroom in s tru c tio n a l problems o f beginning and experienced vocational production a g ric u ltu re teachers, i t is necessary to id e n tify the components o f a lo cal vocational a g ric u ltu re program. Teacher educators in a g ric u ltu re recognize the in s tru c tio n a l program, leadership development (such as FFA), and supervised occupational experience as the p rin c ip a l components o f a vocational a g ric u ltu re program. According to Phipps,* in s tru c ­ tio n a l classroom a c t iv it ie s provide o p p o rtu n ity fo r high school students to study and discuss problems re la te d to. farming programs and farm liv in g . The success o f a lo ca l vocational a g ric u ltu re program w ill depend upon the use o f a planned in s tru c tio n a l program. "An e ffe c tiv e lo c a l program in vocational a g ric u ltu re includes a 'com plete' program o f in s tr u c tio n ." 2 The Michigan A ssociation o f Teachers 3 also in d ica te d th a t a q u a lity program fo r vocational education in a g ric u ltu re should include: 1. Relevant in s tru c tio n u t iliz in g classroom. Lloyd J . Phipps, Handbook on A g ric u ltu ra l Education in Public Schools, 4th ed. (D a n v ille , i l l . : In te rs ta te P rin te rs and P ublishers, In c ., 1980), p. 6. 2 H. N. Hunsicker, Planning and Conducting a Program o f In s tru c tio n in Vocational A g ric u ltu re fo r Young Farmers, Vocation al D iv is io n B u lle tin , No. 262, A g ric u ltu ra l Series No. 67 (Washington, D.C.: United States Government P rin tin g O ffic e , 1956), p. 7. 3 Michigan Association o f Teachers o f Vocational A g ric u ltu re , "P o s itio n Paper on Vocational Education in A g ric u ltu re " (Lansing, M i.: Michigan Association o f Teachers o f Vocational A g ric u ltu re , 1983), p. 8. 30 2. An implemented sequence o f a g ric u ltu ra l in s tru c tio n . -- 3. A year-round in s tru c tio n a l program. Professionals in the V irg in ia department o f education have also stated th a t a major c r ite r io n f o r an e ffe c tiv e secondary vocational a g ric u ltu re program is a q u a lity in s tru c tio n a l program.* Pedagogical Classroom In s tru c tio n a l Problems o f Beginning Vocational A g ric u ltu re Teachers Four studies reported problems re la te d to d is c ip lin e . R iley 2 presented a paper in 1979 a t the Annual Convention o f the American Vocational A sso cia tio n , doctoral research section. The study was conducted on id e n tific a tio n and v a lid a tio n o f c r it ic a l in cid e n ts in classroom d is c ip lin e and t h e ir solutions, as reported by fir s t- y e a r vocational teachers in the sta te o f F lo rid a . The purpose o f the study was to id e n tify c r i t i c a l and frequent d is c ip lin e in cid e n ts and appropriate a lte rn a tiv e s f o r handling them; to id e n tify d is c ip lin e problems which should be Included in pre-service and in -s e rv ic e education; and to compare the so lu tio n s used by the teachers w ith so lu tio n s proposed by experts in the f ie ld . The sample included 79 fir s t- y e a r vocational teachers who were c u rre n tly teaching in p u b lic secondary schools in 29 county d is t r ic t s in * A g ric u ltu ra l Science and Mechanics I and I I - An In s tru c tio n a l Guide For A g ric u ltu ra l Education (Richmond, Va.: D iv is io n o f Vocational Program Services, Department o f Education, 1981), p. 66. ^M artia G. R ile y , "The Id e n tific a tio n and V a lid a tio n o f C r itic a l Incidents in Classroom D is c ip lin e and T h e ir S olutions as Reported by F irs t-Y e a r Vocational Teachers in the State o f F lo rid a ," Annual Convention, The American Vocational Association (December 1979):3. 31 the s ta te o f F lo rid a . R ile y reported th a t these beginning vocational a g ric u ltu re teachers perceived d is c ip lin e problems as being frequent in occurrence. Camp* conducted a study in 1985 on the so lu tio n s to d is c ip lin e problems. He found th a t d is c ip lin e and m otivating students were s t i l l major concerns o f beginning teachers. Herren management. 2 conducted a s im ila r study in 1985 on classroom He also reported d is c ip lin e problems or con tro l o f students in the classroom as a major concern o f beginning teachers. The fin d in g s o f R ile y were c o n siste n t w ith the fin d in g s o f Camp and Herren. 3 Hixon conducted a study on d is c ip lin e problems in 1949. He concluded th a t co n tro l o f students in the classroom was a problem fo r beginning teachers. Over a period o f more than t h ir t y years, a ll o f the four researchers c ite d found th a t d is c ip lin e problems were o f major concern to beginning vocational a g ric u ltu re teachers. A group o f three studies reported problems re la te d to m otivating students, in d iv id u a liz in g in s tru c tio n and lack o f m aterials fo r 4 in s tru c tio n . Farrington conducted a study in 1980 to q u a n tify and q u a lify the problems faced by beginning teachers o f vocational ^W illiam G. Camp, "S olutions to D is c ip lin e Problems," A g ric u ltu ra l Education Magazine Vol. 57, No. 9 (March 1985):4. 2 Ray Herren, "Classroom Management: Understand, A n tic ip a te and P lan," A g ric u ltu ra l Education Magazine Vol. 57, No. 9 (March 1985):11. 3 L. B. Hixon, '"G e t the Jump' on D is c ip lin e Problems," A g ric u ltu ra l Education Magazine V ol. 28, No. 3 (September 1955):53. 4 W illiam S. F a rrin g to n , "Problems o f Beginning Vocational A g ric u ltu re Teachers in the Southern Region," Southern Research Conference in A g ric u ltu ra l Education (1980):12. 32 a g ric u ltu re a t the secondary school le ve l in 13 southern s ta te s. The sample consisted o f 295 beginning vocational a g ric u ltu re teachers from the 13 p a rtic ip a tin g s ta te s . He reported the fo llo w in g problems perceived by beginning teachers: 1. Adapting in s tru c tio n fo r students w ith low academic a b ilit y . 2. M otivating students and keeping them inte re ste d in cla ss. 3. Acquiring s u ffic ie n t teaching aids. F ie ld s* conducted a study in 1978 to id e n tify problems o f teachers o f vocational a g ric u ltu re who were not a g ric u ltu ra l education majors. The sample consisted o f a group o f teachers in V irg in ia w ith less than two years o f teaching experience. F ie ld s reported the fo llo w in g most s ig n ific a n t problems: 1. M aintaining the students' in te re s t. 2. Lack o f adequate resource m a te ria ls. 3. In s u ffic ie n t time fo r planning. 4. Providing in d iv id u a liz e d in s tru c tio n . 5. Making p ro visio n fo r te s tin g . His fin d in g s were co n s is te n t w ith the fin d in g s o f F arrington. A study was conducted by Knight 2 on the cu rre n t status o f women teachers o f vocational a g ric u ltu re in Ohio and th e ir perceptions o f t h e ir place in the profession. The sample consisted o f a ll the 43 women teachers in Ohio, most o f whom had taught less than fiv e years. Knight *M. A. F ie ld s , "N o n-A gricultural Education M ajors' Teaching E ffe c tiv e n e s s ," A g ric u ltu ra l Education Magazine Vol. 50, No. 7 (January 1978):165. 2 James A. K night, "C urrent Status o f Women Teachers o f Vocational A g ric u ltu re in Ohio and T h e ir Perceptions o f T he ir Place in the P ro fe ssio n ,” Proceedings o f the 41st Annual Research Conference in A g ric u ltu ra l Education, Central Region, Chicaqo. i l l . (February 1987):1-6. 33 reported the fo llo w in g d i f f ic u lt ie s perceived by the women teachers: 1. Unmotivated students. 2. Lack o f time to meet a ll the professional demands. 3. Trouble w ith a d m in istra to rs. A ll o f the three p reviou sly c ite d researchers, F arrin g ton , Fields and K night, found th a t m o tivatin g students was a major concern o f beginning teachers. Farrington and F ie ld s also id e n tifie d providing fo r in d iv id u a liz e d in s tru c tio n and lack o f resource m aterials as major concerns o f beginning teachers. Knight found th a t lack o f time fo r professional tasks was a major concern. Two studies reported problems re la te d to teaching the use o f record books and o b ta in in g equipment. Webb and Stoner1 conducted a s t a f f study in 1977 to determine the problem areas encountered by a ll f i r s t year vocational a g ric u ltu re teachers in the sta te o f Texas. A questionnaire li s t i n g p o te n tia l problem areas was sent to a ll the f i r s t year teachers. The problem areas ranked highest were: teaching the use o f record books, and o b ta in in g supplies and equipment. 2 A study was also conducted by A u v ille in 1984 on m otivating students fo r record keeping. He reported th a t record keeping was one o f the most d i f f i c u l t to p ics fo r vocational a g ric u ltu re teachers to teach. A u v ille also reported th a t i t was very d i f f i c u l t to m otivate students to become in te re ste d in record keeping. A u v ille 's fin d in g was co n siste n t ^Earl S. Webb and Thomas M. Stoner, "A Study o f Problems Experienced by F ir s t Year Vocational A g ric u ltu re Teachers," S ta ff Study, 1977, 64 p . , 1976-1977 Summaries o f Studies in A g ric u ltu ra l Education, p. 68. 2 M artin A u v ille , "M o tiva ting Students fo r Recordkeeping," A g ric u ltu ra l Education Magazine Vol. 56, No. 12 (June 19841:12; 34 w ith th a t o f Webb and Stoner. These three researchers id e n tifie d teaching record keeping o r record books as a major concern o f beginning teachers. There were three studies which reported problems re la te d to the FFA and SOEP areas. In 1983, Priebe and Fegert* conducted a study to id e n tify problems o f f i r s t year vocational a g ric u ltu re teachers in Minnesota, Montana, North Dakota and South Dakota, and to determine the degree o f s e v e rity o f these problems. The sample consisted o f 53 f i r s t year vocational a g ric u ltu re teachers, w ith 44 teachers used in the analysis o f data. The beginning teachers in dica ted th a t the areas o f SOEP and FFA presented the grea te st problems. Time management was also a major concern o f these teachers. In 1984, M ille r and Scheid 2 conducted a study In Iowa to determine the problems encountered by beginning vocational a g ric u ltu re teachers and to compare these fin d in g s w ith problems experienced by vocational a g ric u ltu re teachers who have been in the profession fo r many years. The sample was composed o f 60 teachers, w ith fo u r groups o f 15 teachers each, according to years o f teaching experience. M ille r and Scheid reported SOEP to be the most d i f f i c u l t area, w ith FFA as the le a s t d i f f i c u l t . Furthermore, helping students to develop a SOEP was reported to be the most d i f f i c u l t a c t iv it y . ^Priebe and Fegert, “ Problems o f Beginning Vocational A g ric u ltu re Teachers," pp. 6,7. ^Wade W. M ille r and Carl L. Scheid, "Problems o f Beginning Teachers o f Vocational A g ric u ltu re in Iowa," Journal o f the American Association o f Teacher Educators In A q ric u ltu re Vol. 25, No. 4 (Winter 1984J:4.------------------------ ------------------- ---------------- 35 There were seven o th e r a c t iv it ie s g ivin g the f ir s t- y e a r teachers the most problems: 1. Teaching students w ith d iffe r e n t a b ilit y le v e ls . 2. Developing teaching m a te ria ls. 3. In vo lvin g students in classroom a c t iv it ie s . 4. Teaching students record keeping. 5. Preparing fo r classes. 6. Arousing student in te re s t. 7. M otivating FFA committees to fu n c tio n . The a c t iv it ie s causing moderate problems fo r the f i r s t year teachers were tra in in g FFA o ffic e r s e ffe c tiv e ly and preparing FFA members fo r contests. Kahler1 conducted a study in 1974. to determine problems encountered by beginning teachers in conducting comprehensive programs o f vocational a g ric u ltu re . The sample consisted o f 60 beginning vocational a g ric u ltu re teachers who graduated from Iowa State U n iv e rs ity and were c u rre n tly teaching in Iowa. F ifte e n teachers were grouped in to each o f fo u r categories depending on t h e ir years o f teaching. Kahler reported the fo llo w in g areas w ith the most d i f f i c u l t a c t iv it ie s : 1. 2. FFA a. In vo lvin g a ll members in leadership tra in in g a c tiv it ie s . b. Developing an e ffe c tiv e lo ca l o ffic e r tra in in g program. SOEP a. Teaching record keeping. ^■Alan A. K ahler, O rganizational and In s tru c tio n a l Problems o f Beginning Teachers o f Vocational A g ric u ltu re (Ames, la . : The Department o f A g ric u ltu ra l Education, Iowa State U n iv e rs ity , 1974), pp. 14, 23, 31, 35, 124, 125. 36 3. b. A ssistin g employers in developing tra in in g program schedules to achieve the goals and o b jective s fo r student experience programs. c. Analyzing and using students' occupational experience records. Classroom teaching a. M otivating students to le a rn. b. Teaching students w ith d iffe r e n t a b ilit y le v e ls . c. Determining in d iv id u a l needs o f students. d. Planning programs o f a c t iv it ie s . The a c t iv it ie s causing the teachers the le a s t degree o f d i f f ic u lt i e s in FFA were: 1. Advising FFA committees. 2. A ssistin g chapter o ffic e rs in planning. 3. A ssistin g members in ca rryin g out special a c t iv it ie s . In the area o f SOEP, using students' occupational experiences as to p ics fo r classroom study presented the le a s t d i f f i c u l t y to beginning teachers. In the area o f classroom teaching, using audio-visual equipment and in s tru c tio n a l aids in classroom teaching; and in v o lv in g a ll students in classroom in s tru c tio n a l a c t iv it ie s were reported to be o f le a s t d i f f i c u l t y to the teachers. The three previously c ite d researchers, Priebe and Fegert; M ille r and Scheid; and K ahler, found th a t beginning teachers perceived FFA and SOEP areas as major problems facin g them in the classroom. fin d in g s were a ll co n s is te n t w ith one another. T heir Furthermore, M ille r and Scheid; and Kahler also id e n tifie d teaching students w ith d iffe r e n t a b i li t y le v e ls and teaching record keeping as major problems o f teachers. 37 D illo n * conducted a study in 1978 to id e n tify the fa cto rs which influenced A g ric u ltu ra l Education graduates o f the U n ive rsity of Nebraska-Lincoln to leave teaching during the fiv e year period 19691974. The sample consisted o f 124 Nebraska vocational a g ric u ltu re teachers who l e f t the teaching profession. There were 26 former grad­ uates o f the u n iv e rs ity who resided in Nebraska and were used in the study. D illo n reported the fo llo w in g reasons why the teachers q u it teaching: 1. Students not in te re s te d . 2. Time required fo r FFA a c t iv it ie s . 3. Time fo r preparing classroom teaching. 4. Lack o f a d m in is tra tiv e support. 5. D is c ip lin e problems. Since these reasons confirm some o f the problems o f teachers in the classroom, the study was p e rtin e n t to the research under in v e s tig a tio n . D illo n 's fin d in g s were co n siste n t w ith the fin d in g s o f other researchers c ite d on the problems o f beginning vocational a g ric u ltu re teachers, o Phipps conducted a study in 1949 on the problems o f beginning teachers. Planning courses and using approved teaching techniques were reported as d if f i c u lt i e s fa cin g beginning teachers. *Roy D. D illo n , Id e n tific a tio n o f Factors In flu e n cin g Vocational A g ric u ltu re Teachers to Leave Teaching," The Journal o f the American Association o f Teacher Education in A g ric u ltu re Vol. XIX, No. 3 (November 1978) :357"3B7 ------------------- ---------------L. J . Phipps, "Problems o f beginning teachers," A g ric u ltu ra l Education Magazine Vol. 22, No. 2 (August 1949):34. 38 Pedagogical Classroom In s tru c tio n a l Problems o f Experienced Vocational A g ric u ltu re Teachers Five studies reported d is c ip lin e problems as encountered by experienced teachers. M ott1 conducted a study in 1950 on teacher fa ilu r e s in p u b lic schools. The sample consisted o f 200 vocational a g ric u ltu re teachers evaluating the fa ilu r e s o f teachers in a ll fie ld s . On the basis o f h is study, he concluded th a t the toughest problem o f teachers in the classroom is to maintain proper d is c ip lin e o f students. Most researchers s t i l l reported d is c ip lin e problems in the 1980's . In 1978, Bender 2 conducted a study on vocational a g ric u ltu re educators seeking to increase numbers and professionalism . This study was based on the n in th annual Gallup p o ll o f p u b lic a ttitu d e s toward p u b lic schools. This study id e n tifie d lack o f d is c ip lin e as one o f the top ten problems o f vocational a g ric u ltu re teachers. 3 Camp , in a study conducted on so lu tio n s to d is c ip lin e problems in 1985, id e n tifie d d is c ip lin e to be less o f a problem, but found th a t m o tivatin g students was a major concern o f experienced teachers. 4 H ill and Knowles conducted a study in 1985 on special needs students. D is c ip lin e was found as one o f the major problems facing the teachers o f these students 1n p u blic schools. ^Edward B. M ott, "Teacher F a ilu re s in the Public Schools," A g ric u ltu ra l Education Magazine Vol. 22, No. 9 (March 1950):209. 2 Bender, "Vo-Ag Educators Seek to Increase Numbers and P rofessionalism "- (May 1978):51. 3 4 Camp, "S olutions to D is c ip lin e Problems," p. 4. George C. H ill and Ginny A. Knowles, "Special Needs Students: A Management Challenge," A g ric u ltu ra l Education Magazine Vol. 57, No. 9 (March 1985):9. 39 Another study was conducted on d is c ip lin e by Garrison and Holz1 in 1985. They conducted a study on the 4 "F 's " th a t equal an "A" in classroom management. Vocational a g ric u ltu re teachers did not view student misbehavior in the classroom as a serious problem. serious problems reported by the teachers The most in th is study were those re la te d to the poor a ttitu d e o f students. Three o f the fiv e previously c ite d researchers, M ott, Bender, and H ill and Knowles id e n tifie d d is c ip lin e as a major problem o f experienced teachers. Camp, as w ell as Garrison and Holz, reported d is c ip lin e as not a serious problem fo r experienced teachers. Three studies reported problems re la te d to lack o f a d m in istra tive 2 support. Lamberth in 1959 conducted a study on why teachers o f vocational a g ric u ltu re leave the profession. He reported the fo llo w in g reasons which c o n s titu te problems fo r experienced teachers, and which re la te to th is study : 1. Lack o f in te re s t from school a dm inistra to rs in vocational a g ric u ltu re . 2. Lack o f aid in securing needed supplies and equipment from school a d m in istra to rs. 3. Lack o f cooperation and understanding from school a d m in is tra to rs . 4. School a d m inistrators would not arrange a s u ita b le schedule fo r vocational a g ric u ltu re . Barnes M. Garrison and Edward Holz, "The 'F 's ' th a t equal an 'A ' in Classroom Management," A g ric u ltu ra l Education Magazine V ol. 57, No. 9 (March 1985):15. 2Edwin E. Lamberth, "Why Teachers o f Vocational A g ric u ltu re Leave the P ro fe ssio n ," A g ric u ltu ra l Education Magazine V ol. 31, No. 7 (January 1959):174. 40 M ille r * conducted a study in 1980 to determine the changing roles o f vocational a g ric u ltu re teachers in supervised occupational experience in North C arolina. The sample consisted o f 122 teachers from a to ta l o f 124 names th a t were taken as a random sample from the to ta l population o f vocational a g ric u ltu re teachers. M ille r reported th a t the teachers were being hampered in developing SOE programs by a lack o f a d m in istra tive support in the schools. 2 A study was conducted in 1979 by Moore and Camp to id e n tify the fa c to rs which co n trib u te d to the departure o f vocational a g ric u ltu re teachers from the profession in Indiana, according to the perceptions o f three d iffe r e n t groups o f people, and to determine the e xte n t to which there was agreement and disagreement among the groups. The primary population consisted o f a ll vocational a g ric u ltu re teachers who had taught in Indiana between 1973 and 1977 but were no longer teaching high school vocational a g ric u ltu re . The secondary population fo r th is study consisted o f the teachers who replaced the departed teachers and the p rin c ip a ls o f the high schools in which the vacancies occurred. Moore and Camp found th a t the problems perceived by the former teachers were: too many required e x tra c u rric u la r a c t iv it ie s and inadequate a d m in is tra tiv e support. The p rin c ip a ls perceived an in a b ilit y on the p a rt o f the teachers to get students to learn as *Texton R. M ille r , "The Changing Status o f Supervised Occupational Experience in Vocational A g ric u ltu re in North C a ro lin a ," The Journal o f the American Association o f Teacher Educators in Agriculture Vol. XXI, No. 1 (March 1980):15.------------------------------2 Gary E. Moore and W illiam G. Camp, "Why Vocational A g ric u ltu re Teachers Leave the Profession: A Comparison o f P erceptions," The Journal o f the American A ssociation o f Teacher Educators in A q ric u ltu re Vol. XX, No. 3 (November 1979):12, 15.------------------------------------------------------ 41 desired and the teachers' d is lik e fo r d is c ip lin in g students. The present teachers were perceived also as unable to get students to learn as desired. The present teachers perceived the same problems as the p rin c ip a ls . The three studies c ite d id e n tifie d lack o f ad m in istra tive support as a problem o f experienced teachers. Four studies reported problems re la te d to FFA and SOEP. As stated e a r lie r , a study was conducted in 1984 by M ille r and Scheid* in Iowa to determine the problems encountered by beginning vocational a g ric u ltu re teachers and to compare these fin d in g s w ith problems experienced by vocational a g ric u ltu re teachers who have been in the profession f o r many years. They found th a t SOEP was the most d i f f i c u l t area fo r experienced teachers, w hile FFA was le a s t d i f f i c u l t . ing FFA committees to fu n c tio n presented, the greatest problem. M otivat­ Teaching students w ith d iffe r e n t a b i l i t y le v e ls was also reported as a major problem fo r these teachers. As also stated e a r lie r , Kahler 2 conducted a study in 1974 to determine problems encountered by beginning teachers in conducting comprehensive programs o f vocational a g ric u ltu re in Iowa. The study in d ica te d the fo llo w in g most d i f f i c u l t a c t iv it ie s fo r experienced teachers: 1. FFA a. In vo lvin g a ll members in leadership tra in in g a c t iv it ie s . b. Developing an e ffe c tiv e lo c a l o ffic e r tra in in g program. * M ille r and Scheid, "Problems o f Beginning Teachers o f Vocational A g ric u ltu re in Iowa," pp. 4 ; 6. 2 K ahler, O rganizational and In s tru c tio n a l Problems o f Beginning Teachers o f Vocational A g ric u ltu re , pp. 14, 23, 31, 35, 124, 125. 42 2. SOEP >a. 3. Teaching record keeping. b. A ssistin g employers in developing tra in in g program schedules to achieve the goals and o b jective s fo r student experience programs. c. Analyzing and using students' occupational experience records. Classroom teaching a. M otivating students to le a rn . b. Teaching students w ith d iffe r e n t a b ilit y le v e ls . c. Determining in d iv id u a l needs o f students. The a c t iv it ie s causing experienced teachers the le a s t d i f f i c u l t y in FFA were: 1. Advising committees. 2. A s s is tin g chapter o ffic e rs in planning. 3. A s s is tin g members in c a rryin g out special a c t iv it ie s . Using students' occupational experiences as to p ics fo r classroom study presented the le a s t d i f f i c u l t y in SOEP. In the area o f classroom teaching, using audio-visual equipment and in s tru c tio n a l aids in class­ room teaching; and in v o lv in g a ll students 1n classroom in s tru c tio n a l a c t iv it ie s were reported to be o f le a s t d i f f i c u l t y fo r the experienced teachers. Sunderhaus and M ille r 1 conducted a study in 1985 to id e n tify organizational and in s tru c tio n a l problems in the vocational a g ric u ltu re ^ a r a L. Sunderhaus and Wade W. M ille r , "An Assessment o f the O rganizational and In s tru c tio n a l D if f ic u lt ie s Associated w ith Job Tasks o f Indiana Vocational A g ric u ltu re In s tru c to rs ," The Journal o f the American Association o f Teacher Educators in A g ric u ltu re Vol. 25, No. 4 (W inter 1985): 68-70.----------------------------------- ---------------- 43 program as perceived by vocational a g ric u ltu re in s tru c to rs in Indiana. The sample consisted o f 152 secondary vocational a g ric u ltu re in s tru c to rs teaching in Indiana during the 1983 school year. T heir fin d in g s suggested th a t there was no sin g le area ( e .g ., classroom in s tru c tio n , SOEP and FFA) o f the vocational a g ric u ltu re program which presented major d i f f i c u l t y fo r the teachers surveyed. The most d i f f i c u l t a c t iv it ie s reported were: 1. Planning, supervising and evaluating SOEP. 2. Implementing computer assisted in s tru c tio n . 3. Developing in d iv id u a liz e d in s tru c tio n fo r disabled students. 4. Teaching students w ith d iffe r e n t a b ilit y le v e ls . 5. Advising FFA. 6. U tiliz in g community resource people. King and M ille r * conducted a study in 1985 to determine the r e la tiv e le v e l o f d i f f i c u l t y associated w ith some o f the re s p o n s ib ilitie s or d u tie s o f vocational a g ric u ltu re teachers in conducting comprehensive vocational programs in Georgia secondary schools. The sample consisted o f 150 vocational a g ric u ltu re teachers from Georgia high schools w ith vocational a g ric u ltu re programs in 1984. I t was reported th a t no s in g le area (SOEP, FFA and classroom in s tru c tio n ) o f vocational a g ric u ltu re programs caused more than moderate problems fo r teachers. The fo llo w in g problem areas and a c t iv it ie s were id e n tifie d as causing the g re a te st d if f i c u l t y in descending order: *Dennis W. King and Wade W. M ille r , "The R elative Level o f D if f ic u lt y Associated w ith R e s p o n s ib ilitie s o f Vocational A g ric u ltu re Teachers in Georgia," The Journal o f the American Association o f Teacher Educators in A g ric u ltu re Vol. 2 6 , Mo. 4 (W inter 1985):75-7. 44 1. SOEP ra. Requiring p a rtic ip a tio n in SOE by a ll students. b. Id e n tify in g an SOEP appropriate fo r each student. c. Organizing and keeping an SOE f i l e on each student. d. Providing a v a rie ty o f occupational experiences. 2. FFA 3. Classroom in s tru c tio n a. Implementing computerized in s tru c tio n . b. Teaching students w ith d iffe r e n t a b ilit y le v e ls . c. Developing in d iv id u a liz e d in s tru c tio n fo r disabled students. A ll o f the fo u r previously c ite d researchers, M ille r and Scheid; K ahler; Sunderhaus and M ille r ; and King and M ille r found th a t experienced teachers id e n tifie d FFA and SOEP as problems o f concern. A d d itio n a lly , these researchers id e n tifie d the area o f classroom teaching as a problem o f experienced teachers. A u v ille 1 conducted a study on m otivating students fo r record keeping in 1984. He concluded th a t teaching record keeping and m otivating students to become in te re ste d in record keeping were problems o f vocational a g ric u ltu re teachers in the classroom. 2 B o b b itt , a professor o f A g ric u ltu ra l and Extension Education, Michigan State U n iv e rs ity , conducted a study in 1986 on the opinions and ^ A u v ille , "M otivating Students fo r Recordkeeping," p. 12. Frank B o b b itt, An Examination o f the Opinions and Supervised Occupational ExperienceTrograms o f Selected Vocational A g ric u ltu re In s tru c to rs in the U .S ., S ta ff Study (East Lansing, M i.: Dept, o f A g ric u ltu ra l and Extension Education (AEE), College o f ANR, Michigan State U n iv e rs ity , 1986), pp. 55-57. 45 programs o f a selected group o f vocational a g ric u ltu re in s tru c to rs about t h e ir supervised occupational experience programs. The main purpose o f the study was to determine what the sta tu s o f supervised occupational experience was among these secondary a g ric u ltu ra l in s tru c to rs who had been id e n tifie d as some o f the best in the states surveyed. The sample consisted o f 77 teachers from a random sample o f 16 s ta te s , and 62 teachers responded to the questionnaire. B o b b itt reported the fo llo w in g b ig g e st problems connected w ith SOEP in these teachers' experience: 1. Lack o f o p p o rtu n itie s fo r students to learn in desired occupations. 2. Lack o f school a d m in is tra tiv e support. 3. Finding time fo r professional tasks. 4. Teaching record keeping. 5. M o tivatin g students to keep th e ir records u p-to-d ate. 6. Finding good tra in in g s ta tio n s fo r placement. 7. Finding p ro je c ts fo r each student. A u v ille and B o b b itt both reported teaching record keeping and m otivating students to become in te re ste d in record keeping as concerns o f teachers. Summary In th is chapter, a review o f the lite r a tu r e p e rtin e n t to pedagogical classroom in s tru c tio n a l problems perceived by beginning and experienced vocational production a g ric u ltu re teachers has been made, in clu d in g the fo llo w in g basic areas: In tro d u c tio n , Pedagogical 46 Classroom In s tru c tio n a l Problems o f Beginning Regular Classroom Teachers, Pedagogical Classroom In s tru c tio n a l Problems o f Experienced Regular Classroom Teachers, Pedagogical Classroom In s tru c tio n a l Problems o f Beginning Vocational A g ric u ltu re Teachers and Pedagogical Classroom In s tru c tio n a l Problems o f Experienced Vocational A g ric u ltu re Teachers. From the studies reviewed, some o f the problems encountered by beginning and experienced re g u la r classroom teachers were s im ila r to the problems encountered by beginning and experienced vocational a g ric u ltu re teachers, except the FFA and SOEP areas which are only lim ite d to vocational a g ric u ltu re teachers. The fo u r groups o f teachers encountered the fo llo w in g common problems: students' d is c ip lin e , m o tivatin g students to have desire to le a rn , planning fo r in d iv id u a l d iffe re n c e s among students, and fin d in g time to get professional tasks accomplished. The FFA and SOEP are major components o f the vocational a g ric u ltu re program. These two areas d iffe r e n tia te the re g u la r teachers from the vocational a g ric u ltu re teachers. In some o f the studies reviewed, vocational a g ric u ltu re teachers encountered major problems in the areas o f FFA and SOEP. Two studies were s im ila r in design to the researcher's study. The two studies conducted by M ille r and Scheid in 1980 and Kahler in 1974 b a s ic a lly were conducted to determine the problems encountered by beginning vocational a g ric u ltu re teachers and to compare the fin d in g s w ith the problems encountered by experienced teachers. They reported th a t FFA and SOEP areas were major problems co n fro n tin g both the beginning and the experienced teachers. problems fo r these teachers were: The a c t iv it ie s causing teaching students w ith d iffe r e n t 47 a b i li t y le v e ls , m o tivatin g FFA committees to fu n c tio n , in v o lv in g a ll members in je a d e rs h ip tra in in g a c t iv it ie s , teaching students record keeping, providing a v a rie ty o f occupational experiences, and id e n tify in g an SOEP appropriate fo r each student. Many o f the studies id e n tifie d problems which were used to determine im p lic a tio n s f o r teacher education in a g ric u ltu re a t a p a rtic u la r u n iv e rs ity and fo r o ve ra ll a g ric u ltu ra l education p re-se rvice and in -s e rv ic e programs in the country. The d iffe re n ce s in problems among teachers are the re s u lt o f the in te ra c tio n o f a number o f v a ria b le s . Thus, there is value in considering as broad a range o f possible va ria bles th a t in flu e n ce teacher e ffective ne ss as p ossible. The lit e r a tu r e c le a r ly provided support fo r th is study and guided the author in s e le c tin g items fo r the teacher questionnaire. methodology o f the study is described in Chapter I I I . The CHAPTER I I I METHODOLOGY In tro d u ctio n This study was conducted using survey research procedures and p ra c tic e s . This chapter on the research procedures is divide d in to the fo llo w in g sections: (1) Population Id e n tific a tio n , (2) Sample S e le ctio n , (3) Development o f the Instrum ent, (4) Data C o lle c tio n and (5) Data A nalysis. Population Id e n tific a tio n The population fo r th is study included a ll beginning and experienced vocational production a g ric u ltu re teachers in Michigan comprehensive high schools in the school year 1985-86. In th a t school year, there were 118 vocational production a g ric u ltu re teachers, 107 (91 percent) male and 11 (9 percent) female. There were 26 beginning and 92 experienced teachers. Richard Karelse, sta te supervisor and co n su lta n t, Michigan Department o f Education, id e n tifie d a ll the vocational production a g ric u ltu re teachers from the l i s t o f 1985-86 Michigan vocational a g ric u ltu re teachers. 48 49 Sample Selection A ll o f the beginning Michigan vocational production a g ric u ltu re teachers were used (n = 26). th is group. There were 19 males and seven females in Sax 1 in d ica te d th a t the to ta l group may be studied where populations are small and accessible. A selected group o f experienced Michigan vocational production a g ric u ltu re teachers also was used in th is study. There were 92 experienced vocational production a g ric u ltu re teachers. Only 26 experienced and successful teachers were used in order to obtain a more equitable comparison w ith in and between the two groups o f teachers. A two-step procedure was employed to s e le c t the group o f experienced teachers. The f i r s t step involved the use o f a ju r y committee comprising fiv e members: three teacher educators in a g ric u ltu re from the Department o f A g ric u ltu ra l and Extension Education, Michigan State U n iv e rs ity , and two Michigan State Supervisors (Appendix B). The c r it e r ia fo r se le ctin g the teacher educators were as fo llo w s : 1. A minimum o f fiv e years o f classroom teaching vocational a g ric u ltu re a t the secondary le v e l. 2. A minimum o f e ig h t years o f experience in teacher education in a g ric u ltu re education in Michigan. 3. C urrently an a c tiv e p a rtic ip a n t in a Michigan vocational a g ric u ltu re teacher education program. 4. A doctoral degree in teacher education. The c r it e r ia fo r s e le c tin g the sta te supervisors were: 1. A minimum o f fiv e years o f classroom teaching o f vocational a g ric u ltu re a t the secondary le v e l. G i l b e r t Sax, P rin c ip le s o f Educational Measurement and E v a lu a tio n ., (Belmont, Ca.: Wadsworth Publishing Co., 1974), p. 436. 2. A minimum o f fiv e years o f professional education experience in vocational a g ric u ltu re education in Michigan. 3. C urrently employed in education in the a d m inistra tio n or supervision o f vocational a g ric u ltu re programs on a statewide b a sis. 4. A m aster's degree or more in vocational education. The ju r y members were given a cover le t t e r , a l i s t o f 1985-86 experienced Michigan production a g ric u ltu re teachers (n = 9 2), and a l i s t o f c r it e r ia fo r se le c tin g experienced and successful vocational production a g ric u ltu re teachers. The c r it e r ia used by the ju r y fo r s e le c tin g experienced and successful teachers were: 1. C urrently a recognized teacher o f vocational production a g ric u ltu re in Michigan. 2. A minimum o f fiv e years (in c lu d in g c u rre n t year) teaching production a g ric u ltu re In Michigan secondary schools. 3. Belongs to a t le a s t two national professional organizations. 4. Attends leadership tra in in g meetings re g u la rly . 5. Attends professional sta te or national conventions and other professional meetings re g u la rly . 6. P a rtic ip a te s in workshops or other in -s e rv ic e programs re g u la rly . A ll the teachers selected by the ju r y had to s a tis fy a t le a s t fo u r o f the s ix c r it e r ia . The f i r s t and second c r it e r ia lis te d above were mandatory and two or more o f the remaining fo u r c r it e r ia were required in order fo r a teacher to be selected. In order fo r a teacher to be selected fo r the study, a t le a s t three o f the fiv e members o f the ju r y had to id e n tify him or her as a successful teacher. A to ta l o f 40 teachers f u l f i l l e d the sp e cifie d c r it e r ia and were selected by a t le a s t three members o f the ju r y . Of the 40 teachers, 14 were selected unanimously; s ix by fo u r members o f the ju r y ; and 20 by three members. 51 To get a to ta l sample o f 26 teachers, those selected unanimously and by fo u r members o f the ju r y were included (n = 20). The second step in the procedure involved se le ctin g s ix a d d itio n a l teachers. A random sample o f the 20 teachers who were chosen by three members o f the ju r y were selected. Borg and G a ll 1 defined simple random sampling as a ll the in d iv id u a ls in the defined population having an equal and independent chance o f being selected as a member o f the sample. p K e rlin g e r also defined random sampling as a method o f drawing a p o rtio n o f a population so th a t each member o f the population has an equal chance o f being selected. Since the population was only 20, the simple random sampling procedure involved w r itin g each name on a small piece o f paper, mixing 3 them together in a c o n ta in e r, and drawing s ix names. Borg and Gall mentioned th a t " . . . i f a small population is used, a simple random sample may in vo lve placing a s lip o f paper w ith the name o f each in d iv id u a l in the popu la tio n , mixing the s lip s thoroughly in a container and drawing the required number o f names." Development o f the Instrument A questionnaire instrum ent was developed to c o lle c t the data needed to f u l f i l l the o b je ctive s o f th is study. A L ik e r t scale was the 1Walter R. Borg and Meredith D. G a ll, Educational Research: An In tro d u c tio n , 3rd e d ., (New York, N.Y.: Longman In c ., 1979), p. 182. O Fred N. K e rlin g e r, Foundations o f Behavioral Research, 2nd e d ., (New York, N.Y.: H o lt, Rinehart and Winston, In c ., 1973), p. 118. o Borg and G a ll, Educational Research, p. 183. 52 method employed to measure the respondents' answers. According to Borg and G a ll,* " L ik e rt Scales are probably the most common types o f a ttitu d e scales c o n stru cte d ." O rig in al L ik e r t scales used fiv e categories such as s tro n g ly agree, agree, undecided, disagree and stro n g ly disagree. 2 Each category had a scale value assigned to i t . The "5" scale value was used to in d ica te a statement th a t was strongly agreed w ith , w hile the " 1 " scale value on the other hand was used to 3 in d ic a te a statement th a t was s tro n g ly disagreed w ith . Best sta te d, "The L ik e r t scaling technique assigns a scale value to each o f the fiv e responses." The agreement on p o s itiv e statements in dicated teachers' perceptions o f no problem, w hile the agreement on the negative statement in d ica te d teachers' perceptions o f problems in the p a rtic u la r area o f classroom in s tr u c tio n . A ll responses to p o s itiv e items were recoded so th a t the items became negative. A fte r the recoding was done, the la rg e r mean on any item would in d ic a te r e la tiv e ly more problem and the sm aller would in d ic a te r e la tiv e ly less problem. The in te rp re ta tio n o f the means o f responses to both p o s itiv e and negative statements in the questionnaire was: Range o f the Mean Less than 2.5 2.5 - 3.5 More than 3.5 In te rp re ta tio n o f Responses Least Problem Some Problem Most Problem h b id . , p. 299. 2 Charles D. Hopkins, Educational Research: A S tructu re fo r In q u iry , (Columbus, Oh.: Charles E. M e r r ill Publishing Co., 1976), p. 148. 3 N .J .: John W. Best, Research in Education, 4th ed. (Englewood C lif f s , P re n tic e -H a ll, In c ., 1^81), p. 182. 53 The survey instrum ent was reviewed and f ie ld tested fo r improvement, c la r i t y , v a lid it y and r e l i a b i l i t y . procedures were used: The fo llo w in g ( 1 ) s e le c t a ju r y , ( 2 ) p ilo t te s t the instrum ent and (3) compute Cronbach's Alpha C o e ffic ie n t (post-hoc) fo r r e l i a b i l i t y te s tin g . 1 The purpose o f the ju r y was to v a lid a te the item s, to a s s is t in the improvement o f the o v e ra ll q u a lity o f the instrum ent, and to make suggestions fo r the c la r if ic a t io n o f any ambiguous items. The ju ry consisted o f three teacher educators in a g ric u ltu re from the Department o f A g ric u ltu ra l and Extension Education, Michigan State U n ive rsity (Appendix B). The ju r y members were given a cover le t t e r (Appendix C); a copy o f the research purpose and o b je c tiv e s ; and a copy o f the survey instrum ent, re s p e c tiv e ly (Appendix H). The researcher gave them one week to review the instrum ent and met w ith each one o f them afterwards to discuss th e ir suggestions fo r improving the instrum ent. A fte r the ju r y members had completed t h e ir ta s k , the instrum ent was prepared fo r p ilo t te s tin g . Wiersma 2 stated th a t "A p ilo t study is a p re lim in a ry use o f the instrum ent w ith (u s u a lly ) a small number o f in d iv id u a ls ." Borg and 3 Gall also in d ica te d th a t a researcher should p re te s t a questionnaire 1Tara L. Sunderhaus and Wade W. M ille r , "An Assessment o f the O rganizational and In s tru c tio n a l D if f ic u lt ie s Associated w ith Job Tasks o f Indiana Vocational A g ric u ltu re In s tru c to rs ," Proceedings o f the 39th Annual Research Conference in A g ric u ltu ra l Education, Central Region, Chicago, I I . (February 1985):3. 2 W illiam Wiersma, Research Methods in Education: An In tro d u c tio n , 3rd ed. (Boston, MA: A llyn and Bacon, In c ., 1985), p. W. 3 Borg and G a ll, Educational Research, p. 301. 54 w ith a sample o f in d iv id u a ls s im ila r to the group one wishes to use in the research before using the questionnaire in the study. Since a ll o f the beginning vocational production a g ric u ltu re teachers (n = 26) were used fo r the study, the researcher's advisor suggested using s ix experienced and successful vocational production a g ric u ltu re teachers, who were not included in the sample fo r the study, fo r p re te s tin g . s ix names were selected, The using a simple random sampling technique as described e a r lie r , from the 14 names remaining a fte r the s ix names had been drawn fo r the study. No changes were made on the instrum ent as a re s u lt o f the p re te s t. The researcher forwarded the questionnaire and a statement o f the purpose o f the research to the chairperson o f the Committee on the Rights o f Human Subjects fo r clearance a t Michigan State U n iv e rs ity . The clearance was necessary since the study involved human subjects. Approval was granted to adm inister the instrum ent (Appendix G). The questionnaire was made up o f two p a rts . Part I was designed to c o lle c t demographic data and was made up o f s ix items (Appendix H). P art I I was made up o f a 11st o f 66 classroom in s tru c tio n a l items (Appendix H) th a t p e rta in to teacher a c t iv it ie s in conducting local vocational a g ric u ltu re programs in Michigan. A post-hoc r e l i a b i l i t y te s tin g procedure was c a rrie d out using Cronbach's Alpha C o e ffic ie n t method. The r e l i a b i l i t y c o e ffic ie n t o f the questionnaire was 0.55 (Appendix L ). homogeneous. The r e l i a b i l i t y was not very high because the sample was The respondents were production a g ric u ltu re teachers; hence they were a ll fa m ilia r w ith the items on the questionnaire. Since the sample was homogeneous, the v a ria tio n in responses was low 55 and th is caused the r e l i a b i l i t y to be low. A llen and Yen* stated th a t a low r e l i a b i l i t y c o e ffic ie n t does not necessariiy t e l l whether a questionnaire a c tu a lly has low r e l i a b i l i t y . "In general, the more heterogeneous the group, the higher the r e l i a b i l i t y c o e ffic ie n t is lik e ly to be . " 2 "A t h ir d fa c to r in flu e n c in g the estimated r e l i a b i l i t y o f a te s t is . . . the more heterogeneous the group, the higher the r e lia b ility ." 3 Data C o lle ctio n Procedure Two sets o f m a ilin g la b e ls and addressed envelopes o f the id e n tifie d names and addresses o f the production a g ric u ltu re teachers f o r the study were obtained from the Department o f A g ric u ltu ra l and Extension Education, Michigan State U n iv e rs ity . The envelopes were used f o r the i n i t i a l m a ilin g and the two sets o f m a ilin g la b e ls were used fo r thank-you and fo llo w -u p purposes. The f i r s t se t o f questionnaire forms was mailed to 52 production a g ric u ltu re teachers on A p ril 10, 1986. A cover l e t t e r , a re tu rn postcard (Appendix E) and a self-addressed, stamped envelope were included in each m a ilin g . Since the survey was v o lu n ta ry, UCRIHS (U n iv e rs ity Committee on Research In vo lvin g Human Subjects) had suggested sending a re tu rn postcard w ith the cover le t t e r to the *Mary J . A lle n and Wendy M. Yen, In tro d u ctio n to Measurement Theory, (Belmont, Ca.: Wadsworth, In c ., 1979), p. 79. O G ilb e rt Sax, Em pirical Foundations o f Educational Research, (Englewood C l i f f s , N.77: P re n tic e -H a ll, In c ., 1968), p. 1(52. 3 W illiam A. Mehrens and Ir v in J . Lehmann, Measurement and Evaluation in Education and Psychology, 2nd e d ., (New York, N .Y .: Rinehart and Winston, In c ., 1 9 /5 ), p 7 l0 2 . H o lt, 56 respondents in order to m aintain t h e ir anonymity. was 65 percent (34). The response rate A second questionnaire w ith a thank-you/reminder le t t e r (Appendix F) and a self-addressed, stamped envelope was mailed to a ll respondents (52) on A p ril 29, 1986. The response ra te increased to 92 percent (48). Borg* ind icate d th a t a minimum o f 70 percent is p needed to place confidence in the fin d in g s . Babbie suggested th a t a response ra te o f 70 percent or more is very good. K e rlin g e r 3 reported th a t a minimum o f 80 percent is needed to generalize the fin d in g s . A summary o f the response s t a t is t ic s is presented in Table 1. TABLE 1 .—Number and percentage o f beginning and experienced vocational production a g ric u ltu re teachers vocational Production A g ric u ltu re Teachers Beginning Teachers Experienced Teachers TOTAL Total Questionnaires Mailed No. Returned . A fte r F ir s t M ailing No. % Returned A fte r Second M ailing No. % 26 16 62 23 88 26 18 69 25 96 52 34 65 48 92 Data Analysis The data were analyzed by using the S ta tis tic a l Package fo r the Social Sciences (SPSS) a t the Michigan State U n iv e rs ity Computer *W alter R. Borg, Applying Educational Research: A P ra ctica l Guide fo r Teachers (New York, N. Y .: Longman, In c ., 1981), p. 8 6 . 2 Earl R. Babbie, Survey Research Methods (Belmont, Ca.: Wadsworth Publishing Co., I n c . , 1973), p. 165. 3 Fred M. K e rlin g e r, Foundations o f Behavior Research, 2d ed. (New York, N .Y.: H o lt, Rinehart and Winston, In c ., 1973), p. 414. 57 Center. Data are presented in Tables in Chapter IV. s ig n ific a n c e was used. The 0.05 leve l o f A le ve l o f s ig n ific a n c e o f .05 w ith an accompanying 95* confidence le ve l was used in assessing the re s u lts o f th is study. .05 le v e l o f s ig n ific a n c e is one o f the three le ve ls The o f s ig n ific a n c e th a t is fre q u e n tly used in survey re p o rts .* B a s ic a lly , three s t a t is t ic a l techniques were used to answer the research questions: 1. Since the study was d e s c rip tiv e in nature, frequencies, percentages, means and standard d evia tion s were used to re p o rt the teachers' responses to the questionnaire. 2. Chi-square te s ts were used to examine the d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in classroom in s tru c tio n . 3. The t- te s ts fo r Independent sample were used to examine the d iffe re n c e s among Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to t h e ir length o f teaching experience, lo ca l a d m in istra tive support as perceived by the teachers, teachers' other re s p o n s ib ilitie s and students' c la s s ific a tio n (ru ra l o r n o n -ru ra l). Summary The research methodology used in th is study was designed to id e n tify pedagogical classroom in s tru c tio n a l problems perceived by Michigan vocational production a g ric u ltu re teachers. To achieve th is purpose, the study focused on fo u r research questions and fiv e hypotheses which addressed pedagogical classroom in s tru c tio n a l problems as re la te d to the s p e c ific classroom in s tru c tio n a l problem areas, general problem areas, d iffe re n ce s in s p e c ific problem areas and d iffe re n c e s in problems according to the general areas o f classroom in s tru c tio n . *Babbie, Survey Research Methods, p. 309. 58 Data fo r th is study were c o lle c te d by the survey method using a questionnaire. The questionnaire consisted o f two p arts and was rated in terms o f i t s c la r it y and va lid ated by three teacher educators in a g ric u ltu ra l education, Department o f A g ric u ltu ra l and Extension Education a t Michigan State U n iv e rs ity . P rio r to the a d m in is tra tio n o f the questionnaire, a p ilo t te s t was conducted o f s ix experienced and successful Michigan vocational production a g ric u ltu re teachers. No changes were made in the questionnaire as a r e s u lt o f the p ilo t te s t. F ifty -tw o questionnaires were mailed to the teachers; 48 questionnaires were returned and used in the data a n a ly s is . This in d ica te s a response ra te o f 92 percent. The s t a t is t ic a l techniques used in the analysis o f data included d e s c rip tiv e s t a t is t ic s in the form o f frequencies, percentages, means and standard d e v ia tio n s ; chi-square and t- te s ts fo r independent sample. Analysis o f Data is presented in Chapter IV. CHAPTER IV ANALYSIS OF DATA The purpose o f th is study was to id e n tify and compare pedagogical classroom in s tru c tio n a l problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers. The o b je ctive s were to id e n tify and compare s p e c ific problems, general problem areas, d iffe re n ce s in s p e c ific problem areas and d iffe re n ce s in problems according to areas o f classroom in s tru c tio n o f beginning and experienced Michigan vocational production a g ric u ltu re teachers. The data analysis was based on seven problem areas co n sistin g o f 66 problem item s. The problem areas included planning fo r in s tru c tio n , e s ta b lis h in g classroom c lim a te , management/execution o f in s tru c tio n , s e le ctin g and using in s tru c tio n a l m a te ria ls /a id s , evaluation o f students' performance, FFA (Future Farmers o f America) and SOEP (Supervised Occupational Experience Program). The study was designed to provide answers to the fo llo w in g research questions: 1. What were the problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers in implementing classroom in s tru c tio n a l programs o f vocational production a g ricu ltu re ? 2. Which areas o f classroom in s tru c tio n o f the vocational production a g ric u ltu re program were perceived to cause major problems fo r beginning and experienced Michigan vocational production a g ric u ltu re teachers? 59 60 3. 4. Were the problems perceived by beginning Michigan vocational production a g ric u ltu re teachers d iffe r e n t from > those perceived by experienced teachers? Were there d iffe re n ce s among Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to length o f teaching experience, local a d m in is tra tiv e support as perceived by the teachers, teachers' o th e r re s p o n s ib ilitie s and students' c la s s ific a tio n (ru ra l or n o n-ru ra l)? B a s ic a lly , three s t a t is t ic a l techniques were used to answer the research questions: 1. Since the study was d e s c rip tiv e in nature, frequencies, percentages, means and standard deviations were used to re p o rt the teachers' responses to the questionnaire. 2. Chi-square te s ts were used to examine the d iffe re nces between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived 1n classroom In s tru c tio n . 3. The t- te s ts fo r Independent sample were used to examine the d iffe re n c e s among Michigan vocational production a g ric u ltu re teachers w ith respect to problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to length o f teaching experience, lo ca l a d m in istra tive support as perceived by the teachers, teachers' other re s p o n s ib ilitie s and students' c la s s ific a tio n (ru ra l or n o n -ru ra l)? A to ta l o f 52 questionnaire forms were sent to Michigan vocational production a g ric u ltu re teachers. A to ta l o f 26 each was sent to beginning and experienced teachers re s p e c tiv e ly . A summary o f the response s t a t is t ic s was presented in Table 1. Results The re s u lts o f the present study are presented in three sections: (1) D escription o f Sample, (2) D e scriptive Analysis and (3) In fe re n tia l Analysis. 61 The d e s c rip tio n o f sample covers the sample c h a ra c te ris tic s o f teachers fn terms o f t h e ir gender, years o f teaching experience, enrollm ent in high school vocational a g ric u ltu re program, FFA membership, support from the lo cal b u ild in g a d m in istra to r as perceived by the teachers and re s p o n s ib ilitie s other than teaching a g ric u ltu re . The d e s c rip tiv e a n a lysis covers the id e n tific a tio n o f s p e c ific and general areas o f pedagogical classroom in s tru c tio n a l problems. The in fe re n tia l analysis includes s t a t is t ic a l te sts o f d iffe re n ce s in the degree o f d i f f i c u l t y o f s p e c ific classroom in s tru c tio n a l problems perceived by the beginning and experienced teachers. The in fe re n tia l analysis fo r the general problem areas includes the s ta t is t ic a l te s ts o f the d iffe re n c e s in the degree o f d i f f i c u l t y (as rated on a L ik e r t scale) o f general problems perceived by.the teachers. Their comparisons were made according to th e ir years o f teaching experience, support from the lo ca l b u ild in g a d m in istra to r as perceived by the teachers, t h e ir r e s p o n s ib ilitie s apart from teaching a g ric u ltu re and the c la s s ific a tio n o f students (ru ra l or n o n -ru ra l) in th e ir classrooms. D escription o f Sample The to ta l number o f population fo r th is study was 118. This included 92 experienced and 26 beginning vocational production a g ric u ltu re teachers. A group o f 26 experienced teachers was selected from a to ta l o f 92; 26 beginning teachers were selected from a to ta l o f 26. A to ta l o f 48 teachers responded: 23 beginning and 25 experienced. The respondents are described in the fo llo w in g paragraphs according to : (1) gender, (2) teaching experience, (3) enrollm ent in vocational 62 a g ric u ltu re program, (4) FFA membership, (5) support from local b u ild in g a d m in is tra to r and ( 6 ) r e s p o n s ib ilitie s other than teaching a g ric u ltu re . The data in Table 2 present the d is tr ib u tio n o f teachers according to t h e ir experience and gender. From the to ta l sample o f fo r ty - e ig h t, 48 percent (23) were beginning teachers and 52 percent (25) were experienced teachers. The percentages o f male and female teachers were 87.5 percent (42) and 12.5 percent ( 6 ) , re s p e c tiv e ly . A ll o f the experienced teachers were male, w hile 73.9 percent (17) o f the beginning teachers were male and 26.1 percent ( 6 ) were female. TABLE 2 .—Gender o f beginning and experienced vocational production a g ric u ltu re teachers Beginning Teachers No. Percent txpenencea Teachers Percent No. Total Percent No. Male Female 17 73.9 26.1 25 100 .0 0 .0 42 6 6 87.5 12.5 Total 23 IdO.o 1 00 .0 48 10O.O Gender '"'"25"' Table 3 presents data concerning years o f teaching experience. According to these data, 52.2 percent (12) o f the beginning teachers had one year o f teaching experience; 13 percent (3) had two years o f teaching experience; 8.7 percent (2) had three years o f teaching experience; and 26.1 percent ( 6 ) o f the beginning teachers had fo u r years o f teaching experience. As fo r the experienced teachers, e ig h t percent (2) had fiv e to nine years o f teaching experience, 24 percent ( 6 ) had ten to fourteen 63 TABLE 3 .—Years o f teaching experience fo r beginning and experienced vocational production a g ric u ltu re teachers Years o f Experience* 1 2 Beginning Teachers Percent No. 12 3 3 4 5-9 10-14 15-19 20-24 25 and over Total 2 6 52.2 13.0 8.7 26.1 - - ------ - - Experienced Teachers Percent No. „ 2 0 .0 4 5 8 32.0 8 25.0 6.3 4.2 12.5 4.2 12.5 8.3 10.4 16.6 25 100.0 48 100.0 3 - - - - - - - - 2 6 - - - - - - 4 5 —— 100.0 Total Percent 12 - - - - 23 No. 8 .0 24.0 16.0 2 6 2 6 *The respondents were in s tru c te d to include t h e ir c u rre n t year o f teaching in t h e ir to ta l number o f years o f experience (Appendix H). years o f teaching experience, 16 percent (4) had fifte e n to nineteen years o f teaching experience, 20 percent (5) had twenty to tw e nty-fo ur years o f teaching experience, and32 percent years o f teaching experience. ( 8 ) had over tw e n ty -fiv e The data in Table 4 present teachers' enrollm ent in vocational a g ric u ltu re programs when they were students in high school. One hundred percent (23) o f the beginning teachers had been e n ro lle d in vocational a g ric u ltu re programs during th e ir high school yea rs, w hile 76 percent (19) o f the experienced teachers had been e n ro lle d in vocational a g ric u ltu re programs. Table 5 presents data concerning FFA membership o f the teachers when they were students in high school. One hundred percent (23) o f the beginning teachers were former FFA members, w hile 76.0 percent (19) o f the experienced teachers were former FFA members. 64 TABLE 4 . --E nrollm ent in vocational a g ric u ltu re program in high school fo r beginning and experienced vocational production a g ric u ltu re teachers Vo-Ag Program Yes No Total beginning Teachers No. Percent Experienced Teachers No. Percent 23 100.0 19 6 76.0 24.0 42 0 .0 6 87.5 12.5 25 100.0 48 100.U " " 2 3 ........... ro o v o ' No. Total Percent TABLE 5 .—FFA merribership in high school fo r beginning and experienced vocational production a g ric u ltu re teachers beginning Teachers No. Percent txpenencea Teachers Percent No. Yes No 23 100.0 19 0 .0 6 to ta l 23 FFA Member lOO.tJ ...25" No. Total Percent 76.0 24.0 42 6 87.5 12.5 lOd .0 48 100 .0".. Table 6 presents data concerning the teachers' perceptions o f support by lo ca l a d m in is tra to rs. Four and th re e -te n th s percent (1) o f the beginning teachers in d icated a dm inistra to rs were Somewhat Supportive; 30.4 percent (7) in d icated Moderate to F a ir support; 39.2 percent (9) indicated a d m in istra to rs were Supportive and 26.1 percent ( 6 ) in d ica te d they were Very Supportive. As fo r experienced teachers, 4.0 percent (1) indicated No A d m in istra tive Support, w hile 4.0 percent (1) indicated they were Somewhat Supportive. Twenty-four percent ( 6 ) indicated Moderate to F a ir Support, 36.0 percent (9) in d ica te d Supportive and 32.0 percent ( 8 ) indicated Very Supportive. 65 TABLE 6 . —Local b u ild in g a d m in is tra tiv e support fo r beginning and experienced vocational production a g ric u ltu re teachers A dm in istrative Support None Somewhat Supportive Moderate to F a ir Supportive Very Supportive Total Beginning Teachers Percent No. txpenencea Teachers No. Percent Total Percent No. 0 0 .0 1 4.0 1 2.1 1 4.3 1 4.0 2 4.2 7 9 30.4 39.2 6 9 24.0 36.0 13 18 27.1 37.5 6 26.1 8 32.0 14 29.1 23 100.0 100.0 48 100.0 25 ...... Table 7 presents data concerning professional r e s p o n s ib ilitie s o f teachers other than teaching a g ric u ltu re . According to these data 8.7 percent ( 2 ) o f the beginning teachers had no other re s p o n s ib ilitie s , TABLE 7 .—Other re s p o n s ib ilitie s o f beginning and experienced vocational production a g ric u ltu re teachers A dditional R e s p o n s ib ilitie s Beginning Teachers Percent No. None Department Head* Coaching Home Room O ther** 4 7 3 16 CM Total 2 8.7 17.4 30.4 13.0 69.6 txpenencea Teachers No. Percent No. 6 24.0 8 3 - 12.0 0 .0 4 16 16.0 64.0 7 7 7 32 (25) Total Percent 16.7 14.6 14.6 14.6 66.7 (48) *Served as chairperson o f two or more areas o f secondary vocational education programs. **Examples reported by teachers included areas o f re s p o n s ib ility such as "science teacher." 66 w hile 17.4 percent (4) o f the beginning teachers were Department Heads. T h irty a n d -four-tenths percent (7) were Coaches, 13.0 percent (3) had Home Room r e s p o n s ib ilitie s and 69.6 percent (16) sp e cifie d Other types o f re s p o n s ib ilitie s . As fo r the experienced teachers, 24 percent ( 6 ) had no other r e s p o n s ib ilitie s , 12 percent (3) were Department Heads, and none o f the experienced teachers had a Coaching re s p o n s ib ility . Sixteen percent (4) o f experienced teachers were Home Room teachers and 64.0 percent (16) s p e c ifie d Other types o f re s p o n s ib ilitie s . D e scrip tive A nalysis: Id e n tific a tio n o f S p e cific Problem Areas The le ve l o f d i f f i c u l t y perceived by vocational production a g ric u ltu re teachers was measured in terms o f th e ir responses to the statements re la te d to pedagogical classroom in s tru c tio n a l problems they might encounter in the classroom. seven areas: The problems were c la s s ifie d in to Planning fo r In s tru c tio n (9 statem ents); E sta blishin g Classroom Climate (11 statem ents); Management/Execution o f In s tru c tio n (11 statem ents); S electing and Using In s tru c tio n a l M a te ria ls /A id s , (7 statem ents); Evaluation o f Students' Performances (7 statements); Future Farmers o f America (FFA) (10 statem ents); and Supervised Occupational Experience Program (SOEP) (11 statements). Agreement on p o s itiv e statements in d ica ted teachers' perceptions o f no problem, w h ile agreement on negative statements indicated teachers' perceptions o f problems in the p a rtic u la r area o f classroom in s tru c tio n . A ll responses to p o s itiv e items were recoded so th a t the items became negative. A fte r the recoding was done, a la rg e r mean on any item 67 would in d ic a te r e la tiv e ly more problem and a sm aller mean would in d ic a te r e la tiv e ly less problem. Items fo r which the scales were reversed are marked w ith an a s te ris k (* ) preceding the item number whenever i t appears. The means and standard deviations fo r each statement according to teaching experience and problem area are given in the fo llo w in g ta bles. The means are in te rp re te d as fo llo w s : Range o f the mean In te rp re ta tio n o f Responses Less than 2.5 2.5 - 3.5 More than 3.5 Least Problem SomeProblem MostProblem The re s u lts presented in th is section are d e s c rip tiv e in nature. No s t a t is t ic a l te s ts were used to compare the responses between the beginning and experienced vocational production a g ric u ltu re teachers. Planning fo r In s tru c tio n The data in Table 8 present the means and standard deviations of responses on items re la te d to problems in Planning fo r In s tru c tio n fo r both beginning and experienced vocational production a g ric u ltu re teachers. The re s u lts Indicated th a t beginning and experienced teachers perceived le v e ls o f d i f f i c u l t y d iffe r e n tly in two areas. Beginning teachers perceived "Some Problem"; experienced teachers "Least Problem" in cla ss. * (1 ) developing a w ritte n course o f study fo r each However, beginning teachers perceived "Some Problem"; experienced teachers "Most Problem" in *(1 ) developing a w ritte n performance o b je c tiv e . The means Indicated th a t both beginning and experienced teachers perceived the "Most Problem" in two areas: *(1 ) planning fo r 68 TABLE 8 . —Planning fo r In stru ctio n : mean and standard deviation of responses fo r beginning and experienced vocational production ag ricu ltu re teachers and overall respondents Item ♦Developing a w ritte n course o f study fo r each class is r e la tiv e ly simple fo r me. ♦Developing a w ritte n performance o b je c tiv e fo r each lesson taught requires very l i t t l e tim e. ♦ I t is r e la tiv e ly easy to determine the in te re s ts and needs o f students. ♦Planning fo r in d iv id u a l d iffe re n ce s among students requires a small amount o f tim e. I have d i f f i c u l t y in developing a weeklymonthly course calendar. The lesson plans I develop fo r classes are u su a lly not very e ffe c tiv e . My lesson plans are not adequate fo r a f u l l class period. ♦When I o u tlin e class o b je c tiv e s , students re a d ily understand them. I never have enough time fo r class preparation each day. Beginning Teachers Mean S.d. txpenencea Teachers Mean S.d. Overa11 Respondents Mean S.d. 3.00 1.04 2.44. 1.04 2.71 1.07 3.43 1.34 1.16 3.83 1.29 3.26 1.01 .94 3.10 .97 .85 4.02 .87 1.15 2.69 1.17 3.86 m 2.74 .89 L 4 -20m 2.96 4 - 16m 1.21 2.64 .85 1.76. .60 1.92 .74 2.30. 1.06 1.56. .71 1.92 .96 3.04 2.64 .91 2.83 .98 3.60 m 1.29 3.75 1.21 2.09. L L 1.02 3.91 m 1.11 ♦P o sitive items w ith scores reversed. M = Most Problem L - Least Problem L L 69 in d iv id u a l d iffe re n ce s among students and ( 2 ) having enough time fo r class preparation each day. three areas: Both groups perceived "Some Problem" in * ( 1 ) determ ining in te re s ts and needs o f students, ( 2 ) developing a weekly-monthly course calendar and (3) o u tlin in g class o b je c tiv e s . They perceived "Least Problem " in two areas: (1) developing e ffe c tiv e lesson plans fo r classes and ( 2 ) developing adequate lesson plans fo r a f u l l class period. E sta b lish in g Classroom Climate The data in Table 9 present the means and standard deviations of responses on items re la te d to problems in E sta b lish in g Classroom Climate fo r both beginning and experienced vocational production a g ric u ltu re teachers. The re s u lts indicated th a t beginning and experienced teachers perceived le v e ls o f d i f f i c u l t y d iffe r e n tly in two areas. The beginning teachers perceived "Some Problem"; the experienced teachers "Least Problem" in *(1 ) keeping students' behavior under co n tro l in the classroom. The beginning teachers perceived "Least Problem"; experienced teachers "Some Problem" in ( 2 ) m aintaining a neat, organized classroom. The means in d ica te d th a t production a g ric u ltu re teachers d id not perceive a major problem in any s p e c ific area. Both beginning and experienced teachers perceived "Least Problem" in nine areas: *(1 ) e s ta b lis h in g good rapport w ith students, * ( 2 ) students pursuing assigned tasks, (3) dealing w ith students in an unbiased manner, *(4 ) cre atin g classroom ru le s th a t f a c ilit a t e p o s itiv e student behavior, (5) in v o lv in g students in decision-making s itu a tio n s , * { 6 ) making students 70 TABLE 9 . —Establishing classroom clim ate: mean and standard deviation of responses fo r beginning and experienced vocational production a g ric u ltu re teachers and overall respondents Item ♦The student behavior in my class is u s u a lly under c o n tro l. ♦Through my e f f o r t , the students e a s ily e s ta b lis h good rapport w ith me. I never m aintain a neat, organized classroom ( e .g . , desks and m a te ria ls , e t c . ) . ♦Through my guidance, the students pursue assigned tasks most o f the tim e. I deal w ith a ll o f the students in a biased manner. ♦Classroom ru le s f a c ilit a t e p o s itiv e student behavior most o f the tim e. I seldom involve students in decision-making s itu a tio n s . ♦The students c le a rly understand expectations o f th e ir behavior. ♦ I always provide verbal feedback fo r acceptable or unacceptable behavior o f students. I use derogatory language when ta lk in g to or about students. Techniques I use to maintain appropriate behavior are not e ffe c tiv e . Beginning Teachers Mean S.d. txpenencea Teachers Mean S.d. u ve ra ii Respondents Mean S.d. 2.56 1.04 1.84, .55 2.19 .89 .90 1.84, .62 2.15 .83 2.17 l 1.15 2.84 1.25 2.52 1.24 .71 2.24, .60 2.29 .65 1.78, 1.00 2.41 1 .10 2.48 l 2.35 l 2.44 l 1.12 L L L 2.35 l .89 2.04, .54 2.19 .73 1.83 l .78 1.72, .84 1.77 .81 2.43 l 1.04 1.92, .49 2.17 .83 2 . 22 l .67 2.08, .91 2.15 .80 1.83 l .83 1.44, .58 1.63 .73 2.26 l .96 1.44 l .51 1.83 .86 ♦Positive items with scores reversed. L = Least Problem L L 71 understand expectations o f th e ir behavior, *(7 ) providing verbal feedback fo r acceptable or unacceptable behavior o f students, ( 8 ) avoiding the use o f derogatory language and (9) using e ffe c tiv e techniques to m aintain appropriate behavior o f students. Management/Execution o f In s tru c tio n The data in Table 10 present the means and standard deviations o f responses on items re la te d to problems in Management and Execution o f In s tru c tio n fo r both beginning and experienced production a g ric u ltu re teachers. The re s u lts in d icate d th a t beginning and experienced teachers perceived le v e ls o f d i f f i c u l t y d iffe r e n tly in two areas: ( 1) helping students to work independently and ( 2 ) g iv in g meaningful lesson summaries to the students. In both areas, the beginning teachers perceived "Some Problem" and the experienced teachers "Least Problem." The means in d ica te d th a t n e ith e r group o f production a g ric u ltu re teachers perceived a major problem in these s p e c ific areas. groups perceived "Some Problem" in fiv e areas: Both *(1 ) g e ttin g students to show a great deal o f in te re s t when in trodu cin g a new lesson, * ( 2 ) providing students who fin is h t h e ir class assignments e a rly w ith c o n te n t-re la te d enrichment a c t iv it ie s , * (3 ) using 100 percent o f class time fo r educational experiences, (4) g e ttin g students to do class work properly and *{5 ) purchasing needed supplies and equipment on tim e. They perceived "Least Problem" in fo u r s p e c ific areas: *(1 ) using a v a rie ty o f teaching techniques, ( 2 ) engaging students in group discussion, *(3 ) making students understand assignments, and *(4 ) managing and organizing classroom f a c i l i t i e s and equipment e ffe c tiv e ly . 72 TABLE 1 0 .—Management/execution of in stru ctio n : mean and standard deviation o f responses fo r beginning and experienced vocational production a g ric u ltu re teachers and overall respondents Item Beginning Teachers Mean S.d. txpenencea Teachers Mean S.d. u veraIi Respondents Mean S.d. 2.35, .94 2.32, 1.07 2.33 1 .00 2.83 .78 2.72 .79 2.77 .78 2.22, 1.04 1.80, .58 2.00 .85 2.22, .67 2.25, .61 2.23 .63 3.09 .90 2.88 .97 2.98 .93 3.26 1.05 3.08 1.08 3.17 1.06 2.70 1.06 2.58 1.10 2.64 1.07 2.48, .79 2.48, .92 2.48 .85 2.61 .99 2.28, 1.02 2.44 1.01 2.91 1.19 2.64 1.15 2.77 1.17 2.61 .94 1.96l .68 2.27 .87 *1 have no d i f f i c u l t y in using a v a rie ty o f teaching techniques. ♦The students show a great deal o f in te re s t when I introduce a new lesson. The students are seldom engaged in group discussions. ♦When I give assignments, the students u su a lly understand. ♦Through my e ffo r ts I provide students who f in is h e a rly w ith co n te n t-re la te d enrichment a c t iv it ie s . ♦I u su a lly use 100 percent o f class time fo r educational experiences. I have d i f f i c u l t y in g e ttin g students to do class work p ro p e rly. ♦I manage and organize classroom f a c i l i t i e s and equipment e ffe c tiv e ly . I have d i f f i c u l t y in helping students to work independently. ♦ I have a l i t t l e d i f f i c u l t y purchasing needed supplies and equipment on tim e. My summary o f a lesson is not very meaningful to the students. L L ♦P ositive items with scores reversed. L = Least Problem L 73 S electing and Using In s tru c tio n a l M a te ria ls/A id s The data in Table 11 responses on present the means and standard deviations o f items re la te d to problems in S electing and Using In s tru c ­ tio n a l M a te ria ls/A id s fo r both beginning and experienced production a g ric u ltu re teachers. The re s u lts indicated th a t beginning and experienced teachers perceived le v e ls o f d i f f i c u l t y d iffe r e n tly in two areas: *(1) se le ctin g and using appropriate audiovidual aids fo r teaching and (2) obtaining adequate resource m aterials fo r classes. In both areas, the beginning teachers perceived "Some Problem" and the experienced teachers "Least Problem." The means in d ica te d th a t n e ith e r group o f teachers perceived a major problem in these s p e c ific areas. Problem" in two areas: They, however, perceived "Some *(1 ) c o lle c tin g objects and specimens fo r classroom teaching and ( 2 ) making use o f computers in teaching; and they perceived "Least Problem" in three areas: (1) developing and using teacher-made m a te ria ls , * ( 2 ) d ire c tin g students to appropriate reading m aterials and (3) making use o f community resources. Evaluation o f Students' Performance The data in Table 12 present the means and standard deviations o f responses on items re la te d to problems in Evaluation o f Students' Performance fo r both beginning and experienced production a g ric u ltu re teachers. The re s u lts in d icate d th a t beginning and experienced teachers perceived le v e ls o f d i f f i c u l t y d iffe r e n tly in fo u r areas: developing a system to evaluate each student, * ( 2 ) using o b je ctive s e ffe c tiv e ly as a basis fo r e va lu a tio n , (3) e sta b lis h in g performance standards fo r students, and *(4 ) developing methods o f te s tin g fo r (1) 74 TABLE 11.—S electing and using in s tru c tio n a l m a te ria ls /a id s : mean and standard d e v ia tio n o f responses fo r beginning and experienced vocational production a g ric u ltu re teachers and o v e ra ll respondents Item Beginning Teachers Mean S.d. Experienced Teachers Mean S.d. u ve ra ii Respondents Mean S.d. 2.83 2.28. .84 2.54 1.05 2.48. 1.04 2.44. 1.23 2.46 1.13 3.13 1.01 2.68 .99 2.90 1.02 3.00 1.28 2.75 1.36 2.87 1.31 2.17. .49 2.00, .42 2.08 .46 2.14. .71 1.52, .51 1.81 .68 3.04 1.26 2.00 l 1.04 2.50 1.26 *1 seldom have d i f f i c u l t y in s e le c tin g and using appropriate audiovisual aids fo r teaching ( e .g ., TV, film s and film s t r ip s ) . I have d i f f i c u l t y in developing and using teacher-made m a te ria ls . ♦ C o lle c tin g ob je cts and specimens fo r classroom teaching is r e la tiv e ly simple fo r me. I seldom make use o f computers in teaching n\y students. ♦ I u s u a lly d ir e c t students to appropriate reading m a te ria ls ( e .g ., textbooks, magazines, handouts). I seldom make use o f community resources ( e .g ., lo c a l farms, agribusinesses, and lo ca l resource persons). I have d i f f i c u l t y 1n o b ta in in g adequate resource m a te ria ls fo r tyy classes ( e .g ., textbooks and consumable goods). 1.19 L L L ♦P o sitive items w ith scored reversed. L = Least Problem L L L 75 TABLE 12.—Evaluation o f students' performance: mean and standard d e via tio n o f responses fo r beginning and experienced vocational production a g ric u ltu re teachers and o v e ra ll respondents Item I have d i f f i c u l t y in developing a system to evaluate each student. *1 have e ffe c tiv e ly established evaluation p ra ctice s th a t are c o n siste n t w ith school p o lic y . *1 have e ffe c tiv e ly used o b je c tiv e s as a basis fo r e va lu a tio n . I seldom keep w ritte n records o f students' d a lly progress. *1 have no d i f f i c u l t y determ ining students' grades. I have d i f f i c u l t y e s ta b lis h in g performance standards fo r students. ♦ I have developed methods o f te s tin g fo r students' competence—ski 11 s, knowledge and a ttitu d e s . beginning Teachers Mean S.d. txpenencea Teachers Mean S.d. u v e ra ii Respondents Mean S.d. 2.66 2 . 20 . 1.08 2.43 1.12 1.13 L 2.14. .83 2.24. .88 2.19 .85 2.83 .98 2.48, .82 2.65 .91 2.91 1.31 2.60 1.26 2.75 1.28 2.43. .90 2.40, 1.04 2.44 .96 2.70 1.06 2.16, .94 2.42 1.03 2.61 .66 2.24 l .78 2.42 .74 L L ♦P o sitive items w ith scores reversed. L = Least Problem students' competency. In these areas, the beginning teachers perceived "Some Problem" and the experienced teachers "Least Problem." The means Indicated th a t n e ith e r group o f teachers perceived a major problem In these areas. only one area: progress. Both groups perceived “ Some Problem" in ( 1 ) keeping w ritte n records o f students' d a ily They perceived "Least Problem" in two areas: * (1 ) estab­ lis h in g e ffe c tiv e evaluation p ractice s th a t are co n siste n t w ith school p o lic y and * ( 2 ) determ ining students' grades. 76 Future Farmers o f America (FFA) The data In Table 13 present the means and standard deviations of responses on items re la te d to problems in FFA programs fo r both beginning and experienced production a g ric u ltu re teachers. The re s u lts indicated th a t beginning and experienced teachers perceived le ve ls o f d i f f i c u l t y d if f e r e n t ly in three areas: (1) encouraging a ll class members to become members o f the FFA chapter, * (2 ) developing a w ritte n FFA program o f a c t iv it ie s and (3) teaching the FFA members budgeting p ra c tic e s . In these three areas the beginning teachers perceived "Some Problem" and experienced teachers "Least Problem." The means in d ica te d th a t the beginning and experienced teachers perceived "Most problem" in only one area: in FFA award programs and contests. Problem" in two areas: (1) guiding p a rtic ip a tio n Both groups perceived "Some *(1 ) a s s is tin g FFA members in developing and fin a n cin g a y e a rly program o f a c t iv it ie s , and (2) teaching and a s s is tin g students w ith record keeping. problem" in fo u r areas: The teachers perceived "Least * (1 ) supervising FFA a c t iv it ie s , *(2 ) preparing student FFA members fo r a leadership ro le , (3) a ssistin g students in s e le c tin g appropriate chapter a c t iv it ie s , and (4) counseling o ffic e rs in c a rryin g o u t the fun ction s o f th e ir o ffic e s . Supervised Occupational Experience Program (SOEp F ^ ------------------------The data in Table 14 present the means and standard deviations of responses on items re la te d to problems in SOEP fo r both beginning and experienced production a g ric u ltu re teachers. The re s u lts indicated th a t beginning and experienced teachers perceived le v e ls o f d i f f ic u lt y d iffe r e n tly in three areas: *(1 ) engaging students successfully in 77 TABLE 13 .—Future Farmers of America (FFA): mean and standard deviation o f responses fo r beginning and experienced vocational production a g ric u ltu re teachers and overall respondents Item *1 have no d i f f i c u l t y in supervising FFA a c t iv it ie s . ♦Preparing student FFA members fo r a leadership ro le is simple fo r me. ♦Guiding p a rtic ip a tio n in FFA award programs and contests requires l i t t l e tim e. ♦A ssistin g FFA members in developing and fin a n cin g a y e a rly program o f a c t iv it ie s Is r e la tiv e ly simple fo r me. I have not been successful in encouraging a ll class members to become a member o f a FFA chapter. I have d i f f i c u l t y in a s s is tin g students in s e le c tin g appropriate chapter a c t iv it ie s . I seldom counsel o ffic e r s in c a rry in g out the fu n ctio n s o f t h e ir o ffic e s . I have d i f f i c u l t y in teaching and a s s is tin g students w ith record keeping. ♦Developing a w ritte n FFA program o f a c t iv it ie s is simple fo r me. I have d i f f i c u l t y In teaching the members accepted budgeting p ractice s fo r operating lo ca l o rga n iza tio n s. ueginnmg Teachers Mean S.d. 1.96. L .98 2.35. 1.07 L 4.56 m .59 txpenencea Teachers Mean S.d. u ve ra ii Respondents Mean S.d. 1.96. 1.02 1.96 .99 2 .20. 1.00 2.27 1.03 .48 4.62 .53 1.17 3.06 1.15 L L 4.68 m 3.45 1.01 2.72 3.00 1.23 2.38. 1.31 2.17. .72 2.12. .88 2.15 .80 2.14. .89 1.44. .51 1.77 .79 2.57 .95 2.52 1.16 2.54 1.05 2.73 .77 2.40. 1.19 2.55 1.02 2.91 .92 2.12 l 2.49 .88 L L ♦Positive items with scores reversed. M = Most Problem L = Least Problem L L L L .67 2.67 1.30 78 TABLE 1 4 .-^Supervised Occupational Experience Program (SOEP): mean and standard deviation of responses fo r beginning and experienced vocational production a g ric u ltu re teachers and overall respondents beginning Teachers _________Item__________________ Mean S.d. *1 have been very successful in engaging students in supervised occupational experiences th a t are re la te d to t h e ir occupational o b je c tiv e s . *A s s is tin g students in developing a formal tra in in g agreement w ith th e ir parents o r employer is simple fo r me. *1 seldom have d i f f i c u l t y in m aintaining adequate SOEP records to determine student progress. I have d i f f i c u l t y in se le c tin g and evaluating tra in in g s ta tio n s to a s s is t students in obta in in g desired occupational competencies. I have d i f f i c u l t y in teaching and a s s is tin g students w ith SOEP record keeping. I seldom use students' occupational experiences as to p ic s fo r classroom study. I seldom coordinate classroom study w ith students' occupational experiences. *1 u s u a lly provide students w ith occupational le a rning experiences c o n siste n t w ith classroom in s tru c tio n s . I seldom use school f a c i l i t i e s to provide occupational learning experiences fo r the students. txpenencea Teachers Wean S.d. u ve ra ll Respondents Mean S.d. 3.19 .81 2.40. .87 2.76 .92 3.40 .82 2.96 .98 3.16 .93 3.50 .91 3.00 1.08 3.10 .94 2.56 2.68 .84 2.52 2.39, 1.12 2.14. 1.00 1.05 3.23 1.03 2.80 2.60 1.00 .95 1.72L .84 2.04 1.03 .77 1.68. .75 1.89 .79 2.52 .75 1.92^ .64 2.20 .75 2.09^ .90 1.68^ .99 1.88 .96 79 TABLE 1 4 .--Continued Item *1 have no d if f i c u l t y in providing students w ith e ffe c tiv e types o f co o rd in a tio n , supervision and occupational guidance 1n t h e ir occupational experience program. I have d i f f i c u l t y in a s s is tin g students in analyzing and using t h e ir occupational experience program records. beginning Teachers Mean S.d. txpenencea Teachers Mean s .d . u ve ra ii Respondents Mean S.d. 3.14 .96 2.88 1.01 3.00 .99 2.55 .86 2.40 l 1.08 2.47 .98 ♦P o sitive items w ith scores reversed. L = Least Problem supervised occupational experiences th a t are re la te d to t h e ir occupational o b je c tiv e s , *(2 ) p roviding students w ith occupational le a rning experiences c o n s is te n t w ith classroom in s tru c tio n and (3) a s s is tin g students in analyzing and using th e ir occupational experience program records. In these three areas, the beginning teachers perceived "Some Problem" and experienced teachers "Least Problem." The means Indicated th a t n e ith e r group o f teachers perceived a major problem in these s p e c ific areas. Problem' in fiv e areas: Both groups perceived "Some *(1 ) a s s is tin g students in developing a formal tra in in g agreement w ith th e ir parents or employer, *(2 ) m aintaining adequate SOEP records to determine student progress, (3) se le ctin g and evaluating tra in in g s ta tio n s to a s s is t students in obtaining desired occupational competencies, (4) teaching and a s s is tin g students w ith SOEP record keeping and *(5 ) providing students w ith e ffe c tiv e types o f 80 c o o rd in a tio n , supervision and occupational guidance in th e ir occupational experience programs. three areas: They perceived "Least Problem" in (1) using students' occupational experience as a to p ic fo r classroom study, (2) co o rd in a tin g classroom study w ith students' occupational experiences, and (3) using school f a c i l i t i e s to provide occupational le a rn in g experiences fo r the students. D e scrip tive A n alysis: Id e n tific a tio n o f General Problem Areas This section presents the le ve l o f d i f f i c u l t y in pedagogical classroom in s tru c tio n a l problems perceived by vocational production a g ric u ltu re teachers according to the general area o f in s tru c tio n a l problems. The responses on p o s itiv e items were recoded to r e fle c t the degree o f problem perceived in each o f the general areas o f classroom in s tru c tio n . The re s u lts ind icate d th a t beginning and experienced teachers perceived le v e ls o f d i f f i c u l t y d iff e r e n tly in fiv e areas: (1) Management/Execution o f In s tru c tio n , (2) S electing and Using In s tru c ­ tio n a l M a te ria ls /A id s , (3) Evaluation o f Students' Performance, (4) FFA and (5) SOE programs. In these fiv e areas, the beginning teachers perceived "Some Problem" and the experienced teachers "Least Problem." As shown in Table 15, the means indicated th a t production a g ric u ltu re teachers d id not perceive a major problem in any o f the seven areas. area: area: However, both groups perceived "Some Problem" in only one (1) Planning fo r In s tru c tio n ; and also "Least Problem" in one (1) E sta b lish in g Classroom Clim ate. 81 TABLE 1 5 .—Mean and standard d e via tion o f responses o f beginning and experienced vocational production a g ric u ltu re teachers re la te d to pedagogical classroom in s tru c tio n a l problems, according to in s tru c tio n a l problem areas Item Planning fo r In s tru c tio n . E sta b lish in g Classroom Clim ate. Management/Execution o f In s tru c tio n S electing and Using In s tru c tio n a l M a te ria ls / Aids Evaluation o f Students' Performance Future Farmers o f America (FFA) Supervised Occupational Experience Program (SOEP) Beginning Teachers Mean S.d. txpenencea Teachers Mean S.d. u ve ra ii Respondents Mean S.d. 3.07 .48 2.88 .48 2.97 .44 2.27. L .50 1.93 l .33 2.09 .45 2.66 .40 2.46 l .35 2.56 .39 2.69 .60 2.24 l .48 2.45 .58 2.61 .65 2.33 l .52 2.47 .59 2.79 .34 2.46 l .50 2.62 .46 2.78 .51 2.34 l .53 2.55 .56 L = Least Problem In fe re n tia l A nalysis; S p e cific Problem Areas Chi-square te s ts were used to examine the d iffe re n ce s between beginning and experienced teachers w ith respect to th e ir perceptions o f classroom in s tru c tio n a l problems according to the in d iv id u a l items in the questionnaire. The questionnaire items on classroom in s tru c tio n a l problems were scored by the respondents according to the fo llo w in g L ik e r t scale: (1) s tro n g ly disagree, (2) disagree, (3) undecided, (4) agree and (5) s tro n g ly agree. A ll responses to p o s itiv e items (items th a t in d ica te d no problems) were recoded so th a t the items became negative (items th a t in d icated problems). A fte r the recoding was done, 82 the la rg e r mean on any item would in d ica te r e la tiv e ly more problem and the sm aller mean would in d ica te r e la tiv e ly less problem. The re s u lts o f the te s ts are presented in the fo llo w in g tables according to each problem area. In order to answer the research question (number 3) mentioned a t the beginning o f th is chapter, the fo llo w in g n u ll hypothesis was tested fo r the seven classroom in s tru c tio n a l areas: Hypothesis Ho*: There were no s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in implementing classroom in s tru c tio n a l programs o f vocational a g ric u ltu re . Planning fo r In s tru c tio n There were nine items re la te d to problems 1n th is area. The Chi-square values (X ) , degrees o f freedom ( d . f . ) and actual level o f s ig n ific a n c e (P) are given in Table 16. The re s u lts indicated th a t the beginning and experienced teachers d iffe re d s ig n ific a n tly in th e ir responses to only one item in the area o f Planning fo r In s tru c tio n : (1) my lesson plans are not adequate fo r a f u l l class period (p*£ .05). Since there was a s ig n ific a n t d iffe re n c e in a t le a s t one s p e c ific area, the n u ll hypothesis was re je c te d . I t was concluded th a t beginning teachers d iffe re d from experienced teachers in planning adequate lessons fo r a f u l l class p eriod. Due to the re je c tio n o f the n u ll hypothesis, the data were fu rth e r analyzed by comparing the means of th is item . As shown in Table 17, fu rth e r analysis o f th is item indicated th a t beginning teachers (mean o f 2.30) perceived r e la tiv e ly more problems in planning adequate lessons fo r a f u l l class period as 83 TABLE 16.— Planning fo r In s tru c tio n : Chi-square te s ts on the re la tio n s h ip between perceptions o f classroom in s tru c tio n a l problems and teaching experience o f vocational production a g ric u ltu re teachers Item Developing a w ritte n course o f study f o r each class is r e la tiv e ly simple fo r me. Developing a w ritte n performance o b je c tiv e fo r each lesson taught requires very l i t t l e tim e. I t is r e la tiv e ly easy to determine the in te re s ts and needs o f the students. Planning fo r in d iv id u a l d iffe re n ce s among students requires a small amount o f time. I have d i f f i c u l t y in developing a weekly-monthly course calendar. The lesson plans I develop fo r classes are u s u a lly not very e ffe c tiv e . My lesson plans are not adequate fo r a f u l l class p eriod. When I o u tlin e class o b je c tiv e s , students re a d ily understand them. I never have enough time fo r class preparation each day. X2 d .f. 3.07 2 .22 4.61 2 .10 1.45 2 .48 2.57 2 .87 0.28 2 .87 2.73 2 .26 6.19 2 .05* 2.20 2 .33 0.86 2 .65 P ♦ S ig n ific a n t a t a lp h a s .05. Table 17.—Mean and standard d e via tio n ( s .d .) o f responses o f beginning and experienced vocational production a g ric u ltu re teachers fo r lesson plans prooiem My lesson plans are not adequate fo r a f u l l class p e ri od. leacners n. mean s.d . Beginning 23 2.30 1.06 Experienced 25 1.56 .71 84 compared to experienced teachers (mean o f 1.56). (Means fo r a ll classroom in s tru c tio n a l s p e c ific areas in Appendix J .) E stablishing Classroom Climate There were 11 items re la te d to problems in th is area. The re s u lts in Table 18 in d ica te d th a t the beginning and experienced teachers d iffe re d s ig n ific a n tly in th e ir responses to fo u r items in the area o f E sta b lish in g Classroom Clim ate: *(1 ) student behavior in my classroom is u su a lly under co n tro l (p^ .00 ). Since there was a s ig n ific a n t d iffe re n c e in a t le a s t one o f the s p e c ific areas, the 92 n u ll hypothesis was re je c te d . I t was concluded th a t beginning teachers d iffe re d from experienced teachers in developing a w ritte n FFA program o f a c t iv it ie s and teaching the FFA members accepted budgeting practice s fo r operating lo c a l orga n iza tio ns. Due to the re je c tio n o f the n u ll hypothesis, the data were fu rth e r analyzed by comparing the means o f these item s. TABLE 26.—Future Farmers o f America (FFA): Chi-square te s ts on the re la tio n s h ip between perceptions o f classroom in s tru c tio n a l problems and teaching experience o f the vocational production a g ric u ltu re teachers Item I have no d i f f i c u l t y in supervising FFA a c t iv it ie s . Preparing student FFA members fo r a leadership ro le 1s simple fo r me. Guiding p a rtic ip a tio n in FFA award programs and contests requires l i t t l e tim e. A s s is tin g FFA members in developing and fin a n cin g a y e a rly program o f a c t iv it ie s is r e la tiv e ly simple fo r me. I have not been successful in encouraging a ll class members to become a member o f a FFA chapter. I have d i f f i c u l t y in a s s is tin g students in s e le c tin g appropriate chapter a c t iv it ie s . I seldom counsel o ffic e r s in c a rryin g out the fu n ctio n s o f th e ir o ffic e s . I have d i f f i c u l t y in teaching and a s s is tin g students w ith record keeping. Developing a w ritte n FFA program o f a c t iv it ie s is simple fo r me. I have d i f f i c u l t y in teaching the members accepted budgeting p ra ctice s fo r operating lo cal orga n iza tio n s. ★★★Significant a t a lp h a s .001 X2 d .f. 1.16 2 .56 0.30 2 .86 1.11 1 .29 4.11 2 .13 2.31 2 .32 0.14 2 .93 4.97 2 .08 2.04 2 .36 10.96 2 .00* * * 11.81 2 .00*** P 93 As shown in Table 27, fu rth e r analysis o f these items indicated th a t beginning teachers (mean o f 2.73) perceived r e la tiv e ly more problem in developing a w ritte n FFA program o f a c t iv it ie s as compared to experienced teachers (mean o f 2.4 0). Furthermore, beginning teachers (mean o f 2.91) perceived r e la tiv e ly more problem in teaching the FFA members accepted budgeting p ractice s fo r operating lo ca l orga n iza tio n s, as compared to experienced teachers (mean o f 2 .1 2 ). Table 2 7 .—Mean and standard de via tio n o f responses o f beginning and experienced vocational production a g ric u ltu re teachers fo r FFA program development and teaching FFA members budgeting practice s rroDiem leachers ♦Developing a w ritte n FFA program o f a c t iv it ie s is simple f o r me. I have d i f f i c u l t y in teaching the FFA members accepted budgeting p ra ctice s fo r operating lo ca l organiza­ tio n s . n. mean s.a. Beginning 22 2.73 .77 Experienced 25 2.40 1.19 Beginning 22 2.91 .92 Experienced 25 2.12 .67 ♦P o s itiv e item w ith score reversed. Supervised Occupational Experience ProgrTnTSTSEPr^ ------------- There were 11 Items 1n the SOEP area. The re s u lts in Table 28 indicated th a t the beginning and experienced teachers d iffe re d s ig n ific a n tly 1n t h e ir responses to two s p e c ific items 1n the area o f SOEP: * (1 ) I have been very successful in engaging students in supervised occupational experiences th a t are re la te d to th e ir occupational o b je ctive s (p<: .01) and *(2 ) I u su a lly provide students w ith occupational le a rn in g experiences co n siste n t w ith classroom 94 TABLE 2 8 .—Supervised Occupational Experience Program (SOEP): Chisquare te s ts on the re la tio n s h ip between perceptions o f classroom In s tru c tio n a l problems and teaching experience o f the experienced vocational production a g ric u ltu re teachers Item I have been very successful in engaging students in supervised occupational experiences th a t are re la te d to th e ir occupational o b je ctive s A ssisting students in developing a formal tra in in g agreement w ith t h e ir parents or employer is simple fo r me. I seldom have d i f f i c u l t y in m aintaining adequate SOEP records to determine student progress. I have d i f f i c u l t y in s e le c tin g and evaluating tra in in g s ta tio n s to a s s is t students in obta ining desired occupational competencies. I have d i f f i c u l t y in teaching and a s s is tin g students w ith SOEP record keeping. I seldom use students' occupational experiences as to p ics fo r classroom study. I seldom coordinate classroom study w ith students' occupational experiences. I u s u a lly provide students w ith occupational le a rn in g experiences co n siste n t w ith classroom in s tru c tio n s . I seldom use school f a c i l i t i e s to provide occupational le a rn in g experiences fo r the students. I have no d i f f i c u l t y in p roviding students w ith e ffe c tiv e types o f c o o rd in a tio n , supervision and occupational guidance in th e ir occupational experience program. I have d i f f i c u l t y in a s s is tin g students 1n analyzing and using t h e ir occupational experience program records. ♦ S ig n ific a n t a t alpha< .05 ♦ ♦ S ig n ific a n t a t alpha < .01 X2 d .f. P 9.01 2 .0 1 ^ 3.59 2 .17 2.89 2 .24 4.78 2 .09 2.01 2 .37 4.47 2 .11 1.09 2 .58 6.14 2 .05^ 1.50 2 .47 4.79 2 .09 4.67 2 .10 95 in s tru c tio n (p<: .0 5 ). Since there was a s ig n ific a n t d iffe re n ce in a t le a s t one s p e c ific area, the n u ll hypothesis was re je cte d . I t was concluded th a t beginning teachers d iffe re d from experienced teachers in engaging students su cce ssfu lly in S.O.E. th a t are re la te d to th e ir occupational o b je ctive s and p roviding students w ith occupational le a rn in g experiences co n s iste n t w ith classroom in s tru c tio n s . Due to the re je c tio n o f the n u ll hypothesis, the data were fu rth e r analyzed by comparing the means o f these Items. As shown in Table 29, fu rth e r analysis o f these items indicated th a t beginning teachers (mean o f 3.19) perceived r e la tiv e ly more problem 1n engaging students successfu lly in S.O.E. th a t are re la te d to t h e ir occupational o b je c tiv e s as compared to experienced teachers (mean o f 2 .40). Table 29.—Mean and standard d e via tio n o f responses o f beginning and experienced vocational a g ric u ltu re teachers fo r engaging students in S.O.E. and providing students w ith occupational le a rning experiences proDlem *1 have been very successful in engaging students in supervised occupational experiences th a t are re la te d to th e ir occupa­ tio n a l o b je c tiv e s . *1 u s u a lly provide students w ith occupational learning experiences co n siste n t w ith classroom in s tru c tio n s . leacners n. mean s.d. Beginning 21 3.19 .81 Experienced 25 2.40 .87 Beginning 21 2.52 .75 Experienced 25 1.92 .64 ♦P o sitive items w ith scores reversed. The beginning teachers (mean o f 2.52) also perceived r e la tiv e ly more problem in providing students w ith occupational le a rning 96 experiences c o n siste n t w ith classroom in s tru c tio n s as compared to experienced teachers (mean o f 1.92). In fe re n tia l A nalysis: General Problem Areas In order to answer the research question (number 4) mentioned a t the beginning o f th is chapter, the fo llo w in g n u ll hypothesis was tested: Hypothesis 2 Ho : There were no s ig n ific a n t d iffe re n ce s among Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceive in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to t h e ir length o f teaching experience. Teaching Experience Teachers were c la s s ifie d in to two groups according to the number o f years o f t h e ir teaching experience. Those who had taught fo r less than fiv e years were c la s s ifie d as "beginning" teachers and those who had taught f o r fiv e or more years were c la s s ifie d as "experienced" teachers. There were a to ta l o f 66 Items re la te d to pedagogical classroom in s tru c tio n a l problems. areas: These Items were c la s s ifie d in to seven problem Planning fo r In s tru c tio n , E stab lishin g Classroom Clim ate, Management/Execution o f In s tru c tio n , S electing and Using In s tru c tio n a l M aterials/A1ds, Evaluation o f Students' Performance, Future Farmers o f America (FFA) and Supervised Occupational Experience Program (SOEP). The le v e l o f d i f f i c u l t y perceived by the Michigan vocational production a g ric u ltu re teachers 1n each problem area was measured by the average d i f f i c u l t y o f a ll items in each area. The t - t e s t was used to examine i f there was a d iffe re n c e in the le ve l o f d i f f i c u l t y perceived by beginning and experienced teachers in each o f the seven problem areas. 97 The re s u lts o f the t - te s ts are presented In Table 30. The re s u lts Indicated th a t the le v e ls o f d i f f i c u l t y were s ig n ific a n tly (p<: .05) d iffe r e n t fo r the beginning and experienced teachers in fo u r areas: E sta b lish in g Classroom Clim ate, S electing and Using In s tru c tio n a l M aterial s /A id s , Future Farmers o f America (FFA) and Supervised Occupational Experience Program (SOEP). This led to the re je c tio n o f the n u ll hypothesis in these fo u r areas. I t was concluded th a t beginning teachers d iffe re d from experienced teachers in the areas o f E sta b lish in g Classroom Clim ate, S electing and Using In s tru c tio n a l M aterials/A1ds, Future Farmers o f America (FFA) and Supervised Occupational Experience Programs (SOEP). Due to the re je c tio n o f the n u ll hypothesis, the data were fu rth e r analyzed by comparing the means o f these areas. As shown in Table 30, fu rth e r analysis o f these areas indicated th a t beginning teachers (mean o f 2.27) perceived r e la tiv e ly more problem in E sta b lish in g Classroom Climate as compared to experienced teachers (mean o f 1 .9 3 ); beginning teachers (mean o f 2.69) perceived r e la tiv e ly more problem in S electing and Using In s tru c tio n a l M a te ria ls/A id s as compared to experienced teachers (mean o f 2 .2 4 ); beginning teachers (mean o f 2.79) perceived r e la tiv e ly more problem in FFA as compared to experienced teachers (mean o f 2.46) and beginning teachers (mean o f 2.78) perceived r e la tiv e ly more problem in SOEP as compared to experienced teachers (mean o f 2 .3 4 ). In these fo u r areas, beginning teachers perceived a s ig n ific a n tly higher degree o f d i f f i c u l t y than experienced teachers. In order to answer the research question (number 4 ), the fo llo w in g n u ll hypothesis was tested: 98 Table 3 0 .— Pedagogical classroom in struction al problems according to teaching experience o f beginning and experienced vocational production ag ric u ltu re teachers n. mean s.a. 23 3.06 .38 Experienced teachers 25 2.88 .48 E sta b lish in g classroom clim a te Beginning teachers 23 2.27 .50 Experienced teachers 25 1.93 .33 23 2.66 .40 25 2.46 .35 23 2.69 .60 25 2.24 .48 23 2.61 .65 Experienced teachers 25 2.33 .52 Future Farmers o f America (FFA) Beginning teachers 23 2.79 .34 Experienced teachers 25 2.46 .50 23 2.78 .51 25 2.34 .53 Area Planning fo r In s tru c tio n Beginning teachers Management/Execution o f In s tru c tio n Beginning teachers Experienced teachers S electing and Using In s tru c ­ tio n a l M a te ria ls/A id s Beginning teachers Experienced teachers Evaluation o f Students' Performance Beginning teachers Supervised Occupational Experience Program (SOEP) Beginning teachers Experienced teachers ♦ ♦ S ig n ific a n t a t alpha 01 t -----P------ 1.44 .16 2.77 .0 1 ^ 1.81 .08 2.89 .0 1 ^ 1.67 .10 2.64 .0 1 ^ 2.95 .01*T* 99 Hypothesis 3 Ho i> There are no s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceive in some areas o f classroom in s tru c tio n th a t can be a ttrib u te d to t h e ir lo c a l b u ild in g a d m in istra tive support. Local A d m in istra tive Support Teachers were c la s s ifie d according to th e ir perceived school local a d m in is tra tiv e support fo r th e ir vocational a g ric u ltu re program. Those who responded "nonexistent to moderate support" were c la s s ifie d in to one group and those who responded "supportive to very supportive" were c la s s ifie d in to another group. The t - t e s t was used to examine i f there was a d iffe re n c e in the le ve l o f d i f f i c u l t y perceived by these two groups o f vocational production a g ric u ltu re teachers. The re s u lts o f the t- te s ts are presented in Table 31. The re s u lts in d ica te d th a t the le v e ls o f d i f f i c u l t y were s ig n ific a n tly ( p < .05) d iffe r e n t fo r those teachers who responded "nonexistent to moderate support" and those who responded "supportive to very supportive" in only one area: In s tru c tio n a l M a te ria ls /A id s . hypothesis. S electing and Using This led to the re je c tio n o f the n u ll I t was concluded th a t the group o f teachers who reported nonexistent to moderate a d m in is tra tiv e support d iffe re d from the group o f teachers who responded supportive to very supportive. Due to the re je c tio n o f the n u ll hypothesis, the data were fu rth e r analyzed by comparing the means o f th is area. As shown in Table 31, fu rth e r analysis o f th is area indicated th a t the group o f teachers who reported nonexistent to moderate a d m in is tra tiv e support (mean o f 2.74) perceived a s ig n ific a n tly higher 100 Table 3 1 .—Pedagogical classroom instructional problems according to local adm inistrative support of beginning and experienced vocational production ag ric u ltu re teachers Area n. mean Planning fo r In s tru c tio n Nonexistent to moderate 16 3.04 .39 32 2.94 .45 16 2.14 .50 32 2.07 .43 16 2.65 .29 32 2.51 .42 16 2.74 .53 Supportive to very supportive E stablishing classroom clim ate Nonexistent to moderate Supportive to very supportive Management/Execution o f In s tru c tio n Nonexistent to moderate Supportive to very supportive Selecting and Using In s tru c ­ tio n a l M a te ria ls/A id s Nonexistent to moderate Supportive to very supportive Evaluation o f Students' Performance Nonexistent to moderate Supportive to very supportive Future Farmers o f America (FFA) Nonexistent to moderate Supportive to very supportive Supervised Occupational Experience Program (SOEP) Nonexistent to moderate Supportive to very supportive ♦ ♦ S ig n ific a n t a t alpha ,$.01 ““0 7 “ ------1------ ---- P----- 32 2.31 .56 16 2.34 .50 32 2.53 .53 16 2.69 .42 32 2.58 .48 16 2.76 .50 25 2.45 .57 .79 .43 .51 .61 1.22 .23 2.57 .O l^ -1.05 .30 .83 .41 1.85 .07 101 degree o f d i f f i c u l t y in S electing and Using In s tru c tio n a l M a te ria ls / Aids as compared to the group o f teachers who responded supportive to very supportive (mean o f 2.31). In order to answer the research question (number 4) the fo llo w in g n u ll hypothesis was tested: Hypothesis 4 Ho : There were no s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to t h e ir re s p o n s ib ilitie s other than teaching a g ric u ltu re . Teachers' Other R e s p o n s ib ilitie s Teachers were c la s s ifie d in to two groups according to the number o f other re s p o n s ib ilitie s held by the vocational production a g ric u ltu re teachers apart from teaching a g ric u ltu re . Those who held one re s p o n s ib ility were c la s s ifie d in to one group and those who held two or more re s p o n s ib ilitie s were c la s s ifie d in to another group. The t - t e s t was used to examine whether there was a d iffe re n c e in the le ve l o f d i f f i c u l t y perceived by these two groups o f teachers. The data in Table 32 present the re s u lts o f the t- te s t s . The re s u lts in d ica ted th a t there were no s ig n ific a n t diffe ren ce s in the perceived le v e ls o f d i f f i c u l t y in any o f the seven classroom in s tru c tio n a l areas fo r the teachers who held one other r e s p o n s ib ility and those teachers who held two or more other r e s p o n s ib ilitie s . led to the acceptance o f the n u ll hypothesis. This I t was concluded th a t there were no s ig n ific a n t d iffe re n ce s between the teachers who held one other re s p o n s ib ility and those teachers who held two o r more other re s p o n s ib ilitie s in th e ir perceived le v e ls o f d i f f i c u l t y in the areas 102 Table 3 2 .—Pedagogical classroom instruction al problems according to teachers' other re s p o n s ib ilitie s of beginning and experienced vocational production ag ricu ltu re teachers Area Planning fo r In s tru c tio n One re s p o n s ib ility Two/more re s p o n s ib ilitie s E sta b lish in g classroom clim ate One re s p o n s ib ility Two/more re s p o n s ib ilitie s Management/Execution o f In s tru c tio n One re s p o n s ib ility Two/more re s p o n s ib ilitie s S electing and Using In s tru c ­ tio n a l M a te ria ls/A id s One re s p o n s ib ility Two/more r e s p o n s ib ilitie s Evaluation o f Students' Performance One re s p o n s ib ility Two/more re s p o n s ib ilitie s Future Farmers o f America (FFA) One re s p o n s ib ility Two/more re s p o n s ib ilitie s Supervised Occupational Experience Program (SOEP) One re s p o n s ib ility Two/more re s p o n s ib ilitie s n. mean i. a . 36 2.97 .45 12 2.98 .40 36 2.04 .44 12 2.23 .47 36 2.54 .40 12 2.62 .36 36 2.40 .52 12 2.62 .72 36 2.45 .65 12 2.52 .42 36 2.58 .47 12 2.73 .43 36 2.49 .57 12 2.73 .50 z ---- P----- -.1 0 .92 -1.30 .20 -.62 .54 -1.13 .27 -.39 .70 -.9 8 .33 -1.32 .19 103 o f Planning fo r In s tru c tio n , E sta b lish in g Classroom Clim ate, Management/Execution o f In s tru c tio n , S electing and Using In s tru c tio n a l M a te ria ls /A id s , Evaluation o f Students' Performance, FFA and SOEP. In order to answer the research question (number 4 ) , the fo llo w in g n u ll hypothesis was tested: Hypothesis 5 Ho : There were no s ig n ific a n t d iffe re n ce s between beginning and experienced Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to th e ir students' c la s s ific a tio n (ru ra l or n o n -ru ra l). Students' C la s s ific a tio n Teachers were c la s s ifie d In to two groups according to the proportion o f ru ra l students in th e ir schools. The teachers were c la s s ifie d in to one group I f the proportion o f ru ra l students was 50 percent or more and were c la s s ifie d in to another group i f the p roportion o f ru ra l students was less than 50 percent. The t - t e s t was used to determine i f there was a d iffe re n c e in the le ve l o f d if f i c u l t y perceived by teachers who taught ru ra l students when compared w ith those teachers who taught non-rural students (urban/suburban). The data in Table 33 present the re s u lts o f the t- t e s t s . The re s u lts in d ica te d th a t there were no s ig n ific a n t d iffe re n ce s in the perceived le v e ls o f d i f f i c u l t y in any o f the areas fo r the teachers who taught ru ra l students when compared w ith those teachers who taught urban/suburban students. n u ll hypothesis. This led to the acceptance o f the I t was concluded th a t there were no s ig n ific a n t d iffe re n ce s between the teachers who taught ru ra l students when compared w ith those teachers who taught urban/suburban students in 104 Table 33.-<-Pedagogical classroom in struction al problems according to students' c la s s ific a tio n o f beginning and experienced vocational production a g ric u ltu re teachers n. mean s.a. 33 2.97 .43 15 2.92 .48 33 2.11 .40 Urban/suburban 15 2.04 .56 Management/Execution o f In s tru c tio n Rural 33 2.54 .40 Urban/suburban 15 2.59 .39 33 2.47 .60 Urban/suburban 15 2.43 .55 Evaluation o f Students' Performance Rural 33 2.55 .60 Urban/suburban 15 2.28 .55 33 2.55 .60 15 2.28 .55 33 2.56 .59 15 2.53 .52 Area Planning fo r In s tru c tio n Rural Urban/suburban E stablishing classroom clim ate Rural S electing and Using In s tru c ­ tio n a l M a te ria ls/A id s Rural Future Farmers o f America (FFA) Rural Urban/suburban Supervised Occupational Experience Program (SOEP) Rural Urban/suburban t ---- P----- .53 .60 .53 .60 .35 .73 .23 .82 1.47 .15 1.47 .15 .20 .84 105 t h e ir perceived le v e ls o f d if f i c u l t y in the areas o f Planning fo r In s tru c tio n , E sta b lish in g Classroom Clim ate, Management/Execution of In s tru c tio n , S electing and Using In s tru c tio n a l M a te ria ls/A id s, Evaluation o f Students' Performance, FFA and SOEP. Summary In th is chapter, data generated by the beginning and experienced Michigan vocational production a g ric u ltu re teachers were analyzed. D e scrip tive s t a t is t ic s — percentages, means and standard d e via tio ns, Chi-square, and t- te s ts — were employed to id e n tify pedagogical classroom In s tru c tio n a l problems as re la te d to the S p e c ific Classroom In s tru c tio n a l Problem Areas, General Problem Areas, D ifferences in S p e c ific Problem Areas and D ifferences in Problems according to the General Areas o f Classroom In s tru c tio n . A Summary o f the Findings, Conclusions and Recommendations is presented in Chapter V. CHAPTER V SUMtARY, CONCLUSIONS AND RECOMMENDATIONS The purpose o f th is chapter is to provide a summary o f th is study, to draw conclusions based on the data a n a lysis, and to make recommendations fo r the Michigan vocational a g ric u ltu ra l education program and fu rth e r research. The purpose o f th is study was to id e n tify and compare pedagogical classroom in s tru c tio n a l problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers. To achieve th is purpose, the fo llo w in g areas were in ve stig a te d : 1. The problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers in implementing classroom in s tru c tio n a l programs o f vocational production a g ric u ltu re . 2. The areas o f the classroom in s tru c tio n o f the vocational production a g ric u ltu re program as perceived to cause major problems fo r beginning and experienced Michigan vocational production a g ric u ltu re teachers. 3. The d iffe re n ce s in problems perceived by beginning Michigan vocational production a g ric u ltu re teachers and those perceived by experienced teachers. 4. The d iffe re n ce s among Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceived in some areas o f classroom in s tru c tio n th a t can be a ttrib u te d to t h e ir length o f teaching experience, lo ca l b u ild in g a d m in is tra tiv e support as perceived by the teachers, teachers' other re s p o n s ib ilitie s and students' c la s s ific a tio n (ru ra l or n o n -ru ra l). The data fo r th is study were secured through the use o f a questionnaire. The questionnaire was designed to c o lle c t data from 106 107 beginning and experienced Michigan vocational production a g ric u ltu re teachers. > F o rty -e ig h t (92*) o f the 52 selected teachers completed the fin a l questionnaire (Appendix H); 23 (48*) teachers from the beginning group and 25 (52%) teachers from the experienced group. The c o lle c te d data were analyzed by using the S ta tis tic a l Package fo r the Social Sciences (SPSS) a t Michigan State U n iv e rs ity . Descrip­ tiv e s t a t is t ic s — frequencies, percentages, means and standard d e v ia tio n s ; chi-square; and t- te s ts — were employed in the analysis o f data. The 48 respondents included in the study were c la s s ifie d in to two groups according to the number o f years o f th e ir teaching experience. Those who had taught less than fiv e years were c la s s ifie d as "beginning" teachers and those who had taught fo r fiv e or more years were c la s s ifie d as "experienced" teachers. There were 23 beginning teachers, 17 (73.9%) males and s ix (26.1%) females, who completed the questionnaire. Tw enty-five males from the experienced group also completed the questionnaire. There were no female teachers in the experienced group. In terms o f experience fo r beginning teachers, 12 (52.2%) o f them had one year o f teaching experience, three (13%) had two years, two (8.7%) had three years and s ix (26.1%) had fo u r years. As fo r experienced teachers, two (8%) had fiv e to nine ye ars, s ix (24%) had 10-14 years, fo u r (16%) had 15-19 years, fiv e (20%) had 20-24 years and e ig h t (32%) had over 25 years. In terms o f enrollm ent in high school vocational a g ric u ltu re programs, 23 (100%) beginning teachers had been e n ro lle d , w hile only 19 (76%) o f the experienced teachers had been e n ro lle d in the program. In terms o f FFA membership in high school, 23 108 (100%) beginning teachers had been members, while only 19 (76.9%) experienced teachers had been FFA members. In terms o f teachers' other r e s p o n s ib ilitie s in school fo r beginning teachers, two (8.7%) teachers had no other r e s p o n s ib ilitie s , fo u r (17.4%) were department heads, seven (30.4%) were coaches, three (13.0%) had home room re s p o n s ib il­ it ie s and 16 (69.6%) s p e c ifie d other types o f responsi b i l i t i e s . As fo r the experienced teachers, s ix (24%) had no other re s p o n s ib ilitie s , three (12%) were department heads, and none o f them had coaching re s p o n s ib ilitie s . Four (16%) were home room teachers and 16 (64.0%) also sp e c ifie d other types o f re s p o n s ib ilitie s . Summary o f the Findings The fo llo w in g fin d in g s are re la te d to s p e c ific research questions and n u ll hypotheses. S p e c ific Problems o f Michigan Vocational Production A g ric u ltu re Teachers Research Question 1 : What were the problems perceived by beginning and experienced Michigan vocational production a g ric u ltu re teachers in implementing classroom in s tru c tio n a l programs o f vocational production a g ric u ltu re ? The study in d ica te d the fo llo w in g s p e c ific problems perceived by both the beginning and experienced Michigan vocational production a g ric u ltu re teachers in the general area o f (A) Planning fo r In s tru c tio n . The beginning and experienced teachers perceived "Most Problem" in the fo llo w in g : 1. Planning fo r in d iv id u a l d iffe re n ce s among students. 2. Having enough time fo r class preparation each day. 109 They perceived "Some Problem" in the fo llo w in g : >1. Determining In te re s ts and needs o f students. 2. Developing a weekly-monthly course calendar. 3. O u tlin in g class o b je c tiv e s . The teachers perceived "Least Problem" in the fo llo w in g : 1. Developing e ffe c tiv e lesson plans fo r classes. 2. Developing adequate lesson plans fo r a f u l l class period. A d d itio n a lly , beginning teachers perceived "Some Problem"; experienced teachers "Least Problem" in the fo llo w in g : 1. Developing a w ritte n course o f study fo r each cla ss. Beginning teachers perceived "Some Problem"; experienced teachers "Most Problem" in the fo llo w in g : 1. Developing a w ritte n performance o b je c tiv e . The study in d ica te d the fo llo w in g s p e c ific problems perceived by both the beginning and experienced Michigan vocational production a g ric u ltu re teachers in the general area o f (B) Establshing Classroom Clim ate. N either the beginning nor the experienced teachers perceived a major problem; however, they perceived "Least Problem" in the fo llo w in g : 1. E sta b lish in g good rappo rt w ith students. 2. Students pursuing assigned tasks. 3. Dealing w ith students in an unbiased manner. 4. Creating classroom ru le s th a t f a c ilit a t e p o s itiv e student behavior. 5. In vo lvin g students in decision-making s itu a tio n s . 6. Making students understand expectations o f th e ir behavior. 110 7. Providing verbal feedback fo r acceptable or unacceptable behavior o f students. 8. Avoiding the use o f derogatory language. 9. Using e ffe c tiv e techniques to maintain appropriate behavior o f students. Also, beginning teachers perceived "Some Problem"; experienced teachers "Least Problem" in the fo llo w in g : 1. Keeping students' behavior under co n tro l in the classroom. Beginning teachers perceived "Least Problem"; experienced teachers perceived "Some Problem" in the fo llo w in g : 1. M aintaining a neat, organized classroom. The study in d ica te d the fo llo w in g s p e c ific problems perceived by both the beginning and experienced Michigan vocational production a g ric u ltu re teachers in the general area o f (C) Management/Execution o f In s tru c tio n . In th is area, n e ith e r the beginning nor the experienced teachers perceived a major problem. They perceived "Some Problem" in the fo llo w in g : 1. G etting students to show a g rea t deal o f in te re s t when in tro d u cin g a new lesson. 2. Providing students who fin is h th e ir class assignments e a rly w ith c o n te n t-re la te d enrichment a c t iv it ie s . 3. Using 100% o f class time fo r educational experiences. 4. G etting students to do class work p ro p e rly. 5. Purchasing needed supplies and equipment on tim e. They perceived "Least Problem" in the fo llo w in g : 1. Using a v a rie ty o f teaching techniques. 2. Engaging students in group discussion. 3. Making students understand assignments. Ill 4. Managing and organizing classroom f a c i l i t i e s and equipment e ffe c tiv e ly . Beginning teachers also perceived "Some Problem"; experienced teachers perceived "Least Problem" in the fo llo w in g : 1. Helping students to work independently. 2. Giving meaningful lesson summaries to the students. The study in d ica te d the fo llo w in g s p e c ific problems perceived by both the beginning and the experienced Michigan vocational production a g ric u ltu re teachers in the general area o f (D) S electing and Using In s tru c tio n a l M a te ria ls /A id s. N either group o f teachers perceived a major problem; however they perceived "Some Problem" in the fo llo w in g : 1. C o lle c tin g objects and specimens fo r classroom teaching. 2. Making use o f computers in teaching. They perceived "Least Problem" in the fo llo w in g : 1. Developing and using teacher-made m a te ria ls. 2. D ire c tin g students to appropriate reading m a te ria ls. 3. Making use o f community resources. A d d itio n a lly , beginning teachers perceived "Some Problem"; experienced teachers "Least Problem" in the fo llo w in g : 1. S electing and using appropriate audiovisual aids fo r teaching. 2. Obtaining adequate resource m aterials fo r classes. The study in d ica te d the fo llo w in g s p e c ific problems perceived by both the beginning and the experienced Michigan vocational production a g ric u ltu re teachers in the general area o f (E) Evaluation o f Students' Performance. 112 In th is area, the teachers did not perceive a major problem; however they perceived "Some Problem" in the fo llo w in g : 1. Keeping w ritte n records o f students' d a ily progress. They perceived "Least Problem" in the fo llo w in g : 1. E sta b lish in g e ffe c tiv e evaluation practice s th a t are c o n siste n t w ith school p o lic y . 2. Determining students' grades. Also, beginning teachers perceived "Some Problem"; experienced teachers "Least Problem" in the fo llo w in g : 1. Developing a system to evaluate each student. 2. Using o b je ctive s e ffe c tiv e ly as a basis fo r evaluation. 3. E sta b lish in g performance standards fo r students. 4. Developing methods o f te s tin g fo r students' competency. The study in d ica te d the fo llo w in g s p e c ific problems perceived by both the beginning and the experienced Michigan vocational production a g ric u ltu re teachers in the general area o f (F) Future Farmers o f America (FFA). Both beginning and experienced teachers perceived "Most Problem" in the fo llo w in g : 1. Guiding students' p a rtic ip a tio n in FFA award programs. The teachers perceived "Some Problem" in the fo llo w in g : 1. A s s is tin g FFA members in developing and fin an cing a y e a rly program o f a c t iv it ie s . 2. Teaching and a s s is tin g students w ith record keeping. They perceived "Least Problem" in the fo llo w in g : 1. Supervising FFA a c t iv it ie s . 2. Preparing student FFA members fo r a leadership ro le . 3. A s s is tin g students in se le ctin g appropriate chapter a c t iv it ie s . 113 4. Counseling o ffic e rs in ca rryin g out the functions o f th e ir o ffic e s . Also, beginning teachers perceived "Some Problem"; experienced teachers perceived "Least Problem" in the fo llo w in g : 1. Encouraging a ll class members to become members o f the FFA chapter. 2. Developing a w ritte n FFA program o f a c t iv it ie s . 3. Teaching the FFA members budgeting p ra ctice s. The study in d ica te d the fo llo w in g s p e c ific problems perceived by both the beginning and the experienced Michigan vocational production a g ric u ltu re teachers in the general area o f (G) Supervised Occupational Experience Program (SOEP). N either the beginning nor the experienced teachers perceived a major problem; however they perceived "Some Problem" in the fo llo w in g : 1. A s s is tin g students in developing a formal tra in in g agreement w ith t h e ir parents or employer. 2. M aintaining adequate SOEP records to determine student progress. 3. S electing and evaluating tra in in g s ta tio n s to a s s is t students in o b tain ing desired occupational competencies. 4. Teaching and a s s is tin g students w ith SOEP record keeping. 5. Providing students w ith e ffe c tiv e types o f co o rd in a tio n , supervision and occupational guidance in th e ir occupational experience program. They perceived "Least Problem" in the fo llo w in g : 1. Using students' occupational experiences as to p ics fo r classroom study. 2. Coordinating classroom study w ith students' occupational experiences. 3. Using school f a c i l i t i e s to provide occupational learning experiences fo r the students. 114 A d d itio n a lly , the beginning teachers perceived "Some Problem"; experienced teachers "Least Problem" in the fo llo w in g : 1. Engaging students successfully in supervised occupational experiences th a t are re la te d to th e ir occupational o b je c tiv e s . 2. Providing students w ith occupational lea rning experiences co n siste n t w ith classroom in s tru c tio n . 3. A s s is tin g students in analyzing and using th e ir occupational experience program records. General Problem Areas o f Michigan Vocational Production A g ric u ltu re Teachers Research Question 2: Which areas o f classroom in s tru c tio n o f the vocational production a g ric u ltu re program were perceived to cause major problems fo r beginning and experienced Michigan vocational production a g ric u ltu re teachers? The study in d ica te d th a t the to ta l population o f the production a g ric u ltu re teachers surveyed did not perceive major problems in any o f the seven general problem areas. However, they perceived "Some Problem" in only one area: 1. Planning fo r In s tru c tio n . They perceived "Least Problem" in one area: 1. E sta b lish in g Classroom Climate. Also, beginning teachers perceived "Some Problem"; experienced teachers perceived "Least Problem" in the fo llo w in g : 1. Management/Execution o f In s tru c tio n . 2. S electing and Using In s tru c tio n a l M a te ria ls/A id s. 3. Evaluation o f Students' Performance. 4. FFA. 5. SOEP. (Means and standard d e via tio n s fo r classroom in s tru c tio n a l general areas in Appendix K .) D ifferences in S p e c ific Problem Areas fo r Beginning and Experienced Michigan Vocational Production? A g ric u ltu re Teachers Research Question 3: Were the problems perceived by beginning Michigan vocational production a g ric u ltu re teachers d iffe r e n t from those perceived by experienced teachers? The study in d ica te d th a t beginning and experienced teachers d iffe re d s ig n ific a n tly in the degree o f d i f f i c u l t y perceived in one or more s p e c ific areas in each o f the seven general areas. In each area, the beginning teachers perceived greater d i f f i c u l t y than experienced teachers in each o f the fo llo w in g areas: A. Planning fo r In s tru c tio n 1. B. C. E sta b lish in g Classroom Climate 1. C o n tro llin g student behavior in the classroom. 2. E sta b lish in g good rapport w ith students. 3. Students' understanding o f expectations o f th e ir behavior. 4. Using e ffe c tiv e techniques to m aintain appropriate behavior o f students. Management/Execution o f In s tru c tio n 1. D. E. Making lesson summaries very meaningful to students. S electing and Using In s tru c tio n a l M a te ria ls/A id s 1. Making use o f community resources. 2. O btaining adequate resource m a terials fo r classes. Evaluation o f Students' Performance 1. F. planning adequate lessons fo r a f u l l class period. Developing methods o f te s tin g students' competency. Future Farmers o f America (FFA) 1. Developing a w ritte n FFA program o f a c t iv it ie s . 2. Teaching FFA members budgeting practices fo r operating lo ca l o rga n iza tion s. 116 G. Supervised Occupational Experience Program (SOEP) , 1. 2. Engaging students successfully in S.O.E. th a t are re la te d to th e ir occupational o b je ctive s. Providing students w ith occupational learning experiences co n siste n t w ith classroom in s tru c tio n . (Means o f s ig n ific a n t s p e c ific areas in Appendix I -1 .) D ifferences in Problems According to Areas o f Classroom In s tru c tio n Research Question 4 : Were there d iffe re n ce s among Michigan vocational production a g ric u ltu re teachers w ith respect to the problems they perceive in some areas o f classroom in s tru c tio n th a t could be a ttrib u te d to t h e ir length o f teaching experience, lo c a l b u ild in g a d m in is tra tiv e support as perceived by the teachers, teachers' other r e s p o n s ib ilitie s , and students' c la s s ific a tio n (ru ra l or non-ru ral)? The study in d ica te d s ig n ific a n t d iffe re n ce s in problems o f beginning and experienced Michigan vocational production a g ric u ltu re teachers in the le v e l o f d i f f i c u l t y they perceived in the fo llo w in g classroom in s tru c tio n a l area as: A. Teaching Experience 1. E sta b lish in g Classroom Clim ate. 2. S electing and Using In s tru c tio n a l M a te ria ls/A id s. 3. Implementing the Future Farmers o f America Program. 4. Supervising Occupational Experience Program. In these fo u r classroom in s tru c tio n a l areas, beginning teachers perceived grea te r d i f f i c u l t y than experienced teachers. (Means o f s ig n ific a n t general areas in Appendix 1-1.) B. Local A d m in is tra tive Support The study in d ica te d th a t there was a s ig n ific a n t d iffe re n c e in the area o f S electing and Using In s tru c tio n a l M a te ria ls/A id s. The group o f teachers who reported "n on-e xisten t" to "moderate" a d m in is tra tiv e support perceived r e la tiv e ly more problem in Selecting 117 and Using In s tru c tio n a l M a terials/A ids as compared to the group who reported th e ir a d m in istra tio n as "supportive" to "very su pp ortive ." (Means o f s ig n ific a n t general area in Appendix 1-3.) C. Teachers' Other R e sp o n s ib ilitie s The study showed th a t there were no s ig n ific a n t d iffe re n ce s in any o f the seven classroom in s tru c tio n a l areas fo r the teachers who held one other re s p o n s ib ility and those teachers who held two or more other re s p o n s ib ilitie s a p a rt from teaching a g ric u ltu re (Table 32). 0. Students' C la s s ific a tio n (Rural or Non-Rural) The study in d ica te d th a t there were no s ig n ific a n t differen ces in the le v e ls o f d i f f i c u l t y in any o f the seven classroom in s tru c tio n a l areas fo r the teachers who taught ru ra l students when compared w ith those teachers who taught urban/suburban students (Table 33). Conclusions Based on the fin d in g s o f th is study, the fo llo w in g conclusions were reached: 1. N either beginning nor experienced teachers perceived major le v e ls o f d i f f i c u l t y (problems) in any o f the seven general areas o f classroom in s tru c tio n . This study confirm s the fin d in g s revealed by the 1985 studies o f Sunderhaus and M ille r , and King and M ille r . 2. Both beginning and experienced teachers perceived moderate le v e ls o f d i f f i c u l t y (problems) in only one classroom in s tru c tio n a l general areas: Planning fo r In s tru c tio n . 3. Beginning and experienced teachers perceived minor le v e ls o f d i f f i c u l t y (problems) in only one classroom in s tru c tio n a l general area: E sta blishin g Classroom Clim ate. 4. With the exception o f two areas, Planning fo r In s tru c tio n and E sta b lish in g Classroom Clim ate, the beginning teachers perceived grea ter le v e ls o f d i f f i c u l t y (problems) than experienced teachers. A s im ila r r e s u lt was found in the M ille r and Scheid study in 1984. They reported th a t teachers w ith more than fiv e years o f teaching experience perceived fewer problems when compared w ith fir s t- y e a r teachers. 118 5. The only pedagogical classroom in s tru c tio n a l area in which beginning vocational production a g ric u ltu re teachers had .. obvious need fo r pre-service education was Planning fo r In s tru c tio n . 6. The only pedagogical classroom in s tru c tio n a l area in which experienced vocational production a g ric u ltu re teachers had obvious need fo r in -s e rv ic e education was Planning fo r In s tru c tio n . 7. Beginning teachers perceived a s ig n ific a n tly higher degree o f d i f f i c u l t y (problems) than experienced teachers in four pedagogical classroom in s tru c tio n a l areas: E stablishing Classroom Clim ate, S electing and Using In s tru c tio n a l M a te ria ls /A id s , FFA and SOEP. (Means o f s ig n ific a n t general areas in Appendix 1-2.) 8. There were s ig n ific a n t d iffe re n ce s between beginning and experienced teachers' perceptions o f leve l o f d i f f ic u lt y (problems) in only 13 o f the 66 (19.7%) s p e c ific In s tru c tio n a l areas included in the questionnaire. (Means o f s ig n ific a n t s p e c ific areas in Appendix I -1 .) 9. There was a s ig n ific a n t d iffe re n c e in the area o f S electing and Using In s tru c tio n a l M a te ria ls/A id s fo r teachers who perceived "n o n -e xiste n t to moderate" a d m in istra tive support when compared w ith those teachers who perceived "supportive to very supportive" a d m in istra tive support. The teachers who received "n on -e xiste n t to moderate" a d m in istra tive support perceived r e la tiv e ly more problem when compared w ith those teachers who received more a d m in is tra tiv e support. (Means o f s ig n ific a n t general area in Appendix 1 -3 ). This study confirm s the fin d in g s o f the studies conducted by Lamberth in 1959, D illo n in 1978, Moore and Camp In 1979, M ille r in 1980 and B a b b itt in 1986. They reported lack o f a d m in is tra tiv e support as one o f the problems facing vocational a g ric u ltu re teachers. 10. There were no s ig n ific a n t d iffe re n ce s in the perceived le v e ls o f d i f f i c u l t y (problems) in any o f the seven classroom in s tru c tio n a l general areas fo r teachers who held one o th e r r e s p o n s ib ility , apart from teaching a g ric u ltu re , and those teachers who held two or more other re s p o n s ib ilitie s (Table 32). These fin d in g s were in c o n s is te n t w ith the fin d in g s in the study conducted by Moore and Camp in 1979. They found th a t experienced teachers reported the problem o f having too many required e x tra c u rric u la r a c t iv it ie s . 11. There were no s ig n ific a n t d iffe re n ce s in the perceived le v e ls o f d i f f i c u l t y (problems) in any o f the seven classroom in s tru c tio n a l general areas fo r teachers who taught ru ra l students when compared w ith those teachers who taught urban/suburban students (Table 33). 119 The above conclusions should be in te rp re te d w ith caution because o f the small sample size used in th is study. Recommendations Based on the fin d in g s and conclusions o f th is study, the fo llo w in g recommendations are presented fo r improving the Michigan vocational a g ric u ltu ra l education program, and fo r fu rth e r research. The recommendations have been divided in to two sections: 1. Recommendations fo r the Michigan Vocational A g ric u ltu ra l Education Program. 2. Recommendations fo r Further Research. Recommendations fo r the Michigan Vocational A g ric u ltu ra l Education Program Recommendations f o r the Michigan vocational a g ric u ltu ra l education program are as fo llo w s : 1. No major changes need be made in pre-service and in se rvice teacher education programs fo r Michigan vocational production a g ric u ltu re teachers. 2. Pre-service and in se rvice teacher education programs fo r Michigan vocational production a g ric u ltu re teachers should be developed o r m odified to strengthen the pedagogical classroom in s tru c tio n a l area, Planning fo r In s tru c tio n . 3. The p re -se rvice teacher education program fo r Michigan vocational production a g ric u ltu re teachers should be m odified and strengthened to improve teacher competency in the seven general classroom in s tru c tio n a l areas. 4. The re s u lts o f th is study should be reported to Michigan secondary school ad m inistra to rs r e la tiv e to the need fo r providing adequate in s tru c tio n a l m a te ria ls /a id s . Recommendations fo r Further Research The recommendations fo r fu rth e r research are as fo llo w s : 1. A s im ila r study should be conducted using a la rg e r sample size to determine i f the fin d in g s are generalizable. 120 2. S im ila r in v e s tig a tio n s should be conducted to id e n tify and compare pedagogical classroom in s tru c tio n a l problems o f male and female beginning and experienced vocational production a g ric u ltu re teachers. 3. A study should be ca rrie d out to determine i f the size o f student enrollm ent in vocational production a g ric u ltu re programs would have an e ffe c t on the teachers' classroom in s tru c tio n . 4. A study should be made to id e n tify the nature and scope o f the re s p o n s ib ilitie s th a t Michigan vocational production a g ric u ltu re teachers assume apart from teaching a g ric u ltu re , and to determine what impact, i f any, they would have on teacher e ffe c tiv e n e ss. 5. An in-depth study should be made o f ru ra l and urban/suburban students e n ro lle d in vocational production a g ric u ltu re programs to determine i f there is a re la tio n s h ip between place o f residence and classroom problems. 6. A number o f studies have been completed to id e n tify the problems o f f ir s t - y e a r teachers o f vocational a g ric u ltu re . Therefore, i t is recommended th a t the data c o lle c te d fo r th is study be analyzed to compare the responses o f the fir s t- y e a r teachers (12) w ith those o f experienced teachers. The re s u lts could provide g reater in s ig h t in to the need fo r m odifying the Michigan pre-se rvice program fo r vocational production a g ric u ltu re teachers. APPENDICES APPENDIX A LETTER TO THE MEMBERS OF THE JURY 121 Agricultural & Extension Education Michigan State University 410 Agriculture Hall >. East Lansing, Michigan 48824 - 1 0 3 9 (517) 3 5 5 - 6 5 8 0 January 16, 1986 Dear S ir : I am conducting a research study to compare pedagogical classroom in s tru c tio n a l problems o f beginning and experienced Michigan production a g ric u ltu re teachers. You have been chosen to serve on a ju r y fo r the purpose o f id e n tify in g experienced and successful vocational production a g ric u ltu re teachers in Michigan, g iv in g equal consideration to both male and female teachers. S elect teachers who f u l f i l l c r it e r ia No. 1, No. 2, and two or more o f the remaining fo u r c r it e r ia . Enclosed w ith the cover le t t e r are l i s t s o f Michigan, 1985-1986 production a g ric u ltu re teachers and c r it e r ia fo r se le ctin g those teachers. Please in d ic a te your response by pla cing a check mark ( v /) beside each name in the l i s t i f he/she meets the s p e c ifie d c r it e r ia . Thank you fo r your assistance. S incerely yo u rs, Babatunde Kolade BK/sa M S U is an A ffirmativa A ction/Equal Opportunity Institution APPENDIX B NAMES OF JURY MEMBERS 122 Jury Committee Members Teacher Educators in A g ric u ltu re 1. Dr. Harrison Gardner Dept, o f A g ric u ltu ra l 4 Extension Education Michigan State U n iv e rs ity East Lansing, MI 48824 2. Dr. 0. Donald Meaders Dept, o f A g ric u ltu ra l 4 Extension Education Michigan State U n iv e rs ity East Lansing, MI 48824 3. Dr. Frank B o b b itt Dept, o f A g ric u ltu ra l 4 Extension Education Michigan State U n iv e rs ity East Lansing, MI 48824 State Supervisors in A g ric u ltu re 1. Mr. Richard Karelse C onsultant, Vocational Education 1n A g ric u ltu re Michigan Department o f Education Lansing, MI 48909 2. Mr. Gerald Centers FFA P ro je c t Consultant A g ric u ltu re Education In s titu te Michigan State U n iv e rs ity East Lansing, MI 48824 APPENDIX C LETTER TO THE TEACHER EDUCATORS Agricultural & Extension Education Michigan State University 410 Agriculture Hall East Lansing, Michigan 48824 - 1 0 3 9 (517) 3 5 5 * 6 5 8 0 January 16, 1986 Dear S ir: Enclosed is a d r a ft copy o f the proposed survey instrum ent fo r my doctoral study. Please review the instrum ent, o ffe r your suggestions fo r c la r it y and v a lid it y , and re tu rn to my box in the department by January 23, 1986. Your cooperation is essential to my success. Sincerely yours, Babatunde Kolade BK/sa M SUis an Affirmative Action/Equal Opportunity Institution APPENDIX D LETTER TO THE PILOT-TEST COMMITTEE 124 /m Agricultural & Extension Education Michigan State University 410 Agriculture Hall > East Lansing, Michigan 48824 - 1039 (517) 3 5 5 - 6 5 8 0 March 19 , 1 9 8 6 Dear S i r : You hav e b e e n i d e n t i f i e d by D e p a r tm en t o f A g r i c u l t u r a l and E x t e n s i o n E d u c a t i o n F a c u l t y and M ic h i g a n De par tm en t o f E d u c a t i o n S t a f f a s a v e r y p r o f e s s i o n a l and s u c c e s s f u l t e a c h e r . We ne e d y o u r a s s i s t a n c e i n c o m p l e t i n g an i m p o r t a n t s t u d y . I am c o n d u c t i n g a r e s e a r c h s t u d y t o compare p e d a g o g i c a l c l a s s r o o m i n s t r u c t i o n a l p r o b l e m s o f b e g i n n i n g and e x p e r i e n c e d Michigan V o c a tio n a l production a g r ic u lt u r e te a c h e r s . The r e s u l t s o f t h i s s t u d y s h o u l d have s e v e r a l i m p l i c a t i o n s f o r t h e d e v e lo p m e n t and m o d i f i c a t i o n o f p r e s e r v i c e and i n s e r v i c e e d u c a t i o n programs i n M ichigan. These m o d i f i c a t i o n s s h o u l d g r e a t l y a s s i s t b e g i n n i n g a nd e x p e r i e n c e d t e a c h e r s . E nclosed i s a P lea se a s s i s t q u estion n aire; q u estion n aire copy o f a proposed q u e s t i o n n a i r e f o r th e stu d y . by ( 1 ) r e s p o n d i n g t o a l l i t e m s i n t h i s and ( 2 ) making s u g g e s t i o n s f o r im p r o v in g t h e i n the r ig h t - h a n d margin. P le a s e return the q u e s tio n n a ir e i n the s e l f - a d d r e s s e d , e n v e l o p e by March 2 1 , 1 9 8 6 . stamped Your c o o p e r a t i o n i n t h i s s t u d y w i l l be g r e a t l y a p p r e c i a t e d . S in cerely , B a b a tu n d e K olade P h .D . G ra d uate S t u d e n t A g r i c u l t u r a l & E x te n sio n Education M SUis an Affirmative Action/Equal Opportunity Institution APPENDIX E COVER LETTER AND RETURN POSTCARD TO RESPONDENTS 125 Agricultural & Extension Education /m Michigan State University 410 Agriculture Hall East Lansing, Michigan 48824 - 1 0 3 9 (517) 3 5 5 - 6 5 8 0 A p ril 10, 1986 Dear A g ric u ltu re Teachers, I am c e rta in th a t you are in te re s te d in a s s is tin g beginning vocational a g ric u ltu re teachers. Dr. Gardner and I are, a lso . To achieve th is , I am conducting a Ph.D. research study to "compare pedagogical classroom in s tru c tio n a l problems o f beginning and experienced Michigan vocational production a g ric u ltu re te a ch e rs." The re s u lts o f th is study should have several im p lic a tio n s fo r the development and m o d ific a tio n o f preservice and in s e rv ic e education programs in Michigan. These m o d ific a tio n s should g re a tly a s s is t beginning and experienced teachers. Your assistance is needed by responding to the enclosed questionnaire. Please respond to a ll item s. You as a correspondent w ill remain anonymous. Your responses w ill be held s t r i c t l y c o n fid e n tia l and a ll the inform ation given w ill be used only fo r professional purposes. Completion o f the survey is vo lu n ta ry and the re tu rn o f the survey c o n s titu te s your consent. Please complete and re tu rn the enclosed post card immediately. I t w ill take about twenty minutes o f your time to complete the question­ n a ire . Feel fre e to phone e ith e r o f us a t 355-6580 i f you have any questions concerning the study. Please complete the enclosed questionnaire and re tu rn i t in the s e lfaddressed stamped envelope by A p ril 24, 1986. Your cooperation in th is study w ill be g re a tly appreciated. S in c e re ly , Babatunde Kolade Ph.D. Graduate Student Harrison/Gardner, Professor A g ric u ltu ra l & Extension Education M S U is an Affirmative Action/Equal Opportunity Institution 126 RETURN POST CARD Please check one o f the boxes below and mall i t to me immediately. □ I am completing your questionnaire and re tu rn in g i t under separate cover. □ I have received your questionnaire, b u t do not wish to p a rtic ip a te in the research. S ince re ly, B. Kolade APPENDIX F LETTER OF THANK YOU/REMINDER TO THE RESPONDENTS 127 Agricultural & Extension Education /m Michigan State University 410 Agriculture Hall . East Lansing, Michigan 48824 • 1039 (517) 3 5 5 - 6 5 8 0 A p r il 2 9 , 1986 Dear C o l l e a g u e : A s h o r t t im e ag o you s h o u l d h a v e r e c e i v e d a q u e s t i o n n a i r e c o n c e r n i n g "A Comparison o f P e d a g o g i c a l C la ss ro o m I n s t r u c t i o n a l P ro b le m s o f B e g i n n i n g and E x p e r i e n c e d M i c h i g a n V o c a t i o n a l Production A g ricu ltu re T ea ch ers." We than k t h o s e o f you who hav e r e s p o n d e d . I f you have n o t r e s p o n d e d t o t h e q u e s t i o n n a i r e , would you p l e a s e ta k e a f e w m i n u t e s and c o m p l e t e t h e q u e s t i o n n a i r e . We r e a l i z e t h a t you a r e v e r y b u s y , b u t , your p a r t i c i p a t i o n i s v e r y e s s e n t i a l t o t h e su c c e s s o f t h is study. Twenty m i n u t e s o f your tim e w i l l g r e a t l y a s s i s t several teachers. E n c l o s e d i s a n o t h e r copy o f t h e q u e s t i o n n a i r e f o r your c o n v e n i e n c e . P l e a s e c o m p l e t e t h e q u e s t i o n n a i r e and r e t u r n i t i n t h e s e l f - a d d r e s s e d stamped e n v e l o p e by May 1 3 , 1 9 8 6 . Thank you f o r your c o o p e r a t i o n . another school year. Our b e s t t o you a s you c o m p l e t e P ro fessio n a lly , Babatund e Kolade — - - - * ~ t P r o f e s s o r , Dept, o f A g r i c u l t u r a l and E x t e n s i o n E d u c a t i o n bsc Enclosure M SU is an Affirmative Action/Equal Opportunity Institution APPENDIX G LETTER OF APPROVAL FROM MSU COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS 128 M ICHIGAN STATE UNIVERSITY UNIVERSITY COMMTTTEE ON RESEARCH INVOLVING EAST LANSING • MICHIGAN • 48824-1046 HUMAN SUBJECTS (UCRIHS) 231 ADMINISTRATION BUILDING (317) 355-2186 April A, 1986 Mr. Babatunde Kolade 1525 H Spartan Village East Lansing, Michigan 48823 Dear M r . Kolade: Subject: Proposal Entitled, "A Comparison of Pedagogical Classroom Instructional Problems of Beginning and Experienced Michigan Vocational Production Agriculture _____________________________________________ Teachers” I am pleased to advise that I concur with your evaluation that this project is exempt from full UCRIHS review, and approval is herewith granted for conduct of the project. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval prior to April 4, 1987. Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this project to my attention. future help, please do not hesitate to let me know. Sincerely, Chairman, UCRIHS HEB/jms cc: Dr. Harrison Gardner M S V is a n A ffir m a tiv e A c tio n /E q u a l O p p o r tu n ity In s titu tio n If I can be of any APPENDIX H QUESTIONNAIRE TO THE RESPONDENTS 129 A COMPARISON OF PEDAGOGICAL CLASSROOM INSTRUCTIONAL PROBLEMS PERCEIVED BY BEGINNING AND EXPERIENCED MICHIGAN VOCATIONAL PRODUCTION AGRICULTURE TEACHERS BY Babatunde Kolade Department o f A g ric u ltu ra l & Extension Education Michigan State U n iv e rs ity 410 A g ric u ltu re Hall East Lansing, MI 48824 130 QUESTIONNAIRE PART I: - Educational and Occupational Background Information DIRECTIONS: - Please check the appropriate response for each Item. 1. Gender 1. 2. Male Female 2. Nunter of years you have been a vocational agriculture teacher (Including the current year) ___ 3. Were you enrolled 1n a vocational agriculture program In high school? 1. Z. Yes No I f yes, were you an FFA menber? 1. 2. 4. How would you perceive local administrative support for your vocational agriculture program? 1. 2. 3. 4. 5. 5. 6. Yes No Nonexistent Somewhat supportive Moderate to f a ir Supportive Very supportive What responsibilities do you have other than teaching agriculture? 1. Z. None Department head 3. Coaching 4. 5. Home room Other (Specify) How would you characterize your students? (What percent In each category?) 1. 2. 3. Rural Urban Suburban 131 PART I I : - Poll owing Is a l i s t of statements held by a number of teachers. favorable and some are unfavorable to effective teaching. Some are DIRECTIONS: • Please circle one response that corresponds with your opinion In regard to each statement. 5 4 3 2 1 0 « • * ■ * * Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD) Not Familiar (NF) Planning for Instruction SA A U D SD NF Developing a written course of study for each class Is relatively simple for me. 5 4 3 2 1 0 8. Developing a written performance objective for each lesson taught requires very l i t t l e time. 5 4 3 2 1 0 9. I t Is relatively easy to determine the Interests and needs of students. 5 4 3 2 1 0 Planning for Individual differences among students requires a small amount of time. 5 4 3 2 1 0 11. I have d iffic u lty In developing a weekly-monthly course calendar. 5 4 3 2 1 0 12. The lesson plans I develop for classes are usually not very effective. 5 4 3 2 1 0 13. My lesson plans are not adequate for a fu ll class period. 5 4 3 2 1 0 14. When I outline class objectives, students readily understand them. 5 4 3 2 1 0 15. I never have enough time for class preparation each day. 5 4 3 2 1 0 16. The student behavior in my class Is usually under control. 5 4 3 2 1 0 17. Through my e ffo rt, the students easily establish good rapport with me. 5 4 3 2 1 0 18. I never maintain a neat, organized classroom (e .g ., desks and materials, e tc .). 5 4 3 2 1 0 19. Through my guidance, the students pursue assigned tasks most of the time. 5 4 3 2 1 0 20. I deal with a ll of the students in a biased manner. 5 4 3 2 1 0 21. Classroom rules fa c ilita te positive student behavior most of the time. 5 4 3 2 1 0 22. I seldom involve students In decision-making situations. 5 4 3 2 1 0 23. The students clearly understand expectations of their behavior. 5 4 3 2 1 0 24. I always provide verbal feedback for acceptable or unacceptable behavior of students. 5 4 3 2 1 0 25. I use derogatory language when talking to or about students. 5 4 3 2 1 0 26. Techniques I use to maintain appropriate behavior are not effective. 5 4 3 2 1 0 5 4 3 2 1 0 7. 10. Establishing Classroom Climate Management/Execution of Instruction 27. I have no d iffic u lty 1n using a variety of teaching techniques. 132 28. The students show a great deal of Interest when 1 introduce a new lesson. SA A U D SD NF 5 3 2 0 29. The students are seldom engaged 1n group discussions. 5 3 2 0 30. When I give assignments, the students usually understand. 5 3 2 0 31. Through my efforts I provide students who finish early with content-related enrichment a ctivities . 5 3 2 0 I usually use 100S of class time for educational experiences. 5 3 2 0 I have d iffic u lty in getting students to do class work properly. 5 3 2 0 I manage and organize classroom fa c ilitie s and equipment effectively. 5 3 2 0 I have d iffic u lty in helping students to work Independently. 5 3 2 0 1 have a l i t t l e d iffic u lty purchasing needed supplies and equipment on time. 5 3 2 0 My sumnary of a lesson is not very meaningful to the students. 5 3 2 0 I seldom have d iffic u lty in selecting and using appropriate.audiovisual aids for teaching (e .g ., TV, films arid film strip s). 5 3 2 0 I have d iffic u lty In developing and using teacher-made materials. 5 3 2 0 Collecting objects and specimens for classroom teaching is relatively simple for me. 5 3 2 0 41. I seldom make use of computers In teaching my students. 5 3 2 0 42. I usually direct students to appropriate reading materials (e .g ., textbooks, magazines, handouts). 5 3 2 0 I seldom make use of comnunlty resources (e .g ., local farms, agribusinesses, and local resource persons). 5 3 2 0 I have d iffic u lty in obtaining adequate resource materials for my classes (e .g ., textbooks and consumable goods). 5 3 2 0 1 have d iffic u lty In developing a system to evaluate each student. 5 3 2 0 I have effectively established evaluation practices that are consistent with school policy. 5 3 2 0 I have effectively used objectives as a basis for evaluation. 5 3 2 0 48. I seldom keep written records of students' daily progress. 5 3 2 0 49. I have no d iffic u lty determining students' grades. 5 3 2 0 50. I have d iffic u lty establishing performance standards for students. 5 3 2 0 I have developed methods of testing for students' competence—s k llls , knowledge and attitudes. 5 3 2 0 32. 33. 34. 35. 36. 37. Selecting and Using Instructional Materials/Alds 38. 39. 40. 43. 44. Evaluation of Students' Performance 45. 46. 47. 51. Future Farmers of America (FFA) 52. I have no d iffic u lty in supervising FFA a c tiv itie s . 5 3 2 0 53. Preparing student FFA menbers for a leadership role Is simple for me. 5 3 2 0 133 54. 55. 56. 57. 58. 59. 60. 61. Guiding participation In FFA award programs and contests requires l i t t l e time. A SA U 0 SD NF 5 4 3 2 1 0 5 4 3 2 1 0 I have not been successful In encouraging a ll class members to become a member of a FFA chapter. 5 4 3 2 1 0 I have d iffic u lty in assisting students in selecting appropriate chapter a c tiv itie s . 5 4 3 2 1 0 I seldom counsel officers in carrying out the functions of their offices. 5 4 3 2 1 0 I have d iffic u lty in teaching and assisting students with record keeping. 5 4 3 2 1 0 Developing written FFA program a ctiv itie s Is simple for me. 5 4 3 2 1 0 I have d iffic u lty 1n teaching the menbers accepted budgeting practices for operating local organizations. 5 4 3 2 1 0 I have been very successful 1n engaging students 1n supervised occupational experiences that are related to their occupational objectives. 5 4 3 2 1 0 Assisting students In developing a formal training agreement with the ir parents or employer Is simple for me. 5 4 3 2 1 0 I seldom have d iffic u lty in maintaining adequate SOEP records to determine student progress. 5 4 3 2 1 0 I have d if f ic u lt / In selecting and evaluating training stations to assist students In obtaining desired occupational competencies. 5 4 3 2 1 0 I have d iffic u lty 1n teaching and assisting students with SOEP record keeping. 5 4 3 2 1 0 I seldom use students' occupational experiences as topics for classroom study. 5 4 3 2 1 0 1 seldom coordinate classroom study with students' occupational experiences. 5 4 3 2 1 0 I usually provide students with occupational learning experiences consistent with classroom instructions. 5 4 3 2 1 0 I seldom use school fa c ilitie s to provide occupational learning experiences for the students. 5 4 3 2 1 0 I have no d iffic u lty 1n providing students with effective types of coordination, supervision and occupational guidance in th e ir occupational experience program. 5 4 3 2 1 0 I have d iffic u lty In assisting students in analyzing and using th e ir occupational experience program records. 5 4 3 2 1 0 Assisting FFA members In developing and financing a yearly program of a ctiv itie s Is relatively simple for me. Supervised Occupational Experience Program (SOEP) 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. APPENDIX I SUMMARY OF SIGNIFICANT STATISTICAL RESULTS 134 Table 1 -1 .--S p e c ific problems o f classroom in s tru c tio n in which beginning and experienced vocational production a g ric u ltu re teachers d iffe re d s ig n ific a n tly (p<: .05) in th e ir perception o f problems. Problem mean Experienced Beginning Planning fo r In s tru c tio n My lesson plans are not adequate fo r a f u ll class p e riod . 3.07 2 .8 8 2.30 1.56 E sta b lish in g Classroom Climate ♦The student behavior in my class is u su a lly under c o n tro l. ♦Through my e f f o r t , the students e a s ily e s ta b lis h good rapport w ith me. ♦The students c le a rly understand expectations o f t h e ir behavior. Techniques I use to m aintain appropriate behavior o f students are not e ffe c tiv e . 2.27 1.93 2.56 1.84 2.48 1.84 2.43 1.92 2.26 1.44 Management/Execution o f In s tru c tio n My summary o f a lesson is not very meaningful to the students. 2 .6 6 2.46 2.61 1.96 S electing and Using In s tru c tio n a l M a te ria ls/A id s 2.69 I seldom make use o f community resources ( e .g ., lo c a l farms, agribusinesses and 2.14 lo c a l resource persons). I have d i f f i c u l t y in o b ta inin g adequate resource m a te ria ls fo r my classes ( e .g ., 3.04 textbooks and consumable goods). 2.24 1.52 2 .0 0 2.61 2.33 2.61 2.24 FFA ■*Developing a w ritte n FFA program o f a c t iv it ie s is simple fo r me. I have d i f f i c u l t y in teaching the FFA members accepted budgeting p ra ctice s fo r operating lo ca l organ iza tion s. 2.79 2.46 2.73 2.40 2.91 2.12 SOEP ♦ I have been very successful in engaging students in supervised occupational experiences th a t are re la te d to th e ir occupational o b je c tiv e s . ♦ I u s u a lly provide students w ith occupational le a rning experiences c o n s is te n t w ith classroom in s tru c tio n . 2.78 2.34 3.19 2.40 2.52 1.92 Evaluation o f Students' Performance ♦ I have developed methods o f te s tin g fo r students' competency — s k i l l s , knowledge and a ttitu d e s . ♦P ositive items with scores reversed. Higher mean indicates greater level o f d if f ic u lt y (problem). 135 Table I -2--General problem areas o f classroom In s tru c tio n in which beginning and experienced vocational production a g ric u ltu re teachers d iffe re d s ig n ific a n tly ( p ^ .05) in th e ir perception o f problems. Problem________________________ Beginning mean Experienced E sta b lish in g Classroom Clim ate. 2.27 1.93 S electing and Using In s tru c tio n a l M a te ria ls/A id s 2.69 2.24 Future Farmers o f America (FFA) 2.79 2.46 Supervised Occupational Experience Program (SOEP) 2.78 2.34 Higher mean in d ica te s g re a te r le ve l o f d if f i c u l t y (problem). Table 1-3—General problem area o f classroom in s tru c tio n in which vocational production a g ric u ltu re teachers who responded "Non-existent to moderate" a d m in is tra tiv e support and those who responded "Supportive to very supportive" a d m in is tra tiv e support d iffe re d s ig n ific a n tly ( p ^ .05) in t h e ir perception o f problems. mean Problem S electing and Using In s tru c tio n a l M a te ria ls/A id s Non-Existent to Moderate Group Supportive to Very Supportive Group 2.74 Higher mean in d ica te s grea te r le ve l o f d if f i c u l t y (problem). 2.31 APPENDIX J SUMMARY OF MEANS AND STANDARD DEVIATIONS FOR.ALL DATA Table J.--Means and standard deviations of responses on items related to classrocm instruction for both (overall) beginning and experienced production agriculture teachers Beginning Teachers Mean S .d . txpenencea Teachers Mean S.d.~ Planning for Instruction 3.07 .38 2.88 .48 2.97 .44 *7. Developing a written course of study for each class is relatively sinple for me. 3.00 1.04 2.44 1.04 2.71 1.07 <6 . Developing a written performance objective for each lesson taught requires very lit t le time. 3.43 1.34 4.20 1.16 3.83 1.29 *9. I t is relatively easy to determine the interests and needs of students. 3.26 1.01 2.96 .94 3.10 .97 3.86 .89 4.16 .85 4.02 .87 2.74 1.21 2.64 1.15 2.69 1.17 2.09 .85 1.76 .60 1.92 .74 2.30 1.06 1.56 .71 1.92 .96 3.04 1.02 2.64 .91 2.83 .98 3.91 1.11 3.60 1.29 3.75 1.21 1 Item * 10. Planning for individual differences among students reqjires a small amount of time. 11. I have difficulty in developing a weekly-monthly course calendar. weran Respondents Mean S.d.' 12. The lesson plans I develop for classes are usually not very effective. 13. My lesson plans are not adecpate for a ftill class period. *14. When I outline class objectives, students readily understand them. 15. I never have enough time for class preparation each day. Table J .—Continued Iten beginning Teachers Mean S.d. Experienced Teachers Mean S.d. uverai i Respondents Mean s.d. 2.27 .50 1.93 .33 2.09 .44 *16. The student behavior in my class is usually under control. 2.56 1.04 1.84 .55 2.19 .89 *17. Through my effort, the students easily establish good rapport with me. 2.48 .90 1.84 .62 2.15 .83 2.17 1.15 2.84 1.25 2.52 1.24 2.35 .71 2.24 .60 2.29 .65 B. Establishing Classroom Climate 18. I never maintain a neat, organized classroom (e.g., desks and materials, etc.). *19. Through my guidance, the students pursue assigned tasks most of the time. *> 4 20. I deal with a ll of the students in a biased manner. 2.44 1.12 1.78 1.00 2.41 1.10 *21. Classroom rules facilitate positive student behavior most of the time. 2.35 .89 2.04 .54 2.19 .73 1.83 .78 1.72 .84 1.77 .81 *23. The students clearly understand expectations of their behavior. 2.43 1.04 1.92 .49 2.17 .83 *24. I always provide verbal feedback for acceptable or unacceptable behavior of students. 2.22 .67 2.08 .91 2.15 .80 25. I use derogatory language when talking to or about students. 1.83 .83 1.44 .58 1.63 .73 22. I seldom involve students in decision-making situations. CO Table J .—Continued Item 26. Techniques I use to maintain appropriate behavior are not effective. beginning Teachers Mean Id . txpenenced Teachers Mean S.d." bverai i Respondents Mean S.d." .96 1.44 .51 1.83 .86 2.66 .40 2.46 .35 2.56 .39 *27. I have no d ifficu lty in using a variety of teaching techniques. 2.35 .94 2.32 1.07 2.33 1.00 *28. The students show a great deal of Interest when I introckjce a new lesson. 2.83 .78 2.72 .79 2.77 .78 2.22 1.04 1.80 .58 2.00 .85 *30. Vlhen I give assigments, the students usually understand. 2.22 .67 2.25 .61 2.23 .63 *31. Throucji ny efforts I provide students who finish early with content-related enrichment activities. 3.09 .90 2.88 .97 2.98 .93 *32. I usually use 100% of class time for educational experiences. 3.26 1.05 3.08 1.08 3.17 1.06 2.70 1.06 2.58 1.10 2.64 1.07 2.48 .79 2.48 .92 2.48 .85 2.61 .99 2.28 1.02 2.44 1.01 C. Management/Execution of Instruction 29. The students are seldom engaged in group discussions. 33. I have d ifficu lty in getting students to do class work properly. *34. I manage and organize classroom facilities and equipment effectively. 35. I have d ifficu lty in helping students to work independently. 138 2.26 Table J . - - Continued txpenenced Teachers fe w SX tverall Respondents fe S T S37 36. I have a l i t t l e difficulty purchasing needed supplies and eqjipment on time. 2.91 1.19 2.64 1.15 2.77 1.17 37. tyy sunmary of a lesson is not very meaningful to the students. 2.61 .94 1.96 .68 2.27 .87 2.69 .60 2.24 .48 2.45 .58 2.83 1.19 2.28 .84 2.54 1.05 39. I have d ifficu lty in developing and using teacher-made materials. 2.48 1.04 2.44 1.23 2.46 1.13 *40. Collecting objects and specimens for classroom teaching is relatively sinple for me. 3.13 1.01 2.68 .99 2.90 1.02 41. I seldom make use of conputers in teaching ny students. 3.00 1.28 2.75 1.36 2.87 1.31 2.17 .49 2.00 .42 2.08 .46 43. I seldom make use of comunity resources (e.g., local farms, agribusinesses, and local resource persons). 2.14 .71 1.52 .51 1.81 .68 44. I have d ifficu lty in obtaining adeqjate resource materials for ny classes (e.g., textbooks and consumable goods). 3.04 1.26 2.00 1.04 2.50 1.26 D. Selecting and Using Instructional Materials/Aids *38. I seldom have difficulty in selecting and using appropriate audiovisual aids for teaching (e.g., TV, films and filmstrips). *42. I usually direct students to appropriate reading materials (e.g., textbooks, magazines, handouts). 139 beginning Teachers Mean S .d. Item Table J .—Continued Item ueginnmg Teachers Mean S.d. txpenencea Teachers Mean S.d. uverai i Respondents Mean 5X 2.61 .65 2.33 .52 2.47 .59 2.66 1.13 2.20 1.08 2.43 1.12 *46. I have effectively established evaluation practices that are consistent with school policy. 2.14 .83 2.24 .88 2.19 .85 *47. I have effectively used objectives as a basis for evaluation. 2.83 .98 2.48 .82 2.65 .91 2.91 1.31 2.60 1.26 2.75 1.28 2.43 .90 2.40 1.04 2.44 .96 2.70 1.06 2.16 .94 2.42 1.03 2.61 .66 2.24 • 00 2.42 .74 2.79 .34 2.46 .50 2.62 .46 1 .% .98 1.96 1.02 1.96 .99 *53. Preparing student FA rentiers for a leadership role is sinple for me. 2.35 1.07 2.20 1.00 2.27 1.03 *54. Guiding participation in FFA award programs and contests+ neqiines lit t le time. 4.56 .59 4.68 .48 4.62 .53 E. Evaluation of Students' Performance 45. I have d ifficu lty in developing a system to evaluate each student. 48. I seldom keep written records of students' daily progress. *49. I have no difficulty determining students' grades. 50. I have d ifficu lty establishing performance standards for students. *51. I have developed methods of testing for students' competence—skills, knowledge and attitudes. F. Future Farmers of America (FFA) 52. I have no difficulty in supervising FFA activities. Table J .—Continued beginning Teachers Mean 5.d. txpenenced Teachers Mean S.d7 uverau Respondents Mean S.d? 3.45 1.01 2.72 1.17 3.06 1.15 56. I have not been successful in encouraging a ll class menbers to become a menber of a FA chapter. 3.00 1.23 2.38 1.31 2.67 1.30 57. I have d ifficu lty in assisting students in selecting appropriate chapter activities. 2.17 .72 2.12 .88 2.15 .80 58. I seldom counsel officers in carrying out the functions of their offices. 2.14 .89 1.44 .51 1.77 .79 59. I have d ifficu lty in teaching and assisting students with record keeping. 2.57 .95 2.52 1.16 2.54 1.05 2.73 .77 2.40 1.19 2.55 1.02 2.91 .92 2.12 .67 2.49 .88 2.78 .51 2.34 .53 2.55 .56 *62. I have been very successful in engaging students in supervised occupational experiences that are related to their occupational objectives. 3.19 .81 2.40 .87 2.76 .92 *63. Assisting students in developing a formal training agreement with their parents or enplqyer is sinple for me. 3.40 .82 2.96 .98 3.16 .93 Item *55. Assisting FFA menbers in developing and financing a yearly program of activities is relatively sinple for me. *60. Developing written FA program activities is sinple for me. 61. I have d ifficu lty in teaching the menbers accepted budgeting practices for operating local organizations. G. Supervised Occupational Experience Program (SOEP) Table J.--Continued beginning Teachers Mean S.d. txpenenced Teachers Mean S.d. uveran Respondents S.d. 64. I seldom have difficulty In maintaining adeqjate SOEP records to determine student progress. 3.50 .91 3.00 1.08 3.23 1.03 65. I have d ifficu lty in selecting and evaluating training stations to assist students in obtaining desired occupational conpetencies. 3.10 .94 2.56 1.00 2.80 1.00 2.68 .84 2.52 1.05 2.60 .95 2.39 1.12 1.72 .84 2.04 1.03 .2.14 .77 1.68 .75 1.89 .79 *69. I usually provide students with occupational learning experiences consistent with classroom instructions. 2.52 .75 1.92 .64 2.20 .75 70. I seldom use school fa cilitie s to provide occupational learning experiences for the students. 2.09 .90 1.68 .99 1.88 .96 Item 66. I have d ifficu lty in teaching and assisting students with SOEP record keeping. 67. I seldom use students' occupational experiences as topics for classroom study. 68. I seldom coordinate classroom study with students' occupational experiences. *71. I have no difficulty in providing students with effective types of coordination, supervision and occupational guidance in their occupational experience program. 72. I have d ifficu lty in assisting students in analyzing and using their occupational experience program records. ^Positive items with scores reversed. Higher mean indicates greater level of difficulty (problem). 3.14 2.55 .96 .86 2.88 2.40 1.01 1.08 3.00 2.47 .99 .98 APPENDIX K SUMMARY OF MEANS AND STANDARD DEVIATIONS FOR CLASSROOM INSTRUCTIONAL GENERAL AREAS Table K .—Means and standard deviations o f responses on classroom in s tru c tio n a l general areas fo r both (o v e ra ll) beginning and experienced production a g ric u ltu re teachers Area Beginning Teachers Mean S.d. txperiencea Teachers S.d. Mean uvera 11 Respondents Mean S.d, A. Planning fo r In s tru c tio n 3.07 .38 2.88 .48 2.97 .44 B. Establishing Classroom Climate 2.27 .50 1.93 .33 2.09 .45 C. Management/Execution o f In s tru ctio n 2.66 .40 2.46 .35 2.56 .39 D. Selecting and Using In s tru c tio n a l M aterials/Aids 2.69 .60 2.24 .48 2.45 .58 E. Evaluation o f Students' Performance 2.61 .65 2.33 .52 2.47 .59 F. Future Farmers o f America (FFA) 2.79 .34 2.46 .50 2.62 .46 G. Supervised Occupational Experience Program (SOEP) 2.78 .51 2.34 .53 2.55 .56 Higher mean indicates greater level o f d if f ic u lt y (problem). APPENDIX L CRONBACH'S RELIABILITY COEFFICIENT 144 CRONBACH'S RELIABILITY COEFFICIENT R e lia b ilit y = I 66 Z5 = I S 2 i S ( 1 - TT i + 1 ) S2 ( 1 - 61.528 13055 0.55, where = number o f items = variance o f the item = variance o f to ta l score o f each respondent BIBLIOGRAPHY BIBLIOGRAPHY A g ric u ltu ra l Science and Mechanics I and I I - An In s tru c tio n a l Guide fo r A g ric u ltu ra l Education. Richmond, Va.: D iv is io n o f Vocational Program Services, Department o f Education, 1981. A lle n , Mary J . and Yen, Wendy M. 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