A STUDY OF THE RELATIONSHIP BETWEEN SELECTED VARIABLES AND 303 SATISFACTION AMONG TELEVISION TEACHERS THESIS FOR THE DEGREE OF M. A; MICHIGAN STATE UNIVERSITY ' mm mum Km ' t. 9 a .9- - LIBRARY I'F‘IEQI! M ichigan Stave University CCT 2 9 2008 (9.401% It was disc £236 on m 30b won. Th1: II “his void. 7 :aatioa: “phat nipulated, 831C Ina anon; tom Aquestionr mica teachers slated to the 1} Itisfaction. '1 It :elationahil “Nadenta' 30‘. The fol lowf R51. 2.9 36:: ABSTRACT A STfiDY'OF ans RELATIONSHIP BETWEEN SELECTED VARIABLES Ann JOB SATISFACTION AMONG Truevxsxon TEACHERS BY Philip Willard Keener It was discovered that little, if any research had been done on the Job satisfaction of those in instructional tele~ vision. This study was undertaken in order to fill a portion of this void. The problem of the study was to answer this question: "What are some of the variables which, if preperly manipulated, should produce a higher degree of job satisfac- tion among television teachers?" A questionnaire was sent to a national sample of tele- vision teachers to gather information about various factors 'related to their 30b situations and to measure their job satisfaction. Through.computer assisted statistical analyses, the relationships between the selected factors and the respondents' Job satisfaction was determined. The following is a summary of the major findings of the study. The sex of the teacher and the region of the country in which he works were found to be unrelated to Job satisfac- tion. Current and former TV teachers were found to have no significant difference in their satisfaction with.the job of teaching via television. I A The study revealed what appears to be a positive corre- lation between job satisfaction and years of teaching before :safrir.‘ via tolm CIVSIIICRSCIII re 1: mos mulch trons; In: I130 found to 13:3 teacher has uncovering m, Revision. Im‘ 10b sat fitted to the not min and member 1“" 30b satisfact ““0? those the mud in adapt imitation "at: Mm“ fee. lion Job “tiara, IIIMOIved Post. mane “11.. m “traction than 4 smoking a TV 1 The finding! 1 Him“Many h: tone or their l R rPOQ ‘ 1 I“; W)" who dm E1”? L «3.4mm teaching via television. Job satisfaction was found to be‘ggt significantly related to either the nature or the number of modes which transmit a teacher's courses. Job satisfaction was also found to have no significant relation to whether or not a teacher has or even knows whether or not he has a con- tract covering his rights and responsibilities in teaching via television. ' While Job satisfaction was found not to be significantly related to the nature of the initial relationship'between the teacher and members of the TV organization staff, it was found that Job satisfaction is significantly higher for those who'gg than for those who‘ggglt.feel that they have been.given ade- quate aid in adapting their teaching to television by TV organization staff members. On-camera feedbaeh was found to have no significant bear- ing on job satisfaction. Those who indicated that they gener- ally received post-presentation feedback, in forms other than telephone calls, were found to have significantly higher Job satisfaction than those who most often received no feedback after making a TV presentation. The findings of the study indicate that Job satisfaction is significantly higher among TV teachers who are notified when one of their superiors intends to observe their TV pre- sentation from a location Where they cannot observe him than among those who don't know if they are notified under such circumstances. I Job satisfaction was found to be significantly'lgggg among those who 512 than among those who 32 not feel that the characteristics minions less I Icadezic freedom ‘ :1ij satisfoct I Job satisfa 123:3 boas she: “lay and/or re main is adage. Pill-tire T1. ““039 categoz "fond to be t 3:0 which teacho ””5" Involved 1 characteristics of the TV medium combine to make their TV pre- sentations less effective than their classroom presentations. Academic freedom was found not to be a significant determinant of Job satisfaction. Job satisfaction was found to be significantly higher among those who'gg than among those who'gg.ngt think that the salary and/or release time from non-TV duties which they receive is adequate. Full-time TV teachers were found to be more satisfied than some categories of part-time teachers. Jab satisfaction was found to be unrelated to both the amount of preparation I time which teachers require and the method by which they I become involved in TV teaching. 2 ‘e A STUDY 0* Thh RELATIQNSHIP earners satscren VARIABLES Are JOB SATISFACTION AVORG TELEVISION TEACHERS BY Philip Willard Keeser A THESIS Submitted to hichigan State University in partial fulfillment of the requirements for the degree of. MASTER OF ARTS Department of Television and Radio 1969 To Jane ii (a ‘W mm. m gfilgn lflltm . i0 that: 601195;: ifignar rho prov tdibc A CI‘CNO’J.‘ LEDG LETNTS The strong, although indirect, influence on this thesis of a great many people must be acknowledged. For brevity's sake they may generally be placed into categories according to their relationship to the author: family, instructors, colleagues, friends and acquaintances. Almost as many individuals contributed directly to the work: the author's wife, without whom the work would not have begun and could not have been completed; Dr. J. David Lewis, who provided significantly more direction and assistance than could be justly required; Dr. w. B. Lashbrook, who gave many hours to the statistical design; Dr. John Wakley, whose knowledge of industrial psychology was drawn on; the many TV teachers and administrators who participated in the study in various ways; and finally, Betty Darlington and Jean Madill, providers of a type of service rarely given to students, clerical assistance rendered cheerfully. iii Accepted by the faculty of the Department of Television and Radio, College of Communication.Arts, Richigan State university, in partial fulfillment of the requirements for the Master of Arts degree. M Dtaégtor of Thesis .19 TABLE OF CORTENTS CIiAPTECR 03":‘53: TIEFS PROBE-2H . . . . . . e . . . . . . . Statement of the Problem Importance of the Study Definitions of Terms Used CHAPTER TKO: HFVIFW 0? TH? RWLATRD LITERATURE . . . Background Absence of Immediate Face-to-face Feedback Delayed Feedback and Yxpanded Influence Observation, Criticism and Academic Freedom Preparation Time: A Dichotomy Availability and Effectiveness of Teaching Aids and the Eedium The Relationship With Co-workers Monetary Compensation Infrequently Mentioned Factors Summary and Conclusions CHAPTER THERE! THEORETICAL DEVYLOPUFNT . e . . . . . Postulates Hypotheses Dimensions of the Study CHAPTER FOUR: METHODOLOGY 0 e e e e e e e e e e e e Protesting Data Collection Hypothesis Testing Measurement of Variables Data Analysis CHAPTER FIVE! FINDINGS.e e e e e e e e e e e— ‘e e e e Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis hypothesis Hypothesis Hypothesis :5PH4<)Gh¢0“fl;fidPOF' HO Hypothesis 1 Y'. xx '3') othesis 1i Hypothesis 15 Hypothesis 10 hypothesis 1? hypothesis 18 Hypothesis l9 Wypothesis 20 Comments from Questionnaires Returned CHAPTER 31x: concwsxon . . . . . . . .. . . . . . . 85 Summary of Findings Limitations of the Study Recommendations for ITV Administration and Research Recommendations for Education _ SOURCES CONSYILTED O ._ O O _. O . O O Q . . . . Q . . . Q . 102 APPENDIXES A. B. C. D. E. F. 'eeeeeeeeeeeeeeeeeeeeeee106 Letter to Organization Heads Regional Divisions Used Final Cover Letter Follow-up Letter Job Information Questionnaire Pretest Questionnaire and Cover Letter vi Table 1. 15. 16.. 17 0' 18. 19. 20. 21. LIST OF TABLES Classification of Questionnaires Bent and Received e e e e e e e e e e e e e e e e e e e e e COMPOSitlon Of Frame and Samples e e e e e e e e e Job Satisfaction Score Distribution by Sex . . . . Score Distribution by Location of TV Organization e e e e e e e e e e e e e e e e e e e Score Distribution According to Response to QUOStion 1 e e e e e e e e e e e e e e e e e e e 0 Score Distribution by Response to Question 2 . . . Score Distribution by Response to Question 3 . . . Score Distribution by Number and Type of Stations or Systems . . . . . . . . . . . . . . . Score Distribution by Response to Question he. . . Score Distribution by Response to Question 5 . . . Score Distribution by Response to Question 6 . . . Percentage In Upper Segment of Score Range for Feedback.Forms in Order Presented in Hypothesis 11 . . . . . . . . . . . C . . O . 0 . . . O . . . Score Distribution by Response to Question 8 . . . Score Distribution by number of Post-presentation Feedback Channels 0 e e e e e e e e e e e e e e e Score Distribution by Response to Question 9 . . . Score Distribution.by Response to Question 10 l. . Score Distribution by Response to Question ll . . Score Distribution by Response to Question 12. . .- Score Distribution by Response to Question 13 . . Score Distribution by Response to Question 1h . . Score Distribution by Response to Question 15 . . vii 62 65 66 67 ‘ 69 71 72 7h 76 77 7e 01 33 CHAPTER I T313 PROBLEM Several years ago, the APBE and the NAB published a study of the Job satisfaction among those engaged in commercial broadcasting in the 0.8. The study showed that a very high degree of satisfaction exists among all but a snail portion of the commercial‘brcadcasting corps.1 No comparable investiga- tion of Job satisfaction among those working in instructional .broadcasting was discovered in the revies of literature for this thee is . §tatement of the Problem This study was'made as an attempt to gather and present. information to fill a portion of the above mentioned void. It was the purpose of this study (1) to present some of the views of those who teach via television which.may be indica- tive of their Jab satisfaction; (2) to measure the degree of Job satisfaction that is present among various groups of tele- vision teachers: (3) to determine the relationship between the degree of setiefaction.experienced in the Job of teaching via television and specific factors, primarily in the area of characteristics of the job situation such as working hours and compensation: but also in other areas where the A lessociation for Professional Broadcasting Education and the National Association of Broadcasters, Resale In Broad- castins tashington, D. 0.: Association for Broi‘essional broad- casting Education and the National Association of Broadcasters, 1% 2 . pf l 2 relationship appears significant; and (h) to make receueondn- tions regarding actions which might be taken by ITV adninis- trators and others concerned with instructional television to promote an increase in the degree of job satisfaction present among television teachers. Importance of the Stugy There are a number of important ends which this study may serve. Students and teachers contemplating entering the field of TV teaching should be interested in learning what satisfaction, or lack of it, those already in the field have found; and thereby gain some measure of aid in estimating what their own satisfaction or dissatisfaction may be if they do enter the television teaching profession. By learn- ing about the Jab before actually beginning it, potential TV teachers should be better able to prepare themselves for the problems which they might encounter. This might help them to decrease the degree of dissatisfaction which they would Otherwise experience. Before such use by potential instructors, and before others concerned with television teaching have truly relia- ble data upon which to base predictions about job satisfac- tion in the position, additional studies of this prOblemumay well be necessary. 'The importance of this study may only be realised in future studies which it may play a part in launching. The findings presented in this study should be of use to those in related areas of broadcasting and teaching and 3 even to some in completely different professions as a scale with which Job satisfaction in other fields can be compared and measured. This study, and any which may expand upon it, should be useful to administrators concerned with recruiting and hold- ing the best possible television teachers. In the recruiting process, this type of study may enable administrators who are familiar with it to be somewhat more certain than they have been about the degree of satisfaction they can offer prospec- tive television instructors. Perhaps.the individual.best qualified to evaluate the importance of this study would be a television instructor, an individual who has experienced the phenomenon here inves- tigated. A nationally-known TV teacher who participated in the study and who has been associated withlseveral of this country's most prominent television organizations, wrote the following to the author regarding this study: “You are doing a service here. I hope someone will spotlight it so that it receives some attention and changes some attitudes.”1 Since, before completion of the study, the author had already received requests for information from the study frou ITV researchers and administrators in five states, there is obviously a need and desire for such information among ITV people. It is through such.individuals that this study might play its most important role. It may alert them to some L—‘A 1Letter written on questionnaire received in ”arch, 1969 from a TV teacher who, like all subjects in the study, has been promised anonymity. S of students at any level of learning who are taking the course via the medium of television shall herein be termed a television presentation. TV presentation, TV class, TV lec- ture, TV lesson and TV program shall be used as synonyms unless otherwise noted. ‘Zelevision Teacher Anyone who teaches one or more courses which form a part of the formal education of students at any level of learning who are taking the course or courses via the medium of tele- vision eill be considered as having a television teaching Job and termed a television teacher. TV teacher, TV instructor and TV mentor sill'be used as synonyms. Ck-IAP‘I‘RFIR II sauna or THEE-3 haunts LITERATURE: Bacimroung The evaluation ofsatisfaction with the Job of teaching via television, as revealed by the literature on the area, sss complicated by the point of view from nhich.most of the articles studied were written. Job satisfaction of television teachers use not the sole or even the major topic for any of the reports in the literature studied. ‘Insights on the sub- ject had to be extracted meet often from articles which gen- erally could come under a title such as ”new I Taught Subject I On TV“.‘ More consideration was generally given to teaching methodology in adapting a given subject to the medium than to satisfaction sith.the duties. Host of the sources reviewed were writings of teachers she had taught at least one series of televised lessens. Mention was not made in some of the articles of whether or not credit was given for the series of programs by an educa- tional institution: hence it may he that a few of the instruc- tors mentioned in the literature were involved with “courses" for which credit was not given. Several.writings were by people associated nith.TV instructors as their supervisers or as researchers in television experiments. The reports studied often summarised the views of an unspecified number of TV teachers. I The total number whose attitudes are I’ I 7 reflected in this review therefore, may range from forty to over one hundred fifty. The chance of any given teacher's attitudes or consents figuring in this review are based primarily, if not wholly, on the researcher's ability to locate the comments of that teacher. A glance through the biblionraphy of this thesis will quickly reveal that more of the works studied came from the NARB Journal than irom any other source. This was not the result of any attempt to introduce a bias into the review. It came about, rather, because of the effort to study all available statements assumed to be indicative of Job satisfaction or dissatisfaction on as many TV teachers as was possible. Since the Journal mentioned contained more articles which appeared to be related to the topic of study than any other source uncovered in the course of the survey of literature, it is used more frequently in this review. It initially appears rather obvious that the factors extracted from.the literature for presentation here are. determinants of job satisfaction. Whether or not this is truly a causal relationship in every or in any case mentioned may remain to be proven. Hopefully the primary research reported on later in this thesis has begun to show the actual nature or the relationship bets’een at least some or those factors and the degree of job satisfaction experienced by . television teachers. For the purposes or this review, it will be assumed that the apparent causal relationships as perceived in the literature are the ones which.exist in ”8113’s 8 Absence ofAImnodinto Face-to-face_§codhack Most frequently mentioned as a source of dissatisfaction is the lack of imfiediate face-to-face feedback. Teachers are almost invariably accustomed to face-to-face contact with I those to whom they normally communicate. From the recurrence of expressions of dissatisfaction when the television medium forces them to use interposed communication, it is easy to draw the conclusion that they derive great satisfaction from the immediate response of students in their presence. William.Baker, who conducted a course on writing at WEAR-TV, Michigan State University, in the middle fifties; .found the lack of face-to-face contact with students a great problem.‘ To explains his dissatisfaction: . Teaching on television is weird and frustrating, especially if it means, as it did for me, that you teach not to a roomful of students but simply to a beadyceyed two inch lens. Since I had no idea of whether my message was getting through the lens, it was like going into an empty classroom twice a week and talking earnestly and persuasively to a blank wall. 1 It is not Just the lack of the thrill that comes to a performer from receiving approval of an audience that the TV teacher misses. In fact, he is more often concerned with the problem his lack of student feedback creates for the pupil. Several teachers expressed dissatisfaction in not ‘— 1ailment). Baker, "Is Anyone fiatchingi," Basic Qellqgg guarterlz, 1,.H0. h.(1956), 17. " In {SJ lbafl l" a .i\ aid nil! Ht Ii'l x.:- on 9 being able to discern whether or not their points were under- stood by the viewing; classes.1 Because he has no students to interact with immediately rwesent, the TV instructor may have trouble.developing an enthusiastic presentation. TV teachers are not infrequently chosen to conduct a course at a grade level or on subject nutter with which they'have had no classroom experience. As reported in an article fron'Central Michigan University, teachers under these circumstances may have great difficulty in adjusting; their message to the target audience.2 ' The lack of student presence is not always a source of dissatisfaction. In some cases the instructor prefers it. Two teachers have said that students, at least occasionally, interrupt their classroom lessons. For them, the freedom from student misbehavior or the irrelevant question that dorsilc the train of thought is a cause of satisfaction.3 many television teachers whcflhave made the Jump from classroom to studio find this aspect of the change too diffi- cult to conquer and, like Professor Baker of Hichigan State, ‘umy'leave the cold foreign atmosphere of the studio to return M 1:910 Hansen Brenninger “Fresno'a 21" Classroom," IFAFB Journal, XX (hay-June, 187613, 22; Southern Methodist Un vor- sity institute of Technology, TAOFZR Evaluation Questionnaire, Dallas, (1967). (Typewrittend chhn Cumming and Richard Blake. "Teaching History on Television,“ ‘I‘mWB Journal, XXIII (hay-June, 196M, 30. 3Gladys D. Davis, "The Challenge of TV Teaching,” Eta Journal, LV (April, 1966), 70; Louise McNamara, "A National cater for HIV,“ American Education, (June, 1906), 3. 10 to the familiar and responsive air of the traditional class- room.1 Others adjust to the absence of face-to-face contact, perhaps with the aid of telephones or two-way television dur- ing the lesson. Those who do survive the initial shock gen- erally go on to find compensation for the lack of immediate response from students and often gain even greater satisfac- tion from the delayed feedback and more widespread influence their teaching on television brings.2 Delayed Feedback and Expanded Influence For those teachers who persevere through the series to the point of its being “aired“ for a number of weeks, there is the reward that comes when visiting utilization classrooms. Gladys Davis, an experienced social studies instructor with the CCTV system of Santa Ana, California; describes the impact such visits had on‘her: fly real pay came on these visits to kids in class- rooms. All I needed to carry me through a month of long .rehearsals, script revisions and late hours was to hear one little boy say, on my first visit to his room, "Oh, I’ve seen you so many times, but this is the first time I've seen you in color.“ As I drive back to the job after having heard eager voices saying, ”We enjoyed the last season so much!" or after a teacher has come up, clasped my hand and said, "You are doing such a fine jobi" I vow that I will write the next lesson more eloquently, that I will look for more creative teaching devices and that I will do a better 10b of serving the students and teachers who turn on the pregrams. - ' i n‘ - f ‘— 1Baker, ”Is Anyone Watchin37," 18. 2ChaunceyBerdan, personal interview at Michigan State University, East Lansing, Hichigan, Hovember, 1967. ' 3Davis, "The Challenge of TV Teaching,“ 70. 11 In the utilization classroom, the TV mentor can draw satisfaction from not only his reception by the students and teachers, but also, as Ballou cites, from observing the effect that his lessons have had in stimulating the students and teachers to learn and to work on special projects.1 Hot all that happens in the visit to the utilization classrooms promotes satisfaction, however, as Louise Mcfiamara relates: "I've been in a classroom where the show (her "All About You? series) was on the TV monitor, and believe me it's a weird experience; the kids ignoring you and answering back to the image on-the screen.”2 Such.an.experience must pro- duce at least some mixed feelings. Probably no teacher enjoys being ignored, but such a visit can truly'help a teacher inasine the response he is evoking when he is baok‘before the cameras. The lack of 'post-program' contact can be a problem. Several of the instructors with the TAGER:TV System at South- ern Methodist University expressed opinions similar to this one written by one of their number: ”The major weakness is not in the class, but in the lack of opportunity for individ- ual oonsultatiOn. . .“3 . . Just the fact that he is reaching a potential audience of 300 people instead of 30 or perhaps, eventually,.3,ooo,ooo 1Mildred Ballou, “Teacher In the House,“ sass Journal, XIX (September-October, l9b0), 8. " 2McNamara, "A National Center for ITV," h. 380uthern Methodist University Institute of Technology, TIGER Evaluation Questionnaires, Dec., 1968. (Handwritten.} ’15 it": {L 4". O 4 12 instead of 30,000 may be a fount of satisfaction for many a TV teacher. Then, when the uncounted masses start to respond via telephone, letter or personal contact outside the studio, the televisionmentor gains satisfaction from a form of feed- back that almost never comes to the classroom teacher.1 This response probably comes more often to those teaching on open circuit TV than it comes to teachers on CCTV, because the former are more likely to haw a larger potential audience. Pecple on the street may recognize the teacher and greet him as a friend although they have not only through the “magic of television“ as several teachers relate in Brenninger's article.2 Books on the teacher'ssubject area begin. to empty from the book store shelves. “Fan” mail for the instructor nay deluge the station.3 There is a definite possibility that the TV teacher may become a “star.'I Depending upon how he reacts to this occurrence, it can be a source of glowing satisfaction or street problem. I Xany of these results came to Huston Smith from his series “The’Religions of Man," on mac, St. Louis in 1935. Holding true to the academic preoccupation with the educa- tional impact. amidiall this, however, Smith comments on those she wrote to him: “host satisfying; of all, perhaps, was the number who would gather to watch the lectures so that they I #_ lHuston Smitha "Teaching to a Camera,“ Basic College Quarterly, 1, No. (1956), 8. 2."3renninger, 'Fresno'eZl” dlassroom,’ 22. (33mm, “reaching to (Camera.- 8.. ‘ 13 could talk about them toaether after the program."1 He found even more satisfaction in the answers to these questions shich he poses dealing with the educational ramifications of his series: Is St. Louis different today in the area with.which the course dealt? Do its citizens have a better under- standing of the great religions of the world? Here important, are they taking steps to learn even more? . . . The following points seem significant: (1) The St. Louis Globe-bomoorat has followed the course with a series or 32 front-pugéffeatures on "The Religions of Our Day.” (2) At least fifteen churches in the local area, that I know of, are working comparatige religion into their pregrams in some systematic way. Opening the locked classroom doors for new students to enter via television is usually looked on with nothing but favoery the teacher. It is from this new and often much expanded influence and response that the TV teacher can draw much satisfaction. Hoeever, when “non-students“ observe him by the new medium, he may become exceedingly dissatisfied. Observation,'Criticismuand Academic Freedom The transformation from classroom.communieator to tele- vision mentor of the masses leaves the teacher Open to some of the most serious problems which.give rise to dissatisfac- ition. ' I . frobably the least serious source of dissatisfaction is the self-consciousness or stage fright which the instructor may feel because his TV audience is larger, of different LL-- fi— lIbidO, 9. 31b1d. .0 I: a :31! i;- .71 I.” "‘l . u, "u. h” C“ . x ”'1 ,. ‘ m c, mmposition or is separated fron him by more space than his ohmsroom audience was. 'Compared to the other problems in fine area, this one does seem the least serious because the mmmlem lies within Just one person, the teacher himself. He has had to overcome a similar obstacle, although probably of alesser degree, merely in getting up at the front of a class- rmmu Yhatcver the degree of difficulty attached to it, self- ccnsciousness can have undesirable repercussions on the lesson and the teacher. Arthur Delaney relates the tale of one of ins colleagues who refused to do an experiment on TV because he thought the lights would reflect off his glasses and ruin the appearance. Rejecting arguments from the director and crew members, he went before the cameras and lights. Because in worked with unaided vision, all of the eXperiment'e possi- ble effectiveness was lost amid his gropinga and bunglin3.1 A measure of selfeconsciousness may be necessary for the TV instructor that was never required in the classroom. Par- ticularly if he is to teach on open.circuit television, his' attire will need to be acceptable to the public, and to the characteristics of the camera regardless of whether the cir- suit is open or closed. Depending on the personality of the teacher, the fact that more of his fellow teachers, and more people in general, will see him on.TV may force him to pay 1Arthur a. Delaney, “th Teachers Fear ETV, " The High School Journal, XLVLI (October, 1963), 1L2 . 15 more attention to his appearance. In the literature studied, only Dallou mentioned this as a source of dissatisfaction.1 The observation by other teachers does have other aspects which the TV teacher may see as undesirable, however. Davis describes~the problem: . . . there are days when I would trade it all for my own little empire, a classroom behind closed_doors where no one watches to criticize or write daily evaluations.’ TV teaching is not for these who are stung to wrath by criticism. The TV teacher must be prepared for crit- icism and must learn to face it without mental ration- alization or flamin3.self-dofense. no two teachers teach in identical .nnner and no one can please everyone. most of the criticisms are valid ones; but there are others of the "I don't like the way you wear your hair." or the "You hold your head too high wheg you.speak.' variety that call for a sense of humor. Delaney sees this as an even greater potential source of dissatisfaction among TV instructors: . . . first hand observation of a teacher's classroom ’performance has become a recc3nizod aspect of super- vision and evaluation. The competent teacher welcomes constructive observation. But, how welcome is observa- - tion when the teacher cannot face his observer? The teacher knows not whether his observer has seen all of the lesson or only a part, viewed out of context. There will always be the fear that the teacher is being deliberately observed without his knowled3e, or without any intent that he will know the appraisal of his per- formance.3 At Southern Xethodist University's Institute of Technol- ogy such fears as Delaney raises have apparently not been realized. In fact, the TV instructors there were reportedly’ highly motivated by'the possibility that a university 1Bellou, *Teachsr in the House,” 8. 21mm, “The Challenge of iv Teaching,” 70. 3Delansy, “Why Teachers Fear aTv,9 is. 16 president or corporation board chairman might be watching their presentations} One might surmise that if these instructors were in not just engineering but in subject fields such as political science or philosophy, where they‘might wish to expound their own personal views as well as strictly rac- tusl data and processes, their reaction to such observation might be closer to that described by Delaney. Although no infringement of academic freedom was reported in the literature studied, there is a definite concern*with the threat which.TV presents to this highly prized traditional Idght of the teacher. The AAUP's Committee 0, in oresenting its policy statement on erv, included a section requiring the assurance of academic freedom for television teachers.2 The report by that committee did not explain whether this point was incluced in the policy statement as a result of dissatis- faction concerning the issue among TV teachers or'not, but it seems reasonable to'assune that this use at least part of the reason for its inclusion. Preparation Time: A Dichotomy Among other causes, it is the realization that so many students, other teachers, parents, administrators and uncounted others may be viewing the TV teacher that makes __i 1Stuart A. Bush and Marion W. Wilcox, Graduate Study Elia Television (Dallas, Texas: SouthernMethodist University Institute-“of Technology, 1909), p. 12. 200mmittee C, “Report of Committee C: Polio on Educa~ tional Television," AAUP Bulletin, XXXXV (June, 961), m5. 17 hin.reol a need for more preparation time for his TV lessons than for presentations in the classroom. This need for more preparation time was stated frequently. None of the publica- tions reviewed reported TV as requiring less preparation time than the classroom. . The desire to use more time to produce a better lesson does not arise entirely because more people generally receive the TV lesson than the classroom.lesson. With the exception of one instructor at Southern Methodist University, there was total agreement among those writing on the subject that the TV lesson uses more material in.a given period of time than the classroompresentation.1 Hence more preparation time is required.ror the TV lesson because more material must.be pre- pared.2 For the teacher on TV for the first time especially, time is required for familiarization with the medium, its limitations and potential.3 Because he is usually teaching more students, the TV“tescher>msy'have to spend more time correcting papers than he did when in the classroom. Marie Ernst, a teacher or English Composition at KETc-TV, St. Louis 1Southern Methodist University Institute or Technolog~, TAGER Evaluation Questionnaires, Dec., 1968. (Handwritten.{ 2Brenninger, “Fresno's 21? Classroom,“ 22; Edgar Willis, "Preparing TV Teachers," HARD Journal, XXI (May-June, 1902), 3Peter Carr, “Teaching Mythology and Folklore on TV,“ Mas Journal, XXIII (Non-Dem, 19th , is. h .2 32 :2: :1: M3 'H ‘3 .33 m 18 nzthe middle 1950's, found this to be a problem in spite of the assignment of teaching assistants to these tasks.1 The duties which a teacher must perform in order to pre- gmre for a television lesson are numerous. All of those who nmntioned the need.ror time to perform these duties agreed that the need was more acute for TV teachers than for class- room teachers. Bohmid gives the figure of fifty hours as the amount of time she generally required to prepare a television lesson.2 Sanford writes that seventy-five hours may be expended in preparing for one forty-five-minute lesson.3 Where the dichotomy evidences itself on the factor of preparation time, and where this issue results in satisfac- tion or dissatisfaction is on the matter of whether or not the time necessary for preparation is available. .For those who are given the required time, often by being released from other duties, or who can take time from less important activi- ties; the extensive period or preparation is generally very satisfying. Eildred Ballou writes! “In spite of the fact that l have never worked harder (I often finish timing the telecast at l:OO.A.U.) I love it. I like the opportunity for detailed planning and “search."l" 1St. Louis Public Schools, An Investigation of Television Teacrdng (St. Louis, Mo.: St. Louis Public Schools, 1956), D. 36s aLinda Schmid, “Teaching Art on Television,“ IAFB Journal, XXII (Sept.-Oct., 1963), 31. 3Fillmoro Eanford, "Teachinr on Television,” HAVE Journal, XXIII (Marchnhpril, 1965), 20. unallcu, “Teacher in the “muse,“ 3-9. 19 Sacrifices may be necessary in order to find the neces- sary hours. Davie comments on her first year of TV teaching: That first year I seemed to spend endless quanti- ties of time. I had to stop college courses toward my master's degree because all my energy was needed to meet the exacting requirements of TV teaching. I managed only three weekends away from the Job the whole year.1 Such conditions do not often produce satisfaction. For those who do have adequate preparation time, satis- faction may ceme.from the opportunity to do ell the extra xflanning and special experiments or displays that couldn't be done, because of inadequate time to prepare, when they were classroomteachers.2 . If the statement by the AAUP's Committee C on ETV can be taken as an indication of areas where dissatisfaction needs to be remedied (such statements do seem to serve this function to some degree) then the lack of adequate preparation time is one of the sources of dissatisfaction which needs attention.3 Occasionally the situation may be as bad as Delaney describesaa In several.ETV experiments teachers were eXpected, in addition to preparing for and carrying out ITV instruc- tion, to teach."traditional classes", to manage home- rooms, to collect insurance money, to sponsor extra- curricular activities, to police cafeterias, and even to guard lavatories . . . Despite administrative assurances 1Davis,'"i‘he Challenge of TV Teaching," 11. 21bid.: Mary Rogers, “From Classroom to TV Teachin3,“ NAI;SB 5m nal, XIX (Sept.-Oct., 1900), 16. 3Committee C, "Report of-Committee C: Policy On Educa- tional Te levision," 11:5. l“ Lfi‘ 37' 1 20 to the contrary, many video practiciorers fear they will be coerced to continue telecaatlug under such condi- tions.1 The picture is not painted with such dark colors in the gmat of the literature surveyed. however, these dissatisfied with the preparation time deficiency, according to the number or reports of dissatisfaction, greatly outnumber those who gain the satisfaction that generally accompanies having enough preparation time. alailabilitl and Effectiveness of Teaching Aids and the Peeing One of the reasons why preparation of TV lessons takes such a great amount of time is that the teacher must go about gathering the numerous and various teaching side he can feed into television's audio and video systems. Yet, one of the nuJor sources of satisfaction that comes with'being a TV men- tor‘comes because so many teachang side (which were either not available or not effective in the classroom) are avail- able and are effective in television. Mary Rogers, a teacher of high school biology with the Alabama BTV network, had geography as well as her status as a TV teacher working for her. She relates: Accessibility to materials not usually available to the average classroom teacher has proven quite an advantage. The closeness of the Birmingham RTV studio to the University of Alabama medical Center has proved to‘be invaluable. Whether it means showing an appendix that has Just been removed or a custom made glass-blowing 1-Del.aney’, “Why Teachers Fear BTV,‘ Ill. 21 job from the biochemistry laboratory. Again the time involved in collecting and the problem of "borrowing" the exhibits would be impossible for the majority of biology teachers.1 Characteristics of the television medium itself make it an important aid also. Dr. John Whitney, a general science instructor on KETC-TV, St. Louis, evidenced the satisfaction that comes from this and several other factors unique to television. The report on the St. Louis ETV experiment of the middle fifties states: . . . (Whitney) indicated that television can com- pensate for the lack of adequate facilities and equip- ment which exists in most general science classrooms; that television can bring to he screen almost anything that is needed; that small, intricate details can often be shown better on the screen than on a lecture desk; and that interesting and important people can make their peculiar contributions to many students in a most economical manner. Davis, Brenninger and Parke also mention the impact of TV's special abilities to integrate various aids, to perform teaching duties that could not be done by a teacher in a classroom and to carryout some duties even more effectively than the classroom teacher.3 Cutler and Meyer experienced great satisfaction because they felt that the television medium was particularly effective in presenting their 1Rogers, "From Classroom to TV Teaching," 16. 2St. Louis Public Schools, An Investigation of Tele- pgision Teaching, p. 35. 3Davis "The Challenge of TV Teaching,” 10; William E. Parke Jr., Teaching With Television; Music Appreciation," NAEB Journal XXIIII (Se t.-Oct., 1965), SS; Brenninger, 1rFresno's 21‘ Classroom, 22. rs? it! 22 subject, poetry.1 Others found adapting their subjects to television a source of dissatisfaction because the character- ijtics of the medium placed limitations on their presentations which they thonght were too narrow.2 Another point emphasises the lack of universal satisfac- tion in this area. Many times the aids teachers desire are not available. Often this is the result of a budget which is considerably less than infinite. In this case, the lack of equipment which the teacher may have deemed imperative for TV lessons generally results in dissatisfaction.3 There is another aspect of the effectiveness of the nwdium which can be a source of satisfaction to those teachers working in it as isnoted by Schmid.lt Kindner writes of the same factor: ‘ The effectiveness derives from the fact that each student viewing the presentation tends to form the impression that the instructor is teaching him person- ally and individually. Thus it is an incentive to effective learning on the part of the student, and sound imaginative, interesting teaching is the sine Qua non. lhruce Cutler and Richard J. Foyer, “Presenting Poetry mzihlevision,“ EASE Journa1,.XXIII (Sept.-0ct., lQOh), hO. 2St. Louis Public Schools, Anfllnvestiqation of Television Teaching, p. 36; Southern Methodist University Institute of technology,-TACER Evaluation Questionnaire, Dallas, (1967). (Typewritten.) 3Brenninger, "Fresno's 21” Classroom,” 21; Ward Sims, 'Teachinc Science Methods with TV,“ Nara Journal, XXIIII (July- Aug., 1935), no; Davis,.“TheChsllengo of TV Teaching," 70; Southsrn'hethodist University Institute of Technology, TAGER Evaluation Questionnaire, Da las, (1967). (Typewritten.) hSchmid, “Teaching Art on Television,“ 31. 5Robert H. Kindner, ”Facing the Camera, HARE Journal, XVII (hay, 1958). 38s . '5???) ‘1‘." ...' '0 H a : C.) Probably the supreme concern of the television teacher, mm that of his classroom counterpart, is the magnitude of the impact his teaching ishaving; on his students. The teacher wants what he is attempting to teach to be learned and learned tell. is .Blanshsrd's article reveals, when he observes the achievements of his students, evidenced through tests, the television teacher experiences satisfaction or dis- satisfaction depending on the degree of achievement which the students have made.1 Based on test results and other factors, the majority'of the SMU instructors report that they feel less effective on TV than in the classroom or seminar.a A review of the. literature surveyed for this thesis leaves one with the impression that most teachers would agree with Huston Smith's assertion that they can teach much more effectively on TV than they thought they could before working in the medium.3 This, if not producing satisfaction, must at least ameliorate the situation somewhat, even where teachers feel less effective on TV than in the classroom. She Relationship With (lo-workers The transition from classroom teacher to 'i‘V teacher places the instructor in an entirely new relationship to e u 1Paul Blanchard Jr. "that hanner of Mam," BARB Journal, m (Sept.-Oct., 1960). 3. 2Southern Kethodist University Institute of Technology, TACK}? Evaluation Questionnaire, Dallas, (196?). (Tvpewrittcndz Idem, Tani-IR Evaluation Questionnaires, Dallas, (1968). (Hand- mten.) ' ‘ 33mith, "Teaching to a 23am," 9. ‘2’ :9 8’ 21; mnvnnd different group of people. Instead of students and fellow classroom teachers, the TV mentor may now work prima- rily with the television crew, producer, director, area spe- cialists and, occasionally, other TV teachers. Peter Carr describes the situation: It requires the kind of group activity associated with the commercial television program or_with the theater. This is group teaching and its effectiveness is dependent upon the abilities of everyone in the group. To the professor who is used to the isolation of the conventional classroom with all of its taboos con- cerning privacy, the first experience of teaching in a crowd of cameras and props and people with headphones can be something of unseedemic publicity and unscholarly distraction. What must take place between the teacher and the TV per- sonnel, in order for a satisfying and efficient relationship ’1 to develop, is that Trisclini cells ”mutual education”.‘ This process did not take place successfully in the majority of cases studied. More often than.not, the TV teacher's rela- tions with the ”TV people“ i.e. producer, director and crew, were a source of much dissatisfaction. As Yanowski points out, theeproduction people may look upon the television teacher as a 'transplant'.3 Ginne Mock found herself in this environment at the beginning of her first TV course: . . . l was faced with an almost completely mechan- istic setup: a faceless, mostly voiceless man behind the 1Carr, ”Teaching Mythology and Folklore on.TV,” 1h. 2A. G. Tricolini, "Confessions of a Recent Convert to Instructional'Television,”_§APB Journal, XXVI (March-April, 1967). 1+9. 3Barbara Yanonski, “The Studio Teacher's Role," FARE Journal. XXII (Jan.~Fcb., 1963). 25. 25 camera; other tron (whom no one ever bothered to intro- duce) . ._. a director who . . . never said anything about my performance, one way or the other . . . All these people spoke in a technical language which meant virtually nothing to me. . . . who was in charge? What was the director supposed to do? e'hy didn't he direct me? ihat was the producer's job? What exactly were“ my responsibilities? And any did everyone seem to resent the rehearsals I considered absolutely essential? Apparently things did not improve for Rock. She writes: . I was told that the man who headed the station was . very pleased with my work. Yet my only contact with the gentlemen -- whom I later discovered I had soon going in and out of the office -- was a half-hour telephone con- versation, during my time at another Job, in which he listed words I had mispronounced during TV performances. This was needed help, but it would have bash pleasant had he taken some of his time to meet me. Relations between the TV teacher and his co-wcrkers can be a source of satisfaction also. Ballou reports that at KDPS, the Des Moines Public Schools Station, the teachers worked toaether in s "seminar-type situation” which she found very satisfying.3 Doing television‘work with those in the teaching field can be a source of dissatisfaction too. Both Ernst and Whitney indicated there were.serious problems with teaching assistants on their gobs.h ’ HustOn Smithwand his producer-director at KETG were able to develop a most satisfying working relationship. He writes 1Ginne Mock, "What Does It Take To Teachflby TVT, ” NALB Journal, XIV (Sept.-Oct., 1960), 12. amok, “What Does It Take To Teach by mm," 13-11;. 3Ballou, “Teacher in the House," 8. has. Louis Public Schools, An Investigation of Tele- vision Teachin , p. 36. ‘ o--... “n.4,... ’5'-‘ .... vv “~— “-7“... 90'0“- - "vac-”unas- '- 26 this, however, in summary of the attitudes of his fellow TV teachers: " . . . Some of my colleagues have either broken off a series or vowed they would never try another because of the merely routine -- which is to say inadequate -- help from producers and directors."1 The literature surveyed generally agreed that such unhappy events as Smith mentions do occur all too frequently. monetary Compensation So little mention was made of this factor in the litera- ture initially selected for review that it was almost left out of this report entirely. It appears that possibly teachers have some aversion to discussion of monetary compen- sation in the same context with other factors, or that the money involved is not that important to those TV teachers connected with the literature studied. Chauncey Berdan, coordinator of Michigan Classroom TV, packagers of ITV pregrams broadcast on several Michigan sta- tions, gives $65 per é hour lesson as starting fee for teach, are with his organisation. When asked if the TV teachers were concerned with this remuneration, he answered a flat -"no".‘2 TV teacher.Fillmoro Sanford theorises that TV teach- ers are often willing to forego the monetary rewards in order to give vent to their 'thcspianic" drive.3 For such teachers,. 18mith, "Teaching to a Camera,“ 12. 2Dsrdan, personal interview. 3Sanford, 9Teaching on Television,“ 18. 2? :umey COlld be far dean the list of determinants of their satisfaction or dissatisfaction with teaching via television. After further investigation of the'question, it seems that there is a serious diaIOgue, apparently stimulated to some degree by dissatisfaction among TV teachers, which has been going on for some time. The discussion had progressed tar enough.by March of 1962 for Charles WcIntyre to determine the two major issues in the argument over matters associated with monetary compensation: ”Supplementary pay to faculty participating in television programs which are paid for by some extra university group . . . (and) . . . faculty rights with respect to recorded instruction used by the university.“1 1- Frank Kahn gives a long list of groups who have at least discussed, it not acted on; the compensation-related issues. Among them are the Nna; American Council on Education and the AAU?¢2 It*would seem logical to assume that at least some of the pressure for this discussion and action was stimulated by dissatisfaction among TV teachers. Barbara Yanowski, in dis- cussing the advantages of a national center for ETV, mentions it as being a place where pay for TV teachers could be resolved.3fl‘Brenninger calls the relationship between monetary 1Charles McIntyre, "Compensation for Professors on TV,“ FARE Journal, XXI (HarohpApril, 1962), 30. -___~ ___ 2Frank Kahn, "Compensation of Faculty Engaged in ITV," EAFB Journal, XXIV (Jan.-Feb., 1965). 37. 3Yanowski, "The Studic-Tescher's Role,” 2h. 28 compensation and preparation time required for ”Fresnc's 21" Classroom", "almost ridiculous".1 One explanation of why the issue of monetary compensation may be overlooked in any but a very thorough review of the literature, is this: it is quite possible that only a small segment of the TV teaching corps is concerned with compensa- tion in monetary form and that none or this group's propor- tionately small number of writings would be included in an initial selection, of moderate size, of literature to study. This "sampling error“ may result in representation of the views or only that significant portion of the majority of television teachers who happen to be married women. Thus a summary could present views of only those describedby the oft-heard lament among classroom teachers: "Those women are satisfied with.snything that will supplement their husbands' salaries. They don't work to make a living.“ The wording is not always the same, but the thoughts‘behind such a cry usually are. There is another explanation which seems even more likely in view or the age of the issue (Kahn mentions it as dating from the early days or radioz). It is that TV teachers are very hesitant to deal with the issue in public or in the same context with other factors assumed to be related to Job sat- ' isfaction. . 1Brenninger, 'Fresno‘s.21" Classroom,“ 22. 2Kahn, "Compensation of Faculty Engaged in ITV," 29. 29 jnfrgguently Ventioned Factors No other factors were dealt with by what I have rather arbitrarily decided to designate as a significant number of the works reviewed. This section will encompass the views on factors dealt with by only a. small number of the writings on TV teachers studied for this review. Only the apparent sat- isfaction determinant termed absence of immediate face to face feedback received consideration by even a bare majority of the sources studied. The number of publications dealing with the factors mentioned after this point are generally less than three and those before this point four or more. These factors which are mentioned relatively infrequently in the literature must be dealt with because, in a randomly drawn sample of the universe of TV teachers, it is quite possible that they could be sources of satisfaction or dissatisfaction for a very sig- nificant number of people. Flo Hansen Brenninger points out this: On the whole, instructors conceded intensive pre- paration for television up graded their teaching of the course in regular classes but by the same token, the material was often so well digested that it palled on zgzm‘232 :oagmzs:;:;;.icst was desirable before teaching Carr and Blanshsrd mention the improvement of classroom teach- ing by the TV teacher because of his extensive preparation of IBrenninger, I'F'resno's 21" Classroom,“ 22. L' (1/: J (i. . v 30 the subject matter ior television but do not deal with the second issue in Brenninger's comment.1 Because he is on television, the teacher may fear ho is being looked upon as an entertainer according to Ginne Mock.2 The problem of the.teacher's image among his teaching col- leagues is also discussed by Peter Carr who says that Just the fact that he is entering a new area can cause the new TV teacher's co-workers outside the studios to look upcn.him with suspicion.3 Gordon and.Sims both express dissatisfaction with the lack of rehearsals for their television lessons.“ Whitney and Robinson were not satisfied with having to present what they felt was mediocre content fit for the majority of their TV students but not suited to either the ~ slow individuals or the.rspid learners.5 William.Beker men- tions a related problem. His dissatisfaction came from, among others, the fact that he could not be “flexible" and adjust the speed of his presentation to the needs of the class because of the strictly adhered to»schedule of TV once the programs were outlined and the study guidesdistributed.6 - 1Carr, ”Teaching Mythology and Folklore on TV, " 12; Blanehard, IWidest hanncr of tWan? 63. 2Mock, "What Does It Take.To Teach.by TV?,” ll. 3Carr, ”Teaching Mythology and Folklore on TV, ' 13. 1Morton Gordon, "Hawaiians Learn Better Speech by TV, ” M‘n Journal, XXI (Nov.-Dec., 1962), 60,81513, "Teaching science "stands with TV,” to. 5st. Louis Public Schools, An Investigation of Television Tfiac‘hing, p. 36 0 6Baker, ”Is Anyone tatehing?,a l9. \ 31 Gladys Davis found the constant requirement of memoria- 1ng many scripts over a short period of time to be a source of tension at times.1 Robert Kindner derived great satisfaction from the feel- ing of accomplishment that followed his completion of a TV lesson.2 For Morton Gordon, getting used to the equipment and the necessity of moderate speed in movement was a difficulty.3 Yanowski calls the job of teaching via television one of self-elimination‘because, once the TV tape is made, the teacher might be forced out of television work and back into e classroom," Sanford reports that students cannot be fooled by false enthusiasm.for them or the subject via television.S One source of dissatisfaction appears to be unique to the faculty of the TAGER TV System.headquartered at Southern Methodist University. They have been very disturbed by the great number of questionnaires sent to them.by researchers and administrators from.other institutions.6 Working from the assumption that employment agreements. -uught reveal those factors most important to employee 1Davis, “The Challenge of TV-Teaching,' 70. 2Kindner,‘“Facing the Camera,“ 38. _ 3Gordon, "Hawaiians Learn Better Speech'by TV,” 60._ hYanovski, ”The Studio.Teacher's Hole,“ 25. SSanford, ”Teaching on Television," 18. 63. A..Bus369private telephone conversation from Dallas, 1 Texas, March, e 32 atisfaction, another paper by this author; a survey of con- xmcts, policy statements and writings about them might be orth reviewing. Four factors which are mentioned in that upvny and which appear to frequently affect Job satisfaction 1‘ TV instructors are not mentioned in other literature tudied for this review: (1) the very existence of a legal ocument clarifying and guaranteeing the rights and responsi- ilities of TV teachers, (2) the right or the teacher to have role in deciding when revision of taped lessons is necessary, 3) the right, or lack of it, of the teacher to have a voice n determining the use and distribution of TV lessons, as.) nether or not the teacher has at least some control over the cutest and format of the program.1 Summary and Conclusions Although this section or the thesis is intended to be a urvey or literature, the personal interviews or Chauncey order: and Stuart A. Bush were included. The value which nose primary sources add to the review' seems to outweigh any iaruption or form which their inclusion may have caused. The problem mentioned most often in the literature (gen- rally as a factor producing dissatisfaction and only infre- aently as a source of satisfaction) is the amount of race- o-face contact with students of the television course. l—A‘ A“ J'E’hilip w. Keener, ”A Summary of Surveys on the Rights [‘Teachers on Television," (unpublished paper Michigan tate University, East Lansing, Michigan, 1968:, pp. 22-25. its otter in arts at Sat anti nature studied 1 back and expands than) poop}, c “reparation 1 teaching side a: relationship git W“ 01' dissat For It 1, as ‘5' Mtoraturg m is an mPOPtant 1 of dimtiatnc tic n ugh any Noting m Prim Mm: b. mast . 50w teach." '110 i s. indicate, 0&1 7:0” of tho factor i we“ {Dunc 1n the which My 0: them 33 The other factors which appear to be the major determi- nants of Job satisfaction for the group discussed in the lite erature studied may be categorized as follows: delayed feed- back and expanded influence, consequences of being viewed by unknown people other than students, the availability or lack of preparation time, the availability and effectiveness of teaching aids and the medium. Another major determinant, the relationship with.co-uorkers, is mentioned more often as a source of dissatisfaction than satisfaction. For at least a portion of the TV teaching profession, the literature seems to indicate that monetary compensation is an important factor. To this group, it is usually a source of dissatisfaction because they feel they should receive more. As with any occupational group, these who stay in TV teaching are primarily satisfied with.their occupation. that ITV must be most concerned with, however, are the numbers of good teachers who leave it or never enter. that the litera- ture indicates causes them to do this is most often one or more of the factors outlined above which greatly differ from those found in the conventional classroom situation and for which many of them are quite unprepared. Pie: ml l.“ Es: CHAPTER III TISEORESTICAL DEVSMPHENT. Postulates 1. It is a.basic assumption of this study that the enhance- ment of Jab satisfaction among TV teachers is held to be a desirable goal.for a TV organisation by all concerned with ITV provided that the pursuit of this goal does not inhibit the achievement of any goal of the TV organization which is given a higher priority by those concerned with ITV. 2. The determinants of Job satisfaction among television teachers are assumed to be complex, encompassing many factors and many types of factors other than those dealt with in the primary research.for this thesis. 3. It is assumed that the Bullock Job-Satisfaction Scale, which has been proved reliable and valid and which.was adapted by the investigator for use with television teachers, possesses in its adapted form, adequate validity and reliao bility'for*use in this study. h. The response of each teacher to each'question on the questionnaire used in the study is assumed to be the single response, of those provided, ahichfibeet describes that at m’rn‘ s situation . ushered to be thr- : “.m- aig'm. give . It em to a study i has orovidcd which m following I .iilltudy, 1‘ 301’ 3mm than “On; ! 1 2° Thor. 18 ‘ l S 1 TV “ache“ 3: Job “tiara, tom, tile‘ It Job “three between three “1071310n th three or no" “10 v1‘ione 5. Job acting“, mm“ are $080 program: mm“. A 35 teacher's situation. This description is not necessarily considered to be that which an objective judge of the situa- ‘uen might give. It is considered to be what is even more important to a study of this nature, the single response of ammo provided which most closely corresponds with the situa- tion 5.9. that teacher perceives it to £2. yflypotheses The following hypotheses were formulated and tested in m. 8 tudy. l. 2. 30. 14.. 5. Job satisfaction is higher among male TV teachers than among female TV teachers. A There is a significant difference in Job satisfac- tion according to the region of the country in which TV teachers work for at least one region. Job satisfaction is higher for present than for former television teachers. Job satisfaction is higher for those who taught between three and ten years prior to teaching via television than for those who taught less than three or more than ten years prior to teaching via television. Job satisfaction is higher for TV teachers whose pregrams are transmitted by a network than for those whose programs are transmitted by only one station or system. 0 aflfiwm M mtem W ted by onl _._.._.- 7. Job satisf . man: are for those other type tion: or s g 8. Job satisfa written con utilities who have no 9. 10b satisfat I aim an ini cede-es or g It the begin ”maize ti on m took edeq 6. 7. 8. 9. 10. 36 Job satisfaction is higher for TV teachers whose programs are transmitted by two or more stations or systems than for those whose programs are transmit- ted by only one TV station or system. . Job satisfaction is lower for TV teachers whose pro- grams are transmitted by one commercial station than for those whose programs are transmitted by any other type of station or system or network of sta- tions or systems. Job satisfaction is higher for those whe'havs written contracts covering their rights and respon- sibilities in teaching via television than for those who have no such contracts. Job satisfaction is higher for TV teachers who were given an introduction to both.the personnel and pro- cedures of the TV organisation.with.nhich they work at the beginning of their association with that organisation by a representative of the organization who took adequate time to make such an introduction than for those who were not given such an introduc- tion by such a person. 5 Job satisfaction is higher for TV teachers who‘have been given adequate aid in adapting their teaching to television by staff members of the TV organisation with which they are associated than for teachers who have not been given such aid by such people. 11. 12. 13. 1h. 37 - There is a positive correlation between Job satis- faction and the following ascending order of chan- nels for response from students and/or teachers received by television teachers while they are on camera: (1) none, (2) telephone or other audio feed- back, (3} TV teacher views students and/or teachers via video monitor, (h) TV teacher hears and views students and/or teachers via TV monitor, (5) combi- nation cf two or more feedback channels, (6) TV teacher sees and hears students and/or teachers in the room where the TV teacher's presentations are made. Job satisfaction is higher for TV teachers who receive, most often, some form of feedback from stu- dents and/or teachers after making a TV presentation than for those who receive, most often, no form of feedback from such.people after making a TV presen- tstion. Job satisfaction is higher for TV teachers who most often receive responses after making a TV presenta- tion in two or more forms than for those who most often receive feedback in one or no form after making a TV presentation. Job satisfaction is higher for TV teachers who are notified when one of their superiors intends to observe their TV presentations from a location 15. 16. 17. 18. 38 where they cannot observe him than for those who are not notified or don't know if they are notified when a superior intends to make such.an observation. There is a positive correlation between job satis- faction and TV teachers' perceptions of how effec- tive the abilities and limitations of the television medium combine to make their TV presentations as compared to the effectiveness of their classroom presentations. There is a negative correlation between Job satis- faction and how restricted TV teachers feel their freedom is on TV, to do and say completely as they may'vish.as compared to how restricted they feel this freedom is in the classroom. Job satisfaction is higher for television teachers who think that the salary and/or release time from non-TV.duties which they receive is adequate for the amount of work they do for their TV presenta- tions than for those who think that this compensa- tion is not adequate for such work. There is a positive correlation.between Job satis- faction anong TV teachers and the number of hours of conventional classes from Which.they are I released for each hour of finished TV presentation. 19. 20. 1o 39 Job satisfaction is higher for TV teachers who gen- erally require six through ten hours to prepare for each thirty minutes of TV presentation than for those who require more or less than that amount of preparation time. Job satisfaction is higher for TV teachers who volunteer for TV’work than for those who become involved in teaching vie television in other ways. gimensions of the Stugz In order to maximize the number of questionnaires returned, it was necessary to limit the number of questions asked in the questionnaire. Thus, only e relatively small number of variables and types or variables which may have s significant impact on -' job satisfaction among television teachers could be 2. considered. Only seventeen variables, about which the previously stated twenty hypotheses were formu- lated, were investigated. This study concerned itseli only with subjects who were television teachers in the United States on or before march.19, 1969 according to lists pro- vided by the heads or the TV organizations with which.those teachers in the sample worked. to 3. Only those teachers from when complete Job satis- faction sccle data was received were dealt with except where it is otherwise noted. C! 'J‘. P'I'L R IV {TITTIIODOLOGY In order to achieve the goals of this study, a question- naire was designed to be sent to a national sample of those who were or who had been television teachers. This question- aaire was the sole primary research instrument used in this Imdye Pretosting In order to test the quality'of the questionnaire as an " instrument for the collection of data for the study, a pre- test cf it was conducted in July and Amust of 1968 with the cooperation of the administrators and twelve teachers of the Hichigan State University Closed Circuit Television System and Michigan Classroom Television. The questionnaire tested contained thirtyusix questions in addition to the Job satis- faction scale.1 This made a total of forty-six questions plus a request for comments on factors not covered in the questionnaire which would have an effect on Job satisfaction. Interviews were conducted with most of the teachers in the pretest group, following their completion of the question- naire, to get their comments on it. Neither the interviews nor the pretest results provided a basis for the formulation of any new hypotheses. The major changes made as a result of ‘h 1See Appendix F for a copy of the pretest questionnaire and its cover letter. u tl ‘Iel .‘3 3| h: A"; We he the pretest and accompanying interviews were wording changes unnnke questions and reply choices more comprehensible to TV teachers and more applicable to a broader range of TV ‘ teaching situations. Data Collection 'Becauae no frame listing the universe of TV teachers in the United States was discovered, one had to be compiled. A sample of thirty TV organizations, stratified before selec- tion according to the mode of transmission used, was selected from volume 13 of the National Qompendium of Televised Rdugge 5323. The modes of transmission used by the TV organisations which determined the six strata were: (1) one commercial sta- tion, (2) one non-commercial station, (3) one closed circuit orl2500 MHz system, (h) one national network, (5) one state- cvned.network, (6) one regional network or any other mode or combination of nodes. On July'27,rl968 a letter was sent to the heads of five TV organisations randomly selected from each of the six strata.1 Each letter requested the names and mailing adresses of those she were teachdng or who had taught with the organi~ cation to which the letter was sent. By March 19, 1969 replies had been received from all thirty organisation heads. Lists of current and past TV teachers and their mailing addresses were provided by five organisations using one comp mercial station to transmit their programs, five organisations L‘“ 18cc Appendix A for a copy l-of the letter. hi using one non-comxorcinl station, four using one closed cir- cuit or 2500 MHz system, one organization using a national network, four using a state-owned network and one using another mode of transmission. These lists were then combined to form the frame of TV teachers. The total number of teachers for which names and other information included in the frame‘uas obtained was 200, 13h males and 66 females. Besides names (from which the sex orieaoh teacher was derived) and addresses, the frame also indicated the region or the country in which each teacher's TV organization was located.1 Also noted in the frame, was' the mode or.transmission used by the teacher's organization as interpreted by the investigator from titles of organiza- tions listed in volume 13 of the gational Compendium of Talc- gised Vducation, letterheads of reply letters received from organisation heads, and station ownership listings in Public gelevieion: A Program;tor Action. Since no characteristics or the universe of TV teachers in the U. S. were known, other than an estimate of the number of teachers in it, no attempt could be made to further strata iry the frame or any samples derived from it to assure repre- sentation of any characteristics or the universe in proper proportion.2 ' ' ‘ 180s Appendix B for map showing regional divisions used. sin a personal letter to the author on November 20, 1959, Lawrence R. “shun“. editor of the Natinuai {ne‘endifie .9f Televised Education, estimated that therewedreflhetuenn'” thirty thousand"and sixty thousand TV teachers in the U. 3. , 1:13, On February 2h, 1969 the Job Information Questionnaire. istmnped envelope in which to return the questionnaire when :amfleted, and a cover letter were sent to the one hundred and zhmty~seven teachers then in the frame.1 The cover letter axplained the study and, to encourage complete and honest pqflies, informed the teachers that their identities and onpnizational affiliations would not‘be revealed. The names amisddresses of three more teachers were received on Varch EL 1969. The following day cover letters, questionnaires amireturn envelopes were sent to those three teachers. A coding method was used which enabled the investigator . u>determine the sex of the teacher who returned each.ques- tionnsire as well as the region of the country in which his TV organization was located. As the questionnaires were cheived each day, the answers from the questionnaire along with the sex and region data and the identification number for each respondent were transferred to a standard answer sheet for machine processing. Using the code provided a means of obtaining correct data regarding the mode of transmission used by the TV organ- ization, even when the teacher was unsure. The question on. transmission.mode was necessary in the questionnaire since at least one of the organisations changed its mode of trans- mission during the interval between compilation of the frame and the mailing of the questionnaires. It was even more 13cc Appendices C and E for copies of the cover letter and questionnaire respectively.. I luv ii" H‘- ml ”II (U: 'uH ml 11:: ’45 gmoeseary to find out shich teachers worked with more than one organization. When the respondents were unclear, didn't know or were awiously incorrect in their response to the mode of trans- nnssion question, the information in the frame was entered on um standard answer sheets. This occurred only in a few cases amiincluded no respondents who reported that they had worked sith more than one TV organisation. Using the code enabled the investigator to determine the mums and addresses of those who had not responded to the initial mailing. On March 15, 1969 a followdup letter was sent to all who had not responded by that time. It further explained the study and contained name and address blanks to be.£illed in and returned by any teacher who for some reason .did not receive a questionnaire but who was willing to com- plate and return'one.1 By April.5, 1969, one hundred and twenty-five question- cmires had been received which contained replies to at least some or the questions in the questionnaire. A classification of the questionnaires sent and received is presented in Table l.below. Two or the questionnaires received contained no answers to most or the questions, including no answers to the last ten questions which formed the job satisfaction scale. It was essential to the study that 10b satisfaction scale data be analysed for correlations with the data entered on the rest or the standard answer sheet. Since no Job 13ee Appendix D for a copy of the follow-up letter. fl n" '35! Lu. h . u h . ’45 necessary to find out vhioh teachers worked with more than one organization. When the respondents were unclear, didn't know or were obviously incorrect in their response to the mode of trans- mission quostion, the information in the frame was entered on the standard answer sheets. This occurred only in a few cases and included no respondents who reported that they had worked vith more than one TV organisation. Using the code enabled the investigator to determine the names and addresses of those who had not responded to the initial mailing. On March 15, 1969 a follow-up letter was sent to all who had not responded by that time. It further explained the study and contained name and address blanks to be filled in and returned by any teacher who for some reason .did not receive a questionnaire but who was willing to com- plete and return one} By April 5, 1969, one hundred and twenty-five question- naires had been received which contained replies to at least some of the questions in the questionnaire. A classification of the questionnaires sent and received is presented in Table 1 below. Two of the questionnaires received contained no answers to most of the questions, including no answers to the last ten questions which formed the job satisfaction scale. It was essential to the study that job satisfaction scale data be analysed for correlations withthe data entered on the rest of the standard answer sheet. 3ince no Job q 13cc Appendix D for a copy of the follow-up letter. he utisi‘nction scale data has available on those two individuals, their questionnaires rere classified as unusable and their data use not dealt with beyond that point. "TABLE 1 CLASSIFICATION OF QU"STIONNAIRF SENT A? D I33 01' IVHD Total Questionnaires Sent to Teachers . . . . 200 Total Questionnaires ROOOlVBd e e e e s e e e e 125 Total Questionnaires Containing; Some Job Satisfaction Data e e e e e e e e e e e s e s e e e 123 Total Questionnaires Containing Complete Job Sstisraction Data 0 e e e e e e e e s e e e e e s e e 89 I O O O O This left l2} questionnaires, 89 of which had complete job satisfaction scales. For these 123, whereas written answer could Justifiably be interpreted as corresponding to one or the structured answers on the questionnaire, the amber of the structured answer was entered on the standard answer sheet. there more than one answer was checked to any one question, the number of the first answer checked was entered on the standard answer sheet. This procedure was followed on all questions except number 3, the one regarding the mode or transmission used by the TV organization. Here individ- uals checking more than one answer were credited with having replied “Other“. 3 3 A. 3 3 It was initially planned to make use of all question- naires on which one or more items on the job satisfaction scale were checked.-~. Thus, some frequency data is available for the 123 who checked at least‘ one item on the scale. Because of time and computer resource limitations, and the ._ 'Ifiuve-—4~ ' 1»? (mire to make the most valid measurement of and correlations iih job satisfaction, it was necessary for the investigation oconcern itself primarily with the sample of 89 teachers mvuhich complete job satisfaction scale data was available. Since the hypotheses of this study were tested on the ssis of the sample for which all data in the Job satisfaction sale was available (Usable Returns), the comparison of this made to the frame is most important. Table 2 shows the per- ant in each category for which information is known on the 23 who checked one or more items on the Job satisfaction :mle as well as for the frame (R-200) and the usable returns 3-89). is one reads across the table from Frame to Unusable aturns to Usable Returns, the deviation from the frame com- :sition generally becomes progressively greater. However, :cept for the two categories "Midwest Region“ and "Other me of Transmission”, the differences between the expected equencies, based on the frame,.and the observed frequencies uthe samples are not statistically significant beyond the '5 level. i O The difference in the "Other Rode of-Transmissicn" utegcry is to be expected and is probably due only in a xry stall.asasure tc’ssmpling error. It is primarily, if C . V v . * g ’ .w ’1 , " : .C *s: e...‘ -- . m. assural“: - ‘0’ O? .t ‘.. I . AM ) ‘s‘t ‘Dc g‘tafl‘? ..1o,. l” r... 0 l- t r w , I .- ‘ o - 9v .. 4, :22 :":...‘:~.....'**~L ......' m 2....- s‘; 1:: .. met" re: ,9'1‘7.‘£-’h . :- ._,_ v ._ -..- ject‘aho checked two or more none: of transnizzlcn :1 ts: questionnaire. In the frame, only those teachers whose TV '9 I- ;I!||lI-Ill.l ii turf. Filflg | t8 TAB LE 2 COHPOSITION OF FRA"E AND SAMPLfis W Frame Unusable Usable Returns Returns (N8200) (u-123) (unfit) §E§ Percentage Percentage Percentage M810 e e e e e e e e e e e 67.0 éfieO’ 60.? Female e e e e e e e e e e 3300 3 093 3903 Location of TV Organization NOI‘thOQSt e e e e e e e o 15e5 . 12oz 12s,}. south.OaSt O O O I O 0 0 o 18.0 13.01 12.1%. :tfldi'iOSta e e e e e e e e e ubeo 52e03 5309 northWOSt e e e e e e e e 12e0 12e2 well. SOIlthWOBt e e e e e e e e 8e; 10.57 9-0 Mode of Transmission 0110 CO’f‘JIEOI‘Oial Station e e 12e5 . 12oz 9e0 One hon-commercial Station 2k.0 ' 25.2 27.0 One CCTV or 2500 KHz System .0 8.9k 10.1 0‘10 Rational Network e e 0 e0 6e5 [Les One State Network e e e e 32.0 22.76 23e6 Othera e e e e e e e e e e mes 21+e39 25e9 8'Except for the two categories indicated, frequency dif- ferences between the frame and the two samples are not sig- nificant beyond the .05 level. organisations used a regional.network or.ggg other mode of transmission were included in “Other“. All research for this study is based on these two sam- ples, in‘both of which the Midwest Region is slightly over- represented. The reason for this difference between frame and samples for the Midwest can only be guessed at from the data available. Since all organisations-in the frame are represented in the sample and since the only significant differences between frame and samples are those noted above, h9 it may be concluded that the samples are representative of the frame. _flypothesis Testing The questionnaire employed to collect data for this study was so constructed that each of the first fifteen questions in it, plus the data on sex, region and transmission mode determined by checking the identification number with frame data, would, when tested for correlation with the score on the Job satisfaction scale, provide support or refutation for the teenty‘hypotheses previously stated. A large number of hypotheses were considered for testing during the planning of the study. Since a mail questionnaire was the primary'research instrument uhich.best suited the requirements of the study and the resources available to undertake the study, it was the type of instruhent chosen. It was necessary to limit the number of hypotheses tested so that the questionnaire could be made as compact as possible; hopefully contributing to a higher rate of return than would be achieved with a large questionnaire. It was decided that only one page of questions would be added to the Job satis- faction scale which came to be placed as the last ten ques- tions on the questionnaire. The hypotheses being considered for testing were ranked according to the estimated magnitude of their impact on job satisfaction among television teachers.1 Once the three page 1This estimate was based on the sum of the author's - knowledge of ITV and Job satisfaction up to the time of the SO questionnaire format was established, those questions which measured the most important hypotheses were fit into the available space on the questionnaire. there a long question could be replaced by two or three short questions, testing hypotheses whose combined value to the study was estimated to be equal to or greater than that of the hypothesis tested by the long question, the long question was so replaced. This facilitated the testing of the largest number of hypotheses within the space limitations of the instrument. The hypotheses tested on the basis of data derived from the frame (sex of the teacher and location and mode of trans- mission used by his TV organization) were not ranked as high in importance as were the other hypotheses tested. They were tested,'however, since the data on which they were tested was so easily discernable that to have not tested them would hdve been a waste. ‘ The first three questions on the questionnaire (Appendix E) provided necessary information for classification of TV teachers. Questions h,9, ll, 12, 13, and 1h explored the rights and compensation given the TV teacher. Questions 5 and 6 dealt with the relationship between the teacher and ranking. This included treatment of these areas in courses in television and radio, sociology, business administration and psychology and in the literature on the two areas which was intensively studied. What also proved most helpful in making these estimates, as well as in the rest of the study, was the information gained in a large number of visits with and observations of TV teachers, administrators and other members of TV organizations in Arkansas, Illinois, Indiana, Michigan; Missouri and Oklahoma. ‘. 51 the staff of his TV organization as well as the process of entering and adapting to a new job situation. The channels through which the teacher received response to his presenta- tions were determined by questions 7 and 8. A measure of the teacher's perception of his effectiveness via television was made by question 10. Question 15 dealt with‘hos the teacher began his association with his TV organisation. ' Measurement of Variables The balance or the questions formed the job satisfaction scale, the part or the instrument used to measure the depend- ent variable or the study (jnh satisfaction). These ten questions are the investigator's adaptation, for use with television teachers, or a ten question Job satisfaction scale devised tormgoneral use by Robert Bullock of the Ohio State University; Bullock's scale has been tested on a number or groups and has been proven a reliable and valid instrument' for the measurement of Jet satisfaction.1 The responses to the ten questions are ordered and num- bered from one to five in increasing order of satisfaction expressed. The numbers or the responses to these ten ques- tions are totaled for each individual to provide a job satis- faction score of from ten to fifty. Because not answering 1Bullock presents a complete description of the construc- tion and testing or this scale and of its use in conjunction with social-factor items in Social Factors Related to Job fiatisfaction: A Technique for the Heaauremont or Job antis- faction (Cblumbus, Ohibfwhureau of:Businees Research, The ahfo State University, 1952). 52 one or more of these ten questions limits the total, thus distorting the number of "satisfaction points" which accu- rately express how satisfied the individual is, those who responded but did not answer all of the last ten.questions could not be considered in testing for correlations between the job satisfaction score and the variables dealt with in the first half of the questionnaire. Data Analysis The data stemming from the survey was first analyzed by computer in terms of mere descriptive statistics. The data card listing for this analysis was then checked against the actual responses on the questionnaires. Several coding and card punching errors were thus discovered which.eere then corrected. For those individuals who provided complete Job satis- faction scales, further statistical analyses were performed. Since the frequency distributions on the questionnaire items indicated a high.degree of variance among the respondents, and since the sample (Nc89) itself was not a simple random sample, it was decided to employ distribution free (nonpara- metric) statistics to test the research hypotheses. ‘ The sample was split into halves according to Job satis- faction scores, the lower forty-five against the upper forty- four. A chi square test was performed for all variables on the questionnaire to determine if significant differences occurred between response categories. For variables in which this test revealed a tendency toward, but could not confirm 53 or disprove, significance in the differences in job satisfac- tion scores for those checking a particular response within those variables; further analyses were performed. In this analysis, a more sensitive measurement of satis- faction was used, the mean Job satisfaction score of those checking each response within those six variables in.which only tendencies toward significant differences could be shown by the very gross measurement of upper half against lower half. In this final analysis, a Kruskal-Wallis One Way Analysis of variance was run to determine if significant differnces occurred between categories. If such were determined, Mann- Whitney U tests were made in order to make individual compari- sons between categories. =‘ .i* , CIIAPT‘IR V F I I} DINGS The only information gathered by the survey, other than that which was used to test the hypotheses, was composed of the comments which a large number of the responding teachers chose to add on the back of their questionnaires or in letters attached to their questionnaires. All 125 returned question- naires were searched for such comments. The nature of these additional cements is outlined at the end of this chapter. Elsewhere, this chapter will concern itself with the results of testing the hypotheses by analyzing data from the sample of eighty-nine subjectswho returned questionnaires contain- ing complete Job satisfaction scale data. Hypothesis 1 This hypothesis stated that Job‘satisfac'tion is higher among; male TV teachers than among female TV teachers. Table 3 shows the data. which lead to the rejection of that hypoth- esis. _ I Of the 89 subjects in the sample, M4. had job satisfac- tion scores of 13,2 or more. They-form the upper segment of the job satisfaction score range. The [,5 subjects in the lower segment had Job satisfaction scores of 14.1 or lower. The chi square test showed that the difference in Job satis- faction ‘between men andwomen was not significant (2:2 8 0.320, df I l, P e .0500). These results lead to the conclusion .. 5h— 55 TABLE 3 JOB SATISFACTION SCORE pTSTRIPUTION BY SEX H mm ~ Men Women Number Percentage Number Percentage UP er Segment . (; Respondents) 28 51.9 16 h5.7 Lower Segment (us Respondents) 26 h8.l 19 5h.3 that the sex of the teacher is not among the factors which determine Job satisfaction. Hypothesis 2' This hypothesis‘says that there is a significant differ- ence in job satisfaction according to the region of the coun- try in whdch.Ty teachers work, for at least one region. In other words, job satisfaction for teachers working in one of the five regions is significantly different from that of teachers in the other four regions. Table h.shows the distribution in the two segments of the Job satisfaction score range according to the regional loca- tion of the TV organization which provided the name and address of the respondent. The chi square test provided figures which indicated that there were one or more differ- ences which sore nearlz;significant when the upper segment was tested against'thc lower segment (I2 3 5.921, df 3 h,' Pan .0500). 1A more sensitive measure, the Kruskal-Wallis H 56 . TABLE h sconn DISTRIBUTION as LOCATION or TV ORGANIZATION W w m ' ; (Ffiper Segment r.;Loner Segment 50610“ L Respondents) (h€#Respondcnts) L Number Percentage Number Percentage Northeast ' . I 7 63.6 h 36.h Southeast 8 72.7 3 27.3 Hidwest , 21. h3.8 27 56.3 northwest 6 5ho5 r 5 h5o5 Southwest 2 25.0 r 6 75.0 test on job satisfaction averages by groups, showed that no significant difference occurred between groups (B - 3.6372, P - o.h573). The hypothesis must therefore be rejected and the con- clusion made that there is no significant difference in job satisfaction according to the region in which a TV teacher '0’“ e 'Hypothesis_2 This hypothesis, tested by the first question on the questionnaire, states that job satisfaction is higher for present than for former TV teachers. The percent of each of these two groups in the upper and lower segments of the job satisfaction score range is shown in Table 5. 0‘ 57 TABLE 5 scene DISTRIBUTION ACCORDING TO H?SPUT3E T0 QUESTION 1 Present Teachers Former Teachers Number Percentage number Percentage U or Segment ( Respondents) 1h 50.0 30 50.0 Lower Segment (hS Respondents) 1h 50.0 30 50.0 The chi square test confirmed what is obvious from the table, there is no significant difference in Job satisfaction between present and former TV teachers (x2 3 0.989, df = 2, P I .0500). The hypothesis must, therefore, be rejected. The predominance of former teachers in the sample could have altered the overall findings so that they would have little to say about job satisfaction among present television teachers. Since there is no difference in Job satisfaction between the two groups in the sample, the predominance of for- mer teachers should not have limited the applicability which the findings may'have to present teachers‘ Job satisfaction. Hypothesis h This hypothesis holds that 30b satisfaction is higher for those who taught between three and ten years prior to teaching via television than for those who taught less than three orbmore than ten years prior to teaching via television. Table 6 presents the percentage in the two segments of the ll 1'1 58 job satisfaction score range according to years of teaching prior to teaching via television. new 6 score: Disrnmmxos BY nesponszr, To QUESTION 2 :: m r: M: y W U per Segment Lower Segment Experience (hf; Respondents) “5 Respondents) Teaching A“ Before TV Position ' number Percentage Number Percentage Hon. 0 -u. 0 use- Under 1 yr. 0 0.0 , 2 100.0 1 - 2yrs.‘ - 1 20.0 . I. 80.0 3 - 5 yrs. 5 29.1; . ‘12 ‘ 70.6 6 - 10 yrs. ~- 11)» 50.0 , 1h. 50.0 ' n - 20 m. 15 57.7 11 1a.: Over 20 yrs. 9‘ 81.8 2 18.2 The chi square test showed that one or more significant differences did occur between categories (1:2 8 11.71;}. df 8 5, P I .0500). is the table indicates, the two categories com- prising’ those with three through ten years of teaching experi- ence prior to teaching via television do notheve as high a proportion in the upper segment as do the categories for teachers with more pro-TV experience. The hypothesis must, therefore, be reJec ted. 59 There appears to be a positive correlation between Job satisfaction and years of teaching before TV teaching.1 In the teaching experience prior to teaching via television are several factors which may account for this. Logic would say that those who are dissatisfied in any profession or occupa- tion, teaching included, are not likely to remain in that occupational situation for many years if they are free to leave it. The percentage of dissatisfied teachers in any given.group should decline as they gain years of experience and as those who are dissatisfied leave the field. Those who stay in teaching for a relatively long period of time before engaging in TV teaching are, then, a rather satisfied group at the start of their TV experience. One would expect them to be satisfied in a position such.as tele- vision teaching in View of its many similarities to the posi- tion in which they have previously found satisfaction. Some of them.may even be satisfied with almost any new Job situa- tion. ' i A good many teachers continue non-TV teaching while doing TV work. To many in this group, teaching via television is merely a new duty, part of a post in which they are con- tinuing and in which.they.are already satisfied. Here again, it is reasonable that satisfaction should continue. LDue to computer use limitations, statistical analyses could not be performed to determine between which groups the statistically significant difference(s) occurred. Thus, it could not be determined whether or not the apparent correla- tion was significant., a 60 Teachers with.extensive teaching experience prior to their TV teaching have prdbably had to meet many changes and many new people in their conventional teaching Jobs. The apparent correlation between years of pro-TV, teaching experi- ence and Job satisfaction in TV teaching seems to show that those experienced teachers who go into TV teaching have not become rigidly set in their teaching ways. They enjoy the challenge of adapting to the new, or at least altered, job situation of teaching via television. Adjusting to change and new people was a part of their conventional teaching job that they enjoyed. Once more a satisfaction producing factor in the conventional teaching situation is carried into the TV teaching situation with Job satisfaction the result. ‘mwhes is j This hypothesis states that Job satisfaction is higher for TV teachers whose pregrams are transmitted by a network than for those whose pregrams are transmitted by only one sta- tion or system. Table 7 presents the percentage in the two segments of the Job' satisfaction score range for each mode of transmission used by the TV organisation. The chi square test indicated that there was a possi- bility of significant differences between categories (32 8 7.1t11t. df I 6, P I .0500). The more precise measurement of differences between average scores for each category, tested for significance by the Hruekal-h‘allis H method, revealed that no significant difference‘s‘occurred (H II 11.0576, P I .0866). The hypothesis must be rejected. 61 TABLE 7 scene DISTRIBUTION BY suspense TO QUESTION 3 MW w—2 W ‘ Upper Segment 6 Lower Segment Transmission (In; despondcnts) (1:5 Respondents) Mode Used ' -_ W. ; Number Percentage Nmaber Percentage 1 Commercial ‘ ‘ Station 6 75s0 - 2 25.0 1 Non-commercial ' . Station 11 15.8 _ 13 . Elna l CCTV or 2500 . f I ‘ m1: System A ‘ ' 3 33.3 6 66.? l Rational l 1- I ; Network , .3 75.0 . 1 ' 25.0 1 Regional . ‘ ' ' ' ‘ Network _ , 6 75.0 ' 2 25.0- 1 State-owned I - ‘ - Network 8 38.1 13 61.9 | Other‘ . 7 h6.7 8 53-3 _ i aThe "Other" category contained only one respondent whose programs were transmitted by only one system. It was decided that comparing merely one subject to all other cats- gories would yield nothing of true significance. Two conclusions can be drawn from these results: (1) thereis no significant difference in job satisfaction between TV teachers whose programs are transmitted by a net- work and those whose pregrans are transmitted by only one station or system, (2) there is no significant difference in Job satisfaction according to the mode' of transmission used by the TV organisation-with which the teacher is associated. \ W p Hypothesis 6 This hypothesis asserts that Job satisfaction is higher for TV teachers whose proyrams are transmitted by two or more stations or systems than for those. whose prOgrams are trans- mitted by only one TV station or system. Table 8 presents the percent in the tee segments of the Job satisfaction score TABLE 8 SCORE DISTRIBUTION BY HUMMER Aim TYPE OF STATIONS 0R SYSTEMS Transmiss ion Mode Used U por Segaent Respondents) Huber Z’crcentage Lower Segment (ks Respondents) Number Percentage l Com-acre ial Station 1 Non-comers ial Station 1 ccsv or 2500' Milt System _ 1 National Network _ 1 Regional Ne tnork l State-owned He tsork Z'or More Stations or Systems . __¥. 6 . 73.0 11 ' h5.8 ) 3 1". 33.3 . " 3 75.0 ..6 75.0; I. 8 38.1 "7 . 50.0) a 2 . . 23.0 13 * Sh.2 .6 66.7 1 ' 25.0 2 25.0. :3 61.9 7 50.0 \ 63 range for each station, system or combination of stations or systems. This hypothesis was tested by the same question as was the previous hypothesis. As the section on hypothesis 5 relates, no significant differences occurred between categor- ies. Thus, thishypothesis too, must be rejected. The results show that no significant difference in Job satisfac- tion occurs between teachers whose programs are transmitted by tso or more stations or systems and those whose programs are transmitted by only one station or system. hypothesis 1 This hypothesis states that Job satisfaction is lower for W teachers whose programs are transmitted by one commer- xisl station than for those whose programs are transmitted by my other type of station or system ‘ or network of stations or mtens. . . The results displayed in Table 7 and the statistical Iignificance tests on that data also apply to this hypothesis. .0 was stated in the section on Hypothesis 5, statistical malyees showed that no significant differences occurred etseen categories. Hypothesis 7 must, therefore, be rejected. to results indicate that there 1: no significant difference a Job satisfaction between ‘l‘V teachers whose programs are sansmittod by one commercial station and those whose programs 8‘! transmitted by any other type of station or system or short of‘staticns or .ystems. 61; Hypotheses 5, 6 and 7 were all tested by question 3. hose three hypotheses stemmed from this question: is the Job satisfaction of a TV teacher determined to a significant (agree by the level of success the teacher achieves in the TV teaching field? ‘If success is measured by analysis of the I nature and number of modes which transmitt the course(s) of s.given teacher, the answer to this question must be no, according to the results of testing these hypotheses.1 _Eypothesis 8 Hypothesis 8 states that job satisfaction is higher for those who have'nritten contracts covering their rights and responsibilities in teaching via television than for those who have no such-contracts. Table 9 presents the percentage in the two segments of the Job satisfaction score range for those who have, don't have and don't know if they have such contracts. 1Since it was necessary to determine the level of success achieved in the TV teaching field in particular,oriteria which would measure success in TV teaching uniquely and not in teaching in general were required. A television instructor would be more likely to be looked upon as having achieved a higher level of success in TV teaching if a network or several stations or systems transmitted his course(s) than if only one station or system transmitted his course(s). Thus, determinae tion of relative success by analysis of the nature and number of modes which transmit the course(s) of a teacher, meets the requirements as a measure of success which does not, indeed cannot, measure success in teaching in general but which does serve as an indicator of success in TV teaching. Although such a method of success measurement may be.more appropriate fer commercial TV; it does, at least, appear to have some utility for ITV. ' \ \ \. h. 65 TABLE 9 scene D13TRIBUTION as Response T0 QUESTION h t. V x: ‘ w n 1 w r Have Don't Have ‘ Don't Know Contracts Contracts . Number a Number 5'3 Number % U rSegment ( Respondents) 16 14.7.1 27 50.0 1 100.0 Lower Segment (11,5 Respondents) 18 52.9 27 50.0 0 0.0 The chi square test showed that no significant differ- ence occurred between categories (2:2 8 1.107, df I 2, P a .05005. The hypothesis must, therefore, be rejected and the conclusion made that no significant difference in Job satis- faction among television teachers occurs according; to whether or not these teachers have written contracts covering their rights and responsibilities in teaching via. television. hypothesis 9 This hypothesis says that Job satisfaction is higher for TV teachers who were given an introduction to both the per- sonnel and procedures of the TV organisation with which they twork at the beginning of their association with that organize- tion by a representative of the organisation who took adequate tine to make such an introduction than for those who were not given such an introduction by such a person. Table 10 presents the percentage in the two segments of the job satisfaction 66 score range for those who were and were not given such an mtroduction. TABLE 10 scone DISTRIBUTION BY nasaonse T0 QUESTION 5 -—~ m no Yes ___‘_‘ Number Percentage Number Percentage '— U1 r Segment ‘ . ' m Respondents) 7 38.9 37 52.1 Lower Segment (hS Respondents) I 11 61.1 3’4. . h7.9 The chi square test showed that there was a tendency toward one or more significant differences occurring between categories (:2 8 1.005, df 8 l, P 1.0500). The more sensi- tive measure of Job satisfaction, when tested by the Kruskal- Wallis Ii test, revealed no significant differences (H I 0.1006, F a o. 7511). Hypothesis 9 must, therefore, be rejected and the conclu- sion made that Job satisfaction among; television teachers is not significantly dependent upon whether or not a representa- tive of the TV organisation with which a teacher works takes adequate time to introduce the teacher to both the personnel and procedures of the organisation at the beginning of his association with. the TV organisation. ' \z 6? Hypothesis 10 This hypothesis says that Job satisfaction is higher for TV teachers who have been given adequate aid in adapting their teaching to television by staff members of the TV organization sith which they are associated than for teachers who have not been given such aid by such people. Table 11 presents the percentage in the two segments of the Job satisfaction score range of those who were and were not given adequate aid. TABLE 11 scene DISTRIBUTION BY RFSPOES *2: T0 QUESTION 6 w fig: Given Not Given Adequate Aid Adequate Aid Number Ycrcentage -Humber Percentage 4—4—— .‘ _.A___A A.._‘ v—— v — fiv— U r Segment . (Efiofiespondents) ‘ hl 56.9 3 17.6 Lower Segment w: 6 \ (ks Respondents) , 31 h3.1 1h 82.h The chi square test showed the difference occurring between categories to be significant at the .01 level (x2 = 8.h96, df I 1). The hypothesis can thus be accepted. This leads to the conclusion that whether or not staff members of the TV organisation with which.a TV teacher works give him adequate aid in adapting his teaching to television is a highly significant factor in Job satisfaction among tele- “. vision teachers., I‘m m1 new. it we 1”] 68 The measurement of the adequacy of the aid he receives is made by each teacher. The results show that if he por- ceivos the amount of aid he receives from TV organisation staff members in adapting his teaching to television as ade- quate, the TV instructor is highly likely to be satisfied sith his Job as a whole. Statistical analyses showed no significant relationship between answers givenito question 5 and those given to ques- tion 6. These questions tested hypotheses 9 and 10 respec- tively. Thus, the teacher's perception of adequacy or inade- quacy in time taken by a TV organization representative for an introduction to personnel and procedures of the organiza- tion does .not appear to influence the teacher's later percep- tion of adequacy or inadequacy of aid given him by organiza- tion staff member-sin adapting his teaching to television. From this comparison of the results of testing hypotheses 9 and 10, it can be deduced that while the initial impression of and relationship with TV organisation staff members is not important to Job satisfaction, what}; highly important'is that the teacher and the staff develop a cooperative working relationship sometime after their initial contact. Hypothes is 11 This hypothesis asserts that there is a positive correla~ tion between Job satisfaction and the following ascending order of channels for response from students and/or teachers received by television teaciwrs while they are on camera: (1) none, (2) telephone or other audio feedback, (3) TV 69 teacher views students and/or teachers via video monitor, (A) TV teacher hears and views students and/or teachers via TV monitor, (5) combination of two or more feedback channels, (6) TV teacher sees and hears students and/or teachers in the room where the TV teacher's presentations are made. In other terms, although the nature of the relationship between the categories of feedback precludes statistical correlation tests, the hypothesis says that the percentage of TV teachers in the upper segment of the job satisfaction score rungs for each.fesdback category should increase as one reads up the properly arranged list of categories. Table 12 present the list of response categories and corresponding percentages in the order set forth in hypothesis ll. TABLE 12 ERCENTAGE IN UPPER SRGVRNT 0F SCORE RAFGE FOR FRFDBACK ; FORYS IN ORDER SPECIFIED BY HYPOTHESIB 11 Feedback Forms = - Percentage . Number In Room Sight and Sound 66.? 2 2 or More , 25.0 1 TV Receiver . 100.0 1 Video Only _ . _« 0 Audio Only. . 66.7 h Hone . h8.5 ' 32 70' The chi square test showed that no significant differ-. ences in Job satisfaction occurred (x3 - 2.7h2, df - h, P I .0500). The hypothesis must, therefore, be rejected. If the lack of a significant difference is not due merely to the small number of respondents in several categories, two con- clusions can be drawn: (1) there is no correlation between Job satisfaction and the order set forth in hypothesis ll of channels for response from students and/or teachers received by TV teachers while they are on camera, (2) there is no sig- nificant difference in Job satisfaction according to the type of response received by'TV teachers while they are on camera. l-Iypothe s is 12 According to this hypothesis, Job satisfaction is higher for TV teachers she receive, most often, some form.of feed- back from students and/or teachersafter making a TV presenta- tion than for those who receive, most often, no form of feed- back from such people after making a TV presentation. Table 13 presents the percentage of those who do and those who do not receive some form of feedback from such people after mak- ing a TV presentation in the two segments of the job satis- faction score range.1 The Mann-Whitney U test showed that significant differ- ences occurred between those checking response 1 (N I 9) and 1Question 8, which gathered the data on which hypotheses 12 and 13 was tested, may have caused some confusion among respondents because of its use of “most“. This could have been interpreted as meaning either greatest frequency or greatest.qusntity. 71 Th U L3: 13 300m: plenum-:rrrorr DY 12939023;er re QUESTION 8 Some Feedback (Responses 2-5) No Feedback (Response 1) Number Percentage Number.Percentage U r Segment ( Respondents) Loner Segment “(5 Respondents) (4-3 53.75 37 h6.25 1 11.1 8 63.9 those checking the following: response 2 (N I he, U I 71.0, P I .OOZh), response 1;. (N I 23, U I 36.5, P I .0024), response 5 (N I 15, U I 29.0, P I .0108). No significant difference occurred between those checking; response .1 and those chccking response 3 (N I 2, U I 5.5, P I .2036). Because there is no significant difference in Job satisfaction between those who generally receive no feedback after making a presentation (response 1) and those who most often receive telephone calls after making a TV presentation (response 3), the hypothesis must be rejected if applied to all forms tested. _The results de-shcv that Job satisfaction is signifi- cantly lower for l‘V teachers who most often receive no form of feedbacker students and/or teachers after making a‘ TV presentation than for TV teachers who most often receive such feedback in one of three feedback form categories: (1) cards and letters; (2) faceIto-faee conversation; (3) forms, other than telephone calls and the two categories Just listed, such 72 an evaluation questionnaires, claee meetinge and observations and ”ETV council reporte".1 Hypothesis 1} This hypothesis states that job satisfaction is higher for TV teachers who most often receive reeponeee, after making e TV presentation, in two or more forma than for those who most often receive feedback in one or no form after making a TV presentation. Table in shows the percentage of the two eegmente of the Job satisfaction ecore range for those who generally receive feedback in two or more forms after a pre- eentetion and for those who generally receive feedback in one or no torn.crter making a TV presentation; I TABLE m SCORE DISTRIBUTION BY'NUVBER OF POST- PRESEKTATION FEEDBACK CHANNELS WWW ‘ 2 or more One or No Feedback Channele Feedback Channels Number Percentage Humber Percentage u... w U or Segment ' ' ’ (fit: Respondents) ‘ 8 57 _ - 36 {$8 Lower Segment flu; Respondental 6 h} 39 52 a w vv 1Term used but not explained by one or the reepondente. H 73 The chi square test showed that no significant difference in job satisfaction occurred between those receiving feedback via two or more channels after making a TV presentation and those receiving feedback via one or no channel after making a TV presentation (32 8 .09h9, df 8 2, P O .0500). The hypoth- esis must, therefore, be rejected. ‘flypcthesis 1L This hypothesis says that Job satisfaction is higher among TV teachers who are notified when one of their superiors intends to observe their TV presentations from a location where they cannot observe him than for those who are not noti- fied or donlt know if they are notified when a superior intends to make such an observation. Table 15 shows the percentage of the two segments of the Job satisfaction score range for those who are, are not and don't know’if they are notified when one of their superiors intends to observe their TV presentations from a location where they cannot observe him. The initial chi square test indicated that one or more significant differences in Job satisfaction did occur among the three groups (x2 3 lh.016, df = 3, P = .0100). Further chi.square tests showed that the difference in Job satisfac- tion between those notified (response 1) and those who did not know if they were notified.(response 3) was significant (:2 8 n.0h2, df 3 l, P 8 .0500). All other differences between groups, including the group not responding to the question (R0), were non-significant, as the following shows: ‘9- 7h so, R1(x2 2.7918, df . 1, P = .0500); no, R2(x2 = 0.951, df = 1, P .0500); so, R3(x2 - 2.750, or - 1, P - .0500); 31, R2(x2 . 2.2u36, or - 1, P - .0500); R2, R3(x2 - 2.201, .8: n 1, P - .0500). TABLE 15 scene DISTRIBUTION BY RESPONSE TO QUESTION 9 I W: Upper Segment Lower Segment (hh.Respondents) (hS Respondents) Number Percentage Number Percentage Notified (a1) ‘ ' 10 - 83.3 ‘ 2 -~ 16.7 Not Notified (R2) 28 u5.2 , 3h 5h.8 Don't Know (33) ' 1 11.1 ‘ 8 88.9 Blank (so) ‘ S 83.3 ' 1 ' 16.7 Since the difference between those who are notified and those who are not notified (31, R2) is non-significant, the hypothesis must be rejected. The results do indicate that Job satisfaction is affected by the degree of certainty a teacher has about whether or not he is being observed by one of his superiors. Specifically, Job satisfaction is signifi- cantly higher among TV teachers who are notified when one of their superiors intends to observe their TV presentations from.a location where they cannot observe him than among those who don't know if they are notified under such circum- 4 stances.'- 75 Hypothesis l5 Hypothesis 15 states that there is a positive correlation between Job satisfaction and TV teachers' perceptions of how effective the abilities and limitations of the television medium combine to make their TV presentations as compared to the effectiveness of their classroom presentations. In other words, job satisfaction will increase as the teachers' rela- tive effectiveness on TV (in their eyes) increases. Table L6 presents the percentage in the two segments of the job satis- faction score range according to whether the teachers feel that the abilities and limitations of the television medium combine to make their TV presentations more, equally or less effective in comparison to their classroom presentations. The chi square test indicated that one or more signifi- cant differences did occur between groups (32 3 13.550, df 8 3, P 8 .0100).\ The ween-Whitney U test showed that there was no significant difference in job satisfaction between those .ehe felt more effective on TV than in the classroom (N * h9) and those who felt equally effective in both places (N I 23, U 3 h93.00, P I .1967). The Pearson product-moment correla- tion coefficient cannot properly be applied in a statistical sense to this data.because of the nature of the relationship of the response categories. If it is used merely as an indi- cator of the propriety of using the term correlation in a non-statistical sense, as it is used in this hypothesis, the .. indication is that the correlation is not significant '16 (r O .105, df I 87, P I .0500). On the basis of these results, hypothesis 15 must be rejected. TABDE 16 scene DISTRIBUTION BY,Rs3P0xsn To QUESTION 10 ”OK, ‘- :r W Upper Segment Lower Segment .(hh Respondents) (AS fiespondents) Number Percentage Number Percentage TV Classroom.(R1) 3l 63.3 18 36.? TV - Classroom (s3) 11 h7.8 12 52.2 TV Classroom (R2) 2 13.3 13 86.7 The Mann-Whitney U test did show that a significant dif- forence in job satisfaction occurred between those checking response 1 (H 8 h9) and those checking response 2 (N I 15, U I 110.00, PL. .0000). There was also a significant differ- ence between those checking response 3 (N I 23) and those checking response 2 (U I 5h.5, P I .0002). These highly sign nificant figures mean that Job satisfaction is significantly lower among teachers who feel that the abilities and limita- tions of the television.medium.combine to make their TV pre- sentations less effective than their classroom presentations, than among those who feel that the abilities and limitations of the television medium combine to make their TV presenta- tions equally effective or more effective in comparison to their classroom presentationsfl 77 Hypothesis 16 This hypothesis says that there is a negative correlation between Job satisfaction and how restricted TV teachers feel their freedom is on TV, to do and say completely as they may wish as compared to how restricted they feel this freedom is in the classroom. Table 17 shows the percentage in the two segments of the job satisfaction score range according to their response to question 11 which tested this hypothesis. TABLE 17 SCORE DISTRIBUTION BY RRSPON‘E T0 QUKSTION 11 W W Upper Segment Lower Segment (uh Respondents) (hS Respondents) ___‘ Number Percentage Number Percentage More Restricted'te. in Classroom h. 66.7 2 33.3 More Restricted » On TV 13 35e1 ' 2h. 6he9 Equally . . . Restricted 1 100.0 0 00.0 Equally Unrestricted 26 59.1 [ lB h0.9 “—— The chi square test showed that no significant differ- ence occurred between groups (:2 = 7.381, df I h, P I .0500). The hypothesis must be rejected since no significant correla- tion can exist where there is no difference between categories. These results show that job satisfaction is not related to how 78 restricted TV teachers feel their freedom is on TV, to do and say completely as they may wish as compared to how restricted they feel this freedom is in the classroom Hypothesis 17 This hypothesis states that Job satisfaction is higher among television teachers who think that the salary and/or release time from non-TV duties which.they receive is adequate for the amount of work they do for their TV presentations than for those who think that this compensation is not adequate for such work. Table 18 presents the percentage in the two seg- ments of the Job satisfaction score range according to response to'question.12 which.tested this hypothesis. ‘ TABLE 18 scene DISTRIBUTION BY spares a T0 QUESTION 12 M Upper Segment (hh Respondents) Lower Segment (hS Respondents) “—f Number Percentage Number Percentage .- “.A Inadequate (R1) 12 30.0 28 70.0 Received Rene (R3) 2 66.7 . 1 33.3 The initial chi square test revealed that there were one or more signifieant differences between groups (:2 8 12.72E, df I 3, P I .0100). Further eh; square tests showed that the only significant difference occurred between those who felt 79 their salary and/or release time was adequate (R2) and those who felt their salary and/or release time was not adequate (El); a0, n1 (:2 x 2.813, df . 1, P - .0500); so, a; (x2 a 2.178, or . 1, P . .0500); Rs 33 (x2 . 0.000, df - 1, P - .0500); R1, 32 (x2 e h.991, df e 1, P a .0500); 31, R3 (x2 a 2.813, df . 1, P . .0500); ha, 93 (x2 I 2.178, er s 1, P a .0500). Since the percent in the upper segment of the job satisfaction score range is significantly greater for those sho.feel their salary and/or release time is adequate (R2) than for those who feel that theirs is inadequate (R1), the hypothesis must be accepted. ' Since there is no significant difference in job satis- faction between the following two groups, it appears that those‘who receive‘gg salary and/or release time are as satis- fied in their jobs as are those who receive what they feel is adequate compensation in these forms. However, since only three respondents in the sample reported.receiving no salary and/er release time, more testing with a larger sample of those receiving no compensation in these forms would be in order before a firm statement on the relative Job satisfac- tion of the two groups is made. hypothesis 18 This hypothesis says that there is a positive correla- tion between job satisfaction among TV teachers and the num- ber of hours of conventional classes from.which they are released for each hour of finished TV presentation. Table 19 presents the percentage in each of the two segments,of 80 the job satisfaction score range according to the response to question 13 which tested the hypothesis. The Pearson product-moment correlation coefficient can- ..not‘be applied to this data to determine the statistical sig- nificance of the correlation because of the nature of the relationship between response categories. Using it merely as an indicator of whether or not the word may be preperly used in a non-statistical sense to describe the relationship between the two variables (as it is in the hypothesis), the coefficient shows the term should not be so used (r - 0.3l2h5, df - 7, P O .0500). The hypothesis must, therefore, be rejected. The initial chi square test showed that there were one or more significant differences between groups (:2 8 15.036, df I 7, P I .0500). It was assumed that if there were only two significant differences, they would be between groups 3 and 7, and 5 and 7 where the percentage difference in either of the two score segments was the greatest (73.9%). An addi- tional chi square test showed that no significant difference occurred between those giving response 7 and those giving response 2, (:2 I 1.68, df‘- 1, P O .0500), the groups with the next largest percentage difference in either of the two segments of the Job satisfaction score range (53.9%). It was therefore assumed that no significant difference occurred between the other groups where the percentage difference was even smaller. It appears that a mild correlation in the direction indi- cated by the hypothesis might be revealed if a larger sample 81 TABLE 19 SCORE DISTRIBUTION BY RESPONSE TO QUESTION 13 :“ _ :: I Upper Segment Lower Segment Response and Mg. Respondents) (115 Respondents) Number Number Percentage Number Percentagefi (0) ° 110' Response 1 12.5 7 87.5 (1) - 6 . HOBO 7 1+3 08 9 56.3 (2) . ~ 7 . 1 hr. or less 1 20.0 I; 80.0 (3) - ' 1’ thru 2. 0 OOeO 2 100e0 an - ‘ ’ ' 2 hours , 3 _ 60.0 2 _ 11.0.0 (5) f 20 thru 3- _ 0 00.0 1 100.0 (6) ' ' ‘ 3 01‘ nor. hrUe . 15 _ 51m? 1’4. h8e3 (7) ~ ‘ Full Time , 17 73.9 6 26.1 with more than a few subjects in each of the response cate- gories were tested. Until such a sample is tested, there is not enough evidence to warrant positive statements regarding the relationship between Job satisfaction and the amount of relapse time received. -_I EPOthOS 18 l9 7-- g f Hypothesis 19’states that JJob satisfaction 1. higher fu- TV teachers who generally require six through ten hours to 82 prepare for each thirty minutes of TV presentation than for those who require more or less than that amount of prepara- tion time. Table 20 presents the percentage in the two seg- ments of the job satisfaction score range according to the response given to question 15 which tested the hypothesis. The chi square test showed that no significant difference occurred between groups (x2 I 6.269, df I 6, P I .05). The hypothesis must, therefore, be rejected and the conclusion made that Job satisfaction is not related to the amount of preparation time required by the teacher. means 20 scone DISTRIBUTTON BY RESPONSE T0 QUESTION 1h Upper Segment Lower Segment hh.Respondents) (#5 Respondents) Response and Number ( Number Percentage Number Percentage 1. Less than 1 hour. 0 -§ 0 -- 2. l e 5 hours 8 53.3 7 86.7 3. 6 -~10 hours 7 31.8 15 68.2 h. 11 g 20 hours ‘ 7 50.0 7 50.0 S. 21.- to hours 3 37.5 5 62.5 6. 'hi.-.80 hours .‘ 7 58.3 s h1.7 7. More Than 80 hrs. . 1 100.0 0 00.0 83 Hypothesis 20 This hypothesis says that job satisfaction is higher for TV teachers who volunteer for TV work than for those who become involved in teaching via television in other ways. Table 21 presents the percentage in the two segments of the h H Job satisfaction score range according to the response given A i to question 15 which tested the hypothesis. TABLE 21 scone DISTRIBUTION s? RESPONSE 1'0 cussnos 15 Upper Segment Lower Segment Response and Number ( Respondents) (hS Respondents) Number Percentage Number Percentage l. Volunteered 9 60.0 6 h0.0 2. .Ashed by TV ‘ Organisation 15 86.9 17 53.1 3. Asked by Dept. Head - 10 h3.6 11 sad. h.' Duty required ‘6 0 00.0 _ h. 100.0 5e 0th.? ‘ ' 1° ' 58e8 7 h1.2 5a. other: Possible . ' Volunteer h. 50.0 h 50.0 St. Other: Non- Volunteer . _ 6 66.7 3 33.3 The chi square test revealed no significant differences between.group! (x2 I 5.291, df I h, P I .0500). The Kruskal- Wallis H test showed there were£no significant differences in average job satisfaction scores between categories (H I h.9366, 8h p: .2939}. If those who gave unstructured responses Which “wicated they may have volunteered (sub-category 53) were “wed to the volunteer category (1), the percentage differ~ «we between this combined volunteer category and the category M) which is most different; would be 56.5% in either of the score segments. Since this is less than the percentage dif- thrences which were shown to be non-significant, it may be sssmaed that this difference is not significant. 0n the basis of these results, the hypothesis must be Injected. They indicate that the method by which teachers Income involved in television work is not a significant deter- ainant of Job satisfaction among television teachers. lggmments Froa_Questionnaires Returned In general, the respondents additional comments echoed the literature reported on earlier. The respondents did, with some frequency; mention three factors which.were touched either lightly or not at all in the literature reviewed: (1) the challenge of teaching on television was a significant source of satisfaction for several; (2) the responding teach- are more readily commented on their dissatisfaction with monetary compensation and related matters such as release time, program ownership, tape reuse rights, control or pro. gram.revision and residual payments: (3) several teachers gained satisfaction from the freedom to engage in creative teaching which.televieion provided. . . \ CHAPTER VI CONCLUSION Summary of Findings The survey showed that most of the demographic character- istics of the population could not be used as predictors of JM)satisfaction. Neither the sex nor the region of the coune try in which TV teachers work was shown to be related to job satisfaction. The Job satisfaction of those who were teach- the via television at the time of the survey was not signifi- cantly different from that of former television teachers. The results of testing hypothesis L did not support that hypothesis. The results indicated that Job satisfaction is not highest among those teachers with three through ten years «fteaching experience prior to TV work as was hypothesised. nmtead, there appears to be a positive correlation between job satisfactionand years of teaching; before teaching via television. . 0 ’Analysis of the survey data showed that job satisfaction is not significantly related to either the nature or the num- mr of modes which transmit the teachers' courses. Hypothesis ?, 6 and 7 were thus rejected. The results indicated that whether or not a teacher has :- even knows whether or not he has 0a contract covering his ights and responsibilities in teaching via television makes 0 significant difference in job sswfaotion. 85' 86 ihe findings of the tests of hypotheses 9 and 10 indi- cate that job satisfaction is not dependent on whether or not the teacher thinks a representative of the 'TV organization with which he works- took adequate time to introduce him to both the personnel and proco6wi33 of the organisation at the beginning of his association with the TV organisation. Job satisfaction is significantly higher, however, for teachers who feel that they have been given adequate aid in adapting their teaching to television ’1, " staff members of the TV organization with which they are associated than for those who feel they ,were not given adequate aid by organisation staff members. I ~ ‘ The test of hypothesis ll revealed that job satisfaction is not affected by the type of response received by TV teach. ers while they are on camera. The test of hypothesislz showed that the lack of feed- back after makings TV presentation does apparently make a difference in'Jcb satisfaction. Except for those who most often receive feedback via telephone after presentations, Job satisfaction is significantlyhigher for those who receive w form of post-presentation feedback than for those who generally receive .93 feedback after their presentations. Job satisfaction is not significantly different between teachers who usually receive no feedback after a TV presenta- tion and those who most often receive responses via telephone calls after making a presentation. Thenumber of forms in which post-presentation feedback is received was found to make no difference in Job satisfaction. _ , 37 Testing hypothesis 1h resulted in the finding that Job satisfaction is significantly higher among TV teachers who are notified when one of their superiors intends to observe their TV presentations from a location where they cannot observe him than among those who don't know if they are noti- fied under such circumstances. There is no difference in jab satisfaction, however, between those who are notified and those who are not notified under such circumstances. The results indicate, contrary to hypothesis 15, that there is no significant correlation between Job satisfaction and TV teachers' perceptions of how effective the abilities and limitations of the television medium combine to make their TV presentation as compared to the effectiveness of their classroom presentation. Job satisfaction is signifi- cantly lower among teachers who feel that the characteristics of the TV medium.make their TV presentations less effective than their classroom presentations, than among those who feel that the abilities and limitations of the television medium ecombine to make their TV presentations equally effective or more effective in comparison to their classroom presentations. The results of testing hypothesis 16 show that no sig- -nificant correlation exists between job satisfaction and how restricted TV teachers feel their freedom is on TV, to do and say completely as they may wish. Hypothesis 1? was supported by the findings. It states that Job satisfaction is higher among television teachers who think that the salary and/or release time from non-TV duties which they receive is adequate for the»amount of work they do 88 for their TV presentations than among those who feel that the compensation they receive in these forms is inadequate. Job satisfaction among those who teach via television full time was found to be significantly higher than that among those who are released from more than one hour but less than two hours, or more than two hours but less than three hours for each hour finished TV presentation. The results of testing hypothesis l9 and 20 indicate that Job satisfaction among television teachers is not related to either the amount of preparation time which teachers require or to the method by which they become involved in television teaching. ' Only three factors recurred significantly in the unstruc- tured comments which respondents added to their questionnaires which.were not mentioned frequently in the literature reviewed. Mentioned as sources of satisfaction were the challenge of teaching on television and the freedom to engage in creative 'teachdhg which television provided. The respondents' comments generally indicated greater dissatisfaction with monetary com- pensation and related issues such.as program reuse and owner- ship rights than was indicated by the literature in the area. Limitations of the Study The validity of the findings of this study may be limited by a number of factors. It is possible that a bias ‘was introduced into the frame composition process because the lists of teachers, which were combined to form.the frame, ‘were provided by organisation.headst Some of them,may have I-"~- _-—-‘ ‘ 89 provided the names and of addresses of only these teachers who they thought would give information favorable to the organisation or its administration. Such a group of teachers would probably have higher than average job satisfaction. Thus, a true picture of job satisfaction among some organisa- tions' teachers might not have been presented. Time and monetary limitations prevented any attempt at determining the degree to which.a bias of nonresponse may have affected the survey's results. Since non-respondents failed to answer two requests for their cooperation, it was decided that a third attempt to gain a response from them would bear little fruit while adding greatly to expenditures of time and money for printing and mailing. As in much research done by the survey method, this study would probably have been better able to meet its goal if the sample had been larger. , Tests of thefstatistical significance of correlations could have been performed if the response categories had been stated in statistically comparable forms. As was noted earlier, the use of the term.'mest" in question 8 may have caused some confusion and, thus,_some incorrect responses. It could have been interpreted by the teachers tc»mesn either greatest frequency or greatest quan- tity. These would not be the same in all cases. For example, a teacher who received a great quantity of letters at one time might usually or more frequently have received telephone calls. The quantity of letter response would be greater in 5. 90 this instance even though response via telephone cells was received more often. Due to computer use limitations, not all of the possible significant differences between response groups could be tested for air ,nificance. Those which were eliminated from testing were those which, even if proved statistically signifi- cant, seemingly had less social significance than those tested. The study would, nevertheless, have been strengthened if all possibilities had been tested. Recommendations for ITV Administration and Research The study uncovered seven factors to which.job satisfac- tion appears to be related. Based on these findings, a nuerbsr of actions; primarily on the part of ITV administrators and researchers, can.be recommended, assuming that these actions can be taken without inhibiting the achievement of goals given a higher priority than Job'satisfaction among television teachers.‘ An.organisation head desirous of recruiting a staff of teachers who are like-1y to be well satisfied with.Tv teaching, should look’for, among other things, teachers with.many years of non-TV teaching experience. This would follcv'frcm the apparent correlation between Job satisfaction and years of experience in non-TV teaching prior to TV work. Job satisfaction was found to be higher among those who feel.that they have been given adequate aid in adapting their teaching to television by organisation staff members than among,these who feel that the aid they were given‘by such A _ ,3 91 people was inadequate- Thigs indicates that levels of Job satisfaction can be increased if a systematic pregram of teacher assistance is set up to help each teacher adapt his teaching to television. In addition, the teacher and his primary staff contacts must strive for the development of close and frank communica- tion with each other so that the teacher will feel free to express his doubts, should they arise, that he is being given sufficient aid in adapting, to. the new medium. . Periodic checks by the administrator would probably be necessary to determine the teacher's opinion in this matter directly. This would be an important way of gaging the nature of the working relationship between the teacher and the production staff. If the teacher were not communicating his doubts to the staff, valuable time would be lost if the . administrator would learn of the problem and take steps to remedy the situation only after enough time had passed to enable a staff member to somehow detect such a problem, with- out comeunicsting with the teacher, and to relay a request for help to the organisation administrator. Researchers could do valuableovork in this area to determine just-what types of aid in what amounts are consid- ared adequate by teachers in adapting their teaching to tele- vision. Since almost any post-presentation feedback except tele- >hone calls seems to be better for Job satisfaction than none, Laministrators would do well to male: provision for some form 92 of.feedback for the teacher after all presentations, includ- ing those that are taped long before transmission. As was indicated earlier, the data on the impact of post- presentation feedback via telephone is meager. Additional research.is necessary before the findings on this factor can be termed reliable.‘ An organisation rule requiring the notification of the teacher when one of his superiors intends to observe him from a location where the teacher cannot observe the superior is I recommended. The survey showed significantly lower satisfac- tion among teachers who were uncertain about such.observation than among those who were notified under such circumstances. Teachers who felt that the abilities and limitations of the television.medium.combined to make their TV presentations equally effective or more effective in comparison to their classroom presentations were found to be more satisfied than those reporting relatively less effectiveness on TV than in the classroom. Measures paralleling those recommended in determining the teacher's feelings regarding the adequacy of aid received from staff members in adapting to TV would seem to be appropriate in detecting his feelings regarding his effectiveness on TV also. Teachers who feel ineffective I should be provided with.special information on and training in the use of «rum. I'l‘V techniques. Binoe those who felt that their monetary and/or release time compensations was adequate were found to be significantly more satisfied than those who‘felt that their compensation in these fordb'was inadequate, actions should be undertaken to 93 determinewhat teachers consider to be adequate compensation and to provide it. Although full-time TV teachers were not found to be sig-- nificantly more satisfied in their Jobs than all categories of part-time TV teachers, there seems to be a sufficient , basis in the survey findings as well as in the literature to warrant a recommendation that teachers be given no duties except those connected nith their TV presentations during terms in which they are required to prepare and give TV pre- sentations. ’ Research on job satisfaction among TV teachers has only begun here. Even if “every finding of this study is an exact report of conditions among the entire universe of TV teachers in the U. S. at the time of the. survey, conditions may have already changed. 'Thus, if forno other reason than that just stated, research should continue so that data may be kept current. ‘ A , If such research is to gain the support it needs, the major question to be answered is, "Does better televised edu- cation result from educators being better satisfied with their TV teaching positions?" Research has not yet provided conclu- sive evidence in this area. If such a correlation is shown, support for additional research which could add to our under- standing of factors contributing to better education should not be too hard to find. With preper support, researchers can move on to investi- gate other typeset factors which“ may affect Job satisfaction among te levis ion ins true tors . This ' s tudy has o onoentrated 9h mainly on job situation variables. Little attempt had been made to determine the possible influence of factors which are only indirectly related to the job situation. such factors as the individual television teacher's socio-economic status, mental and physical characteristics and many other variables may play an important role in determining his Job satisfaction. A more extensive study of the literature on job satisfac- tion in general should be done to seek implications for inves- tigations of Job satisfaction among TV teachers in particular. Controlled experiments in Job satisfaction among TV teachers may help to isolate variables which have an effect on Job satisfaction. Investigations of jcb satisfaction among those teaching via television at various levels of education may find some significant differences between groups. Aca- demic freedom, for example, may well be found to be a signifi- cant factor among college level instructors even though this study found it not to be significant for TV instructors as a whole. Differences between those teaching in different sub- Ject areas may also be found. Recommendations for Education The recommendations presented prior to this point have been based on findings that indicate certain factors are related to Job satisfaction among television teachers. The following recomendations stem primarily from findings that certain other factors do not appear to be related to the job satisfaction of television teachers. Why these recournendations F... 95 are directed to education should become apparent later in this section. In order to fully comprehend the reasons behind these recommendations, a view of the social perspective of televis- ion teachers is necessary. The survey results which lead to the rejection of hypotheses 5, 6 and 7, indicate that most TV - teachers think of themselves as "teachers“ and not "TV teach- ers". Their primary concern is with performing an effective teaching job. Having their programs distributed to more and ' more areas, via television may be desired by many teachers. However, the aspirations of most TV teachers seem to be directed toward success and advancement in education in gen- eral and not particularly in televised education. This is exemplified by the comments of one instructor who, like all involved in the study, was promised anonymity. He reported that he was satisfied in his former position as a television teacher. Among the reasons he gave for this sat- isfaction was the fact that television gave his teaching talents wide exposure to prospective employers and led to a better teaching position, involving no TV work, with a large university. This attitude of identification with education in general or with a particular subject area and not with television teaching is, common among television teachers. It has defi- nite reflections in Job. satisfaction. Some who have studied job satisfaction have stated that the degree to which a worker is *satisfied with his position is positively correlated with the»degree' to which that Job 4i LL—A‘ ‘— , V 96 aids in the attainment of that worker's goals. Many scholars have presented impressive evidence showing that one of the strongest motivations of man is his desire to achieve increased status among his peers and others in his social system. For most workers, other workers with whom they come in contact and who are performing the same or similar tasks, would form an important segment of the peer group. The social system for most workers would include and in many cases, particularly in the United States, even be identical to the organisation within which they want to nehieva increased status. . ~ Most organisations (educational institutions included) which are trying to maintain or increase levels of worker per- formance, thereby increasing the quantity and/or quality of the organisations! products or services; rather suensaafully work from the assumption that status seeking is a strong motivation for.worker efforts to maintain or increase levels of performance. Such organisations reward, with status symbols, efforts by workers (instructors-included) to main- tain or increase their levels of performance. If these work- ing with.an organization have little or no desire for increased status within that organizational social system, offering rewards such.as promotion to higher positions within the organization, offering increases in monetary compensation and offering other-status symbols will be ineffective in eliciting efforts from workers to maintain or increase per- ‘z— formance le vc ls . p- 97 The survey showed that most TV teachers work only part of the time in television. Indications are that most TV teachers teach in conventional settings before, during and after teaching via television. It is understandable, then, that they should maintain the self-image of ”teachers", albeit teachers who are doing some work on television, not changing the self-image to "television teachers" as a distinct and separate professional category. The peer group for most TV teachers apparently remains ”teachers", not particularly "TV teachers“. The organisational social system for most TV teachers is not made up exclusively or even primarily of those in the TV organisation. The major organisation in the social outlook of most TV teachers is the- school or college with which they are affiliated. The pro- fessional social system within which.most television teachers are motivated to work for increased status is either educa- tion in general or'a particular subject area. Among the status symbols which television teachers seek, are promotions to better positions in education and increases in monetary compensation for m teaching. To most television teachers, whether these status symbols are connected with televised education in particular is not as important as who ther they are connected with education in general. Since the results of this study seem to show that job satisfaction among TV teachers does not depend on the acquisi- ti on of status symbols in ITV in particular, it might well be tonoluded that ITV does not long,“.-if ever, receive the benefit if the TV teacher's status seeking motivation (i.e., efforts ww'v‘- “I!" ~' 0 *, _.__; -_ ._‘___‘ 1‘...‘ 4.- i ’3- *".rmlll‘.-a-‘.~ . 4 r . 4-1 I... mum-J. "fitfl‘ -"' ‘ saw .u'ficwq W :A asp-so! «tame-unsure .A‘ M_.—‘--_ a. -wm‘. ”W& e-- «es—Au!!! v _- .. . .. _._. ._....._ Q. 98 to maintain or increase his performance level). If, however, the teacher perceives the status symbols he receives for.lg! Igggg to be of equal value (in the organizational and profes- sional social systems of which he considers himself to be a member) to those status symbols he receives for equivalent non~TV work, he might well strive to maintain or increase his level of performance in order to gain those rewards. The most ‘ obvious and honest course for schools and colleges which have teachers working in ITV would be to establish committees (on which TV teachers would be sell.represented) to determine equivalency standards for TV and non-TV work and to then pro- vide identical status symbols (compensation) for work of equal value. ' The findings of this survey are thatalmost half of these teaching via television consider their compensation to be inadequate for the amount of work they do in ITV. The com- ments of television teachers on questionnaires and in the literature indicate that a large number of them feel they are discriminated against. In the determination of salary ‘ increases, promotions etc.; TV teachers often report that their TV work is grossly under-valued in comparison to more traditional accomplishments such as taking a heavy class load or having a manuscript published. As long as TV teachers con- tinue to identify themselves as part of the conventional edu- cational and institutional social systems, the colleges and schools with*which television teachers are associated must provide equal educational status symbols for television work if they expect any but the fanatically dedicated television 99 teachers to be motivated, for an extended period of time, to maintain or increase the quality and/or quantity of their television presentations. It is not inevitable, hovcver, that television teachers will forever come primarily from backgrounds (training for and caperience in conventional classrooms) which cause them to feel that they are 3.3.1122 conventional. educators in conven- tional schools and second television teachers in television organisations. The following two recommendations come from respondents in the sample of TV teachers studied. If followed, they would probably contribute to changing the social per- spective of television teachers as well as to improving their training and, thereby, their television teaching. The first recommendation is that all TV teachers be given more extensive preparation for teaching via television prior ' to‘beginning production of programs. The respondent suggests that this preparation include opportunity to observe good TV teachers at work and coaching in speech.and drama for the ‘would-be TV instructor. Another TV teacher recommends that more scholarships and fellowships be established for teachers and ITV production personnel to be used in studies of ITV preduction. . These recommendations seem to be pointing toward what this investigator would like to-offer as a final suggestion for consideration by educators. . The suggestion is based on observation of (among other things) the improvements in education that have resulted from subject area specialisation by teachers. It is also a rather wan .a-VU obvious result of the expectations that TV teachers be highly competent educators and subject area specialists, as well as effective television instructors. In order to meet these expectations, universities should give serious consideration to the establishment of a five or six year pregram of teleo vision teacher education resulting in an M.A. degree. Under such a program, would-be TV teachers would work in three areas simultaneously (TV, education and subject area specialty) from the outset of their higher education. Because of its length, such a program.would be able to include neces- sary general education courses such.as English, physical edu- cation, and science courses, even if they were outside the individual's subject area specialty. , An additional.year or ts“ of studying television after conventional teacher education might produce more highly trained television teachers. It would not produce, however, the new social perspective in TV teachers which.is necessary. A program which causes the student to identify‘himself from the beginning as a future_television teacher might sell pro- duce such a change. . The suggested pregram.would-be quite likely to produce a sub-culture of highly competent TV educators who would identify themselves and their professional peer group'giggt as television teachers. One of their primary goals would probably be the achievement of increased status in televised education. To such individuals, properly manipulatedigzg status symbols would be highly valued rewards which would elicit.great efforts to'izpreve the quantity and quality of c 101 their TV presentations. Acquisition of those status symbols would produce high Job satisfaction among TV teachers. Thus two important ends of ITV would be achieved, improvement or televised education and elevation of the level of job satis- faction among television teachers. With the presentation of this final recommendation, the last segment or this study's four-part purpose is completed. If this thesis, in‘any way, contributes to the achievement of the two goals for ITV mentioned above, it will have far sur- I passed its original objective. SOURCES CONSULTED SOURCES COHSULEED Association for Professional Broadcasting'Education, and The National Association of Broadcasters. People In Broad- castinn. asshington, D.c.: Association for Professional Eroadcesting Education, and The National Association of Broadcasters, 1962. Baker, tilliam D. "Is Anyone watchin37." Basic College Quarterly, 1-h.(3ummer 1956), 17-19. Ballou, Mildred. ”Teacher in the House,“ HARE Journal, 19 (September-October, 1960), 7-9. Borden, Chauncey. Personal interview at Richigan State Uni- versity, East Lansing, Michigan, November 13, 1967. Blanshard Jr., Paul. "What Manner of Nani.” HARE Journal 19 (September-October, 1960), 61-65. ‘T W Brenninger, Flo Hansen. “'Fresno‘s alfl'Classroomt' HARE Journal, 20 (habeune, 1901), 19-22. Bullock, Robert. Social Factors Related to Job Satisfaction: A Technique for the Heasurement of Job Satisfaction. Columbus, Ohio: The Ohio Statefibniversityfhureau of Business Research, 1952. Bush, Stuart A. and Wilcox, Marion W. Graduate_§tudy Via Television. Dallas: Institute of Technology, Southern Hethodist University, 1969. Bush, 3. A. Private telephone conversation from Dallas, Tense, March.2h, 1969. Carnegie Commission on Educational.Te1evision. Public Tele- vision: A Program.For Action. New York: Bantam Seeks, T56 e , 19°70 Carr; Peter. "Teaching Eythology and Folklore on TV." FAVE Journal, 23 (November-December, 19510. 12-15. Cumming, John and Blake, Richard. "Teaching I'Iistor on Tele- vision.‘I NAEB Journal, 23 (hay-June, l96h), 3.~36. ' Culteru Bruce and Mayor, Richard J. "Presenting Poetry on Television." EAEB Journal. 23 (September-October, 196,4) e [$0443 0 Davis, Gladys D. "The Challenge of TV Teaching.” NRA Journal, 55 (April, 1966), 0-11. 102 103 Inlancy, Arthur A. "Why Teachers Fear FTV." Ihe High School igrrnal, XLVLI (October, 1963). hO-hB. Enohcr, Joanne Bubolz. Jab Satisfaction: Its fielstionship to Occugational StratiTication and Conmunity Variables, ‘Unpuollshed Fasterrs thesis, Michigan State University, East Lansing, 1956. Eleey,.Freeman.F. _AgPr0grammgd_Introduction to Statistics. fiolnont, California: Eadsworth'PublIEhIHgWCo., Inc., 1906. Fournet, Glen P.; Ditcfano Jr.; n. K. and Pryor, Margret w. ”Job Satisfaction: Issues and Problems." Personnel Psychology, Summer 1956, pp. 165-183. Glennon, J. R.; Owens, W. A.; Smith, W. J.: and Albright, L. E. ”New Dimensions in Morale Measurement." Harvard Easiness Rovieg, vol. 38 no. 1 (1960) pp. 106-10 . Gordon, norton. “Hawaiians Learn Batter Speech by TV.“ EAPB Journal, 21 (November-December, 1962),.58-60. Berebcrg, Frederick; mausnor, Bernard: Peterson, Richard: and Capwell, Dora. Job Attitudes: Review of Research and Opinion, Pittsburgh:_Psychélogical Service of Pittsfifirgh, '1937.”' Boppock, Robert. Job Satisfaction, New‘York: Harper and Brothers , 1933:. - Kenn, Frank. ”Compensation of Faculty Engaged in ITV." RAF“ Journal, 2h.(January-February, 1965) 29-37. Keener, Philip a. "A Summary of Surveys on the Rights of Teachers on Television. Unpublished paper, Michigan State University,.East Lansing, vichigan, 1968. Kerlinger, Fred N. Foundations of Behavioral Research. How York: Holt, Rinifiart £"WInston, Inc.; IQOE. Kindner, a. Robert. “Facing the Camera." mas Journal, 17 (May, 1958) 38. Koonig, Allen B. "Rights for Television Teachers ." The Farther Vision, Edited by Allen E. Kocnig and Ruane B. ‘son: University of Wisconsin, 1967. Likert, Rania.” New Patterns 01' Management, New York: tailor.“ H111 BOO? COe. Ince‘. 1961. ziaddox, Jerrold. ' "Facing the Camera." r-IAEB Journal, 17 . (May, 1958), 21-22. A ' 10L nmintyre, (harles. "Compensation for Professors on TV." IA'L Journgi, 21 (Varch-April, 1962), 30-36. hmfiunc, Lawrence 3. (Ed.). Egtignal Qorpondiun of Televised Lflucation, East Lansing, fifehigan: hichigan State Univer- ‘Eity, continuing Education Service, 1966. McKune, Lawrence E. Personal letter to author from East Lansing, Michigan, November 20, 1968. noflamara, Louise. "A National Center for ITV." American Edu- cation, United States Department of Health, Education and Lelfare, June, 1966. Mack, Oinne. "that Does It Take To Teach by TV?." sans Journal, 16 (September-October, 1960) lO-flh. Parke Jr., William 8. ”Teaching With Television: Music Appreciation.”‘ sass Journal, at (September-October, 1995 ) 9 “-9-55 0 Peyeholorical Service of Pittsburgh. Job Attitudes: Review Pittéfiurgh: of Research and_ppinion Report no. 2 PsycthOgical Service offrittsburth‘l955. “Report of Committee C: Policy on Educational Television.” anus Bulletin, h? (June, 1961), its. Robinson, H. Alan: Connors, Ralph P.; and Whitacre, G. Holly. "Job Satisfaction Researches of 1906-65.” Personnelneng Guidance Journal, December, 1966, pp. 371-379. fingers, Mary.‘ “From Classroom to TV Teaching.I UARB Journal, 19 (September-October, 1960), 15-16. ‘ Sanford, Fillmore. "Teaching on Television." MES Journal, 23 (March-April, 1906), 18-20. . Sohell, i'Jilliam A. A Study of Engathio Ability and 01:. the Vslidity_9f Some Tndices of Job satisgaction, Unpublished fideterrs thesis, Michigan State University;“mast Lansing, 1%m-‘ - Schmid, Linda. ”Teaching Art on Television.“ RAPE Journal, 22 (september-Oetober, 1963), 30-31. - ziixns, Ward. "Teaching Science Methods with TV.” HAVE Journal, 2h.(July-August, 1965), 38-60. Basie College Smith, Huston. ”Teaching to a Camera.“ Quarterl , 1 (Summer 1956), 8-9. \ . 105 Smfihern Vethodist University Institute of Technology. "TACHR Evaluation Questionnaire", Dallas, Texas, Fall 1967. (Typewritten). Smflhern Methodist University Institute of Technology. "TAGUR Evaluation Questionnaire,“ Dallas, Texas, December 1960. (Handwritten). St.imuis Public Schools. An Investigation of Television Teaching, St. Louis, H5:: at. Louis Public Schools, 1956. irisolini, A. 6. “Confessions of a Recent Convert to Instruc- tional Television.” NAKB Journal, 26 (March-April 1967), (45"h9e Valle, Arne. §tudies in Employee Satisfaction: A Practical Approach,’K6benhavn: Lord undos Bogtrykfieri, 1958. willie, Edgar. “Preparing TV Teachers.“ mas Journal, 21 May-June 1962), 12-16. Ihnoeski, Barbara. "The Studio Teacher's Role." HARE . Journal, 22 (January-February, 1963), 22-25. .1 J r lira... 1.... 13.111191..." annular 1 . {LB APPENDICES I! It lib} ‘ '11]! i'nlilll'r ' i v v i! I i i v V 1.. i i ‘1")! l I f I I I. to-.. I 1 \ \ tiiivi)‘ ul‘ ..-r.‘ i .45053”!1.H|J. ‘I . , ‘J v ‘ x I . - iv . Elli.) A: I l I: l' ‘1 1 [I 1 Q. ' tall. .I . I I 15)) .D 5» hr t >, .I. IFII.‘ .' pill, | .IL’: [Vt . l. I I APPENDIX A Latter to Organilaticn Honda 106 APPENDIX A Letter to Organization Heads Name Title TV Organization Street Address City, State Dear far. X: ?or a graduate thesis to be presented at iiichigan State Uni- versity, I are attempting to contact a national sample of those who teach or have taught, via television, courses for which xcademic credit is or was given. A short questionnaire ~equesting information on their television work will be sent ".0 the teachers. it you could send me a list of the names and mailing addresses >t' those who are new teaching or have taught courses for wredit with your organization, your help would be greatly ppreciated. A reply envelope is enclosed for your conven- ence. waiting your reply, 1 are incerely yours, ailip U. Keeler :partment of Broadcasting >hn Brown University loam Springs, Arkansas 72761 APPENDIX 8 Regional Divisions Used 107 APPENDIX B Regional Divis ions Us ed NORTHWEST ‘mnwssr - ‘. . i - "0~.---r_e--‘_--‘ ' ' leou'rsms'r I SOUTHWEST 0. Hawaii APPENDIX C ' ' Final Cover Letter 108 APPENDIX C Final Cover Letter February an, 2969 Dear Educator: As one who has been associated with teaching via television, I'm sure you are aware that many teachers have found use of this medium for instruction a rather unpleasant experience. The reasons for this dissatisfaction as well as satisfaction are obviously numerous and varied. Until now, however, no one has tried to determine precisely what these problems are with a view toward helping to increase the satisfaction and decrease dissatisfaction for television teachers on a national basis. It is to accomplish this neglected task that the enclosed ques- tionnaire is being sent to you as one of a national sample of those who teach or have taught via television. It is part of ‘ a study being undertaken to make such information available to instructional television teachers, administrators and others interested in ITV around the country who have or will request it, as well as to gather data for a graduate thesis to be pre- sented at Michigan State University. In order for the conclusions which may be drawn from this study to be valid, it is important that all of the questions be answered as honestly as possible and that each teacher who receives a questionnaire complete and return it. Your answers will be combined with those of hundreds of others and will not ‘be identified in any way with you as an individual or as a representative of a particular institution. Any personal information requested is solely for necessary cross-tabulations. The questionnaire is easily completed in about ten minutes. If you will take this small bit of time to fill out the question- naire today your help will be greatly appreciated and may ulti- mately benefit you and many others in the profession. Please return your completed questionnaire before March 15. A reply enve lope is enclosed for your convenience. Awaiting your reply, I an 3 incore ly yours , Philip W. Keeser Department of Broadcasting John Brown University «a Siloam Springs, Arkansas 72761 n~ I‘ll-1“ ‘I‘ I!" [I’l'lln EEEEF :Etekfke BE APPENDIX D \ Folios-up Letter I, III. II]. lit 109 APPENDIX D Follow-up Le tter March 15 , 1969 Dear Educator: On February 21;. a questionnaire was sent to you as ,one of a national sample of those who have been associated with teach- ing; via television. The questionnaire is designed to locate some of the variables which may effect the job satisfaction of those who teach via television. It is part of a study being; undertaken to make information on this matter available to instructional television teachers, administrators and others interested in 1"» across the nation who have or will request it, as well as to gather data for a graduate thesis to be presented at :iichigan State University. Althourth no commitment has been made as of this date, there appears to be a good possibility that the results of this study will be published in the Educational Broadcasting Review. If you are among the many who have already returned a completed questionnaire, my sincere thanks for your cooperation. If you have not yet done so, I again request your assistance. If you ~have not completed the questionnaire because you feel that the structured answers do not specifically fit your situation, please feel.free to make notes on the back of the question- naire after you have checked the structured reply which most closely corresponds to your answer. However, it The number of returns to date is well over 100. is important for the validity of the survey results that every . The possible questionnaire be fully filled out and returned for minutes you spend completing and returning; the question- naire may ultimately provide valuable information which could return benefits to you and many of your colleagues by improm- log; the satisfaction of those working in ITV. If, for some reason, you have not received a questionnaire and would be willing to devote about 10 minutes to conpleting one, please fill in the blanks below and return this letter to me today. A questionnaire and two stamped envelopes will be sent to you one in which you may return the questionnaire and one to rep so that in which you return this letter. I 110 Your aid is (greatly appreciated. Sincerely, Philip 31‘. Keezer Department of Broadcasting John Brown University Siloam Springs, Arkansas 72761 Yournsme:_______._________.___....... BtreetAddrell8____.-.........r_--_._.... Guyssute________.____________219°°d°!-_-_.. ‘\ . I. ........ .I...I..ll.l.‘l.|I|IlIIII I It... I .PyEuIFu4quEIfI (Int... 3 album—h I -I -- I. I . 2.- I- . Ii.. . _- I. . ..:III I. II I I I I .u..l.Iiu-...|5|Pq :NDIX E APP!- Questionnaire 111 APPENDIX E JOB INFORXATION QUESTIONNAIRE The questions here are worded in the present tense. If ymaare no longer teaching via television, please answer them (except question 1.) as you would have during your last day as a television teacher. PLVABH NdRK ONLY 03E ANSWER FOR EACH QUESTION 1. Are you currently working on a course for television presentation? lYes ' ‘no, but I have in the past. (If you can check neither 1 nor 2, you need not complete this form.) 2. How long did you teach in a non-TV situation before you taught via TV? 11 did not teach.before my TV work. “"'2Lese than one year One or two years aThree thru five years “Six thru ten years geleven thru 20 years :: Zhore than 20 years 3. Mark one to indicate how the TV organisation"with which you work broadcasts or distributes its programs lVia one commercial station only ‘ . ‘ Via one non-commercial station only Via one closed circuit or 2500 MHz system )Via one national network §Via a regional network covering two or more states Via a state-owned network {Don't know edther Specify:____~__-_~.__‘______. i. 130 you have a written contract covering your rights and respons ibilitiee in teaching on television? lYee ' I. IDid a representative or the TV organisation with Which you cvork take adequate time to introduce you to both the L_ \‘l . The term ”TV organisation" will herein be used to refer to all of the groupings of men and equipment utilised for TV distribution and production listed in Q. 3. ..VW'FJ \‘ ., . ‘_ , nr—u—w— ' ...- Y wwavruuu rif . ...‘K mwmm 43".“ '. . 112_ personnel and procedures of the organization at the beginning of your association with the organization? {(-0 eyes 6. have staff members of your TV organization given you ade- quate aid in adapting your teaching to television? lYes NO 7. Mark one to indicate what form of feedback you receive fromlstudonta and/or teachers while you are on camera. None 'I can see and hear them in the room where my TV presentations are made. RTelephone or other audio feedback I view them via TV monitor El view and hear them via TV Other‘Specify__.‘_____-________~_._____ 8. Kerk one to indicate the form of feedback you receive most from students and or teachers AFTER your TV presentation. J lNone . i QCards and letters , ? Telephone calls _ iFace-to-face conversation Esther Specify“ 9. Are you notified when one or your superiors intends to , E observe your TV presentation from a location where you 1 cannot observe him? lYes (.30 -’ Ebon't know! 10. Do you feel that the abilities and limitations of the television medium.combine to make your TV presentation: lhore effective than my classroom presentation 3 ELess effective than my classroom presentation fl Equally effective as my classroom presentation “ 11. Is your freedom to say and do completely as you may wish restricted: itcre in the classroom than on TV . more on TV than in the classroom ‘ f Equally restricted on both places W Equally unrestricted in both places “ x . # ‘za EL Eh 1h. 15. lb. 113 Is the salary and/or release time from non-TV duties which you receive adequate for the amount of work you do for your television presentations? 1 No Yes 3 I don't receive either how many hours of conventional classes are you released from for each hour of finished TV presentation? 1 N one One hour or less Fore than 1 but less than 2 hours Two hours : g more than 2 but less than 3 hours Three or more hours For each 30 minutes of TV how long would you.generally require for preparation of the presentation? 1 Less than one hour One thru.5 hours Six thru ten hours L.Eleven thru.20 hours 21 thru 0 hours hl thru 0 hours More than 80 hours How did you become involved in teaching via television? 1 I volunteered. I was asked to teach on TV by a member of the TV organization. I was asked to teach.on television by the head of my department. It was one of the duties required in my appointment. ____2_0ther Specify:‘_‘_‘_‘_._‘_‘_'_‘.‘_.. ______ __ Place a check mark in front of the statement which tells how good your TV teaching“ Job is in relation to other positions in education or broadcasting with which you are familiar. ' l The Job is a very poor one, very nuch‘beles the average. 2 The Job is not as good as average in.my profession. ' g The job is only average. The Job is a fairly'good one. g The job is an excellent one, very much above the average. e» Anyone teaching or who has taught one or more courses via TV will herein be designated “Tv‘teacher' and considered to have a TV teaching position or Jon, 17. 18. 19. £205 £51. 111+ Place a nark in front of the statement which best describes your feelings about your television teaching job. 1 I am very dissatisfied and unhappy on this job. ' I am a little dissatisfied on this Job. I am neither satisfied nor dissatisfied--it is Just average. I am fairly well satisfied on this job. I am very satisfied and happy on this jab. Check one of the following statements to show 219.! much of the 2322 you are satisfied with your Job as a tele- ‘v—fsTo'fi teacher. 1 Seldom Occasionally '5 About half of the time L A good deal of the time Most of the time Place a mark in front of the statement which‘best tells what kind of organisation your TV organization is to work with in comparison to other educational or business organizations with which you are familiar. I It is probably one of the poorest organizations with which to work that I know of. ’ 2 It is below average as an organization sith.which to work. many others are better. It is only anwaverage organization with which to work. Many others are just as good. It is a good.organisation to work with, but not one of the best. 5 It is an excellent organisation to work nith--one of the best organizations I know of. Place a mark in front of the statement which.best tells Jhow your.feelings about your TV teaching Job compare with 'the feelings which other people you know have about their obs. J l I dislike my TV Job much.more than most people dislike their Jobs. ' . 2 I dislike my TV Jab more than most people dislike their Jobs. . - 2 I like my TV Job about as well.ss most people like the 11' JOb‘Q. h I like my TV Job better than.moet people like 3119:? JOLIE e 5 I like my TV Job much better than most peeple like their jobs. Place a mark in front of the statement which best tells how you feel about the work you do in television teaching. 1 The work I do is very unpleasant. I dislike it. The work I do is not pleasant. . . 23. 2k. 115 The work is just about average. I don't have any feeling about whether it is pleasant or not. The work is pleasant and enjoyable. ‘ The work is very enjoyable. I'vopy much like to do the work called for in television teaching. Check one of the following which best describes any general conditions which affect your work or comfort in teaching via television. 1 General working conditions are very bad. General working conditions are poor--not so good as the average for broadcasting and/or teaching Jobs with.which I am familiar. General conditions are about average, neither good nor had. Q In general, working conditions are good, better than average. General working conditions are very good, much better than average for Jobs in my profession. hark one of the following statements which best tells how you feel about changing your job (even though your TV Job may be only part-time5 as a television teacher. 1 I would quit this Job at once if I had anything else to do. 2 I would take almost any other Job in which I could earn as much as I am new earning. This job is as good as the average and I would just as soon have it as any other Job, but would change if I could make more money. I I am not eager to change Jobs but would do so if I could make more money. I don‘t want to change Jobs even for more money because this is a good one. Suppose you had a very good friend who was looking for a Job as a television teacher and you knew of a vacancy with the TV organization with which.you work which your .friend is qualified to fill. Would you: 1 Try to discourage your friend from applying by telling the bad things about the job? 2 Tell your friend about the vacancy‘but suggest ~ that he or she look for other vacancies elsewhere before applying? 2 Tell your friend about the vacancy but not anything else, then let him decide whether to apply or not? Recommend this job but caution your friend about its shortcomings? 5 Recommend this job as a good one to applyufor? \ I... 116 25. On the line below, place a mark to show how well satis- fied you are with your television teaching position. You may place your.mark anywhere on the line, either above one of the statements or between them. . v 0 u c couplets- ifore dis- About has? More satis-é Compactely‘ lycfls- satisfied and half fiod than satisfied satisfied than sat- dissatisfied isfied_ Please use the back of this sheet to comment on any factors notnmntioned in this questionnaire which significantly affect your satisfaction with your TV teaching Job. APPENDIX F Protest Questionnaire and Cover Letter 117 APPENDIX F Protest Questionnaire and Cover Letter Enclosed is a questionnaire Leia; distributed to jatler infor- mation required for a graduate thesis to be presented at nichigan State University. iho purpose of this research is to determine what a national sample of those who touch or have taught via television like or dislike about this job. In order for the conclusions which may be drawn from this study to be valid, it is important that all of the questions be answered as honestly as possible. Your anstcrs will be combined with those of hundreds of others and will not be identified in any way with you as an individual or as a representative of a particular institution. Any personal information requested is solely.for necessary cross-tabula- ticns. Thelquestionnaire is easily completed in about fifteen If you will take this bit of time to fill out and minutes. return the questionnaire today or tomorrow your help will'be greatly appreciated and may ultimately benefit you and others in the profession. A reply envelope is enclosed for your convenience. Awaiting your reply, I an Sincerely yours, Philip w. Keeser Depart? ent of Lroadcasting John brown University ' Siloam Springs, Arkansas 7276l' , .— 118 JOB InsoasATIon ounarxosnarsa The questions here are worded in the present tense. It you are no longer a television teacher, please answer them (except question 1.) as you would have during your last day as a television teacher. 1. 2. 3. 1+. 5. I6. UELYSS OTHERSISE DIHTCTED, PL¢ASR MARK GREY ORE AHSWER FOR EACH QUESTION. Are you currently working on a course for television pre- sentation? 1 Yes 2 No, but I have in the past. (if you can check neither 1. nor 2, you.nced not complete this form.) ‘ How long did you teach in a non-TV situation before you taught via TV? - 1 I did not teach.before my TV work Less than one year ' P One or two years Three thru five years :g Six thru ten years Eleven thru 20 years More than 20 years Sex. 1 Male Female mark one or the following to indicate the length of your service as a teacher on television. 1 Less than three months Three thru 6 months Seven or eight months One or two academic years ‘ Three thru 5 years ' Six thru 10 years Eleven thru 20 years More than 20 years . 'p UJiLLlJ Ie teaching vis TV your fullotime Job? 1 Yes . NO What is your age? ‘ 1 19 years of age or less d 20 thru 29 ' “ 30 thru &9 40 thru 9 ‘50 thru 29 ' 60 thru 9 ‘\_ 70 or more ‘ I 7. 8. 9. 10. 11. 119 Fart only one in mlrnan question 7. or 3. to indicate the enijet area in which you teach most vie television. 1 English a foreign Language Physical Science I. tnthematlca ‘ Art 0 Husic Social Science Reading Physical lducation and/or Health Park one answer here if you.DID NOT mark one in question seven to indicate the subject area in which.you teach most on television. 1 Education -‘—2' Hunanities Subject not included in any of the above areas. Please specify what subject: __ _ __ __ __ __ __ __ __ __ "ark one to indicate how the TV production unit with which you work broadcasts or distributes its programs. a commercial station a non-commercial station a closed circuit or 2500 NH: \ Via a national network g Via a regional (more than one state) network a state governn.ent network Don't know 0 Other Specify: To what level or students is your series or television - presentations directed? l Pro-school . 2 Kindergarten thru 6th grade Seventh thru 12th grade Trade or business school Two year college Four year college Graduate students Adults not generally enrolled in courses except those taurht via 1V _____20ther8pccifyx___g__________~______.__~_ How long had the TV production unit with which you work been operating at the time you became affiliated with it? 1 Less than one year One or two cars F Three thru years Seven thru ten years 5 Eleven thru 15 years- Sixteen thru 20 years\ More than 20 years U 12. 13. a; is. 16. 17. 120 How many television teachers work with your production unit? 1 I am the only one. Two thru 5 Six thru 10 it Eleven thru 15 Sixteen thru 20 o 21 thru 25 More than 25 L! How many professional educators work closely with you on your TV series (on or at: camera) at least once per week? None One Two Three Four Five or more in; How many professional.TV people work closely with you on your TV series (on or off camera) at least once per week? 1 None One Tue 4 Three Four Five or more In what region or the country is your TV production unit located? ‘ 1 Northeast Southeast iidwcst Southwest Horthwest LLUJ Mark one to indicate what form or feedback you receive from students and/or teachers while you are on camera. None I can see and hear them in the room where my TV presentations are made Telephone or other audio feedback 1 I view them via TV monitor I view and hear them via TV Other Specify: J... ii flark one to indicate the form or feedback you receive most from students and/or teachers AFTER your television presentation. 1 Hone , Cards and letters . Telephone calls \\ » Face-to—face conversation Other Specify: J U 18. 19. 20. 21. 22. 23. ias. 121 Do on izave a written contract covering your rights and res )rnsibiiitins in teachinu on television? IYSB a no 7 Don't know for each 30 minutes of television, how long would you L,onerally require for preparation of the presentation? 1 Less than one hour One tiiru 5 hours Six thru ten hours a filoven tkru,20 hours 2 21 thru 0 hours 0 kl thru 80 hours more than 80 hours JUJ are your views considered in determining how widely and for hoe long your series will be distributed? l Don't know 2 No 2 Yes Are you notified when one of your superiors intends to observe your TV presentation.from a location where you cannot observe him? . 1 Yes flue 2 Don't know In regard to the amount of effort you must put forth to obtain the teaching aids (maps, films, etc.) you require is the effort: ' 1 Creator for classroom presentations than for television 2 Greater for television presentations than for the classroom 3 About equal for either situation Do you feel that the abilities and limitations of the television medium combine to make your TV presentation: 1 more effective than my classroom presentation Less effective than my classroom presentation 2 Equally effective as my classroom presentation Check one to indicate which.has received more unjustified criticism. 1 "y teaching in the classroom or lecture hall '" 2 Hy teaching on television iDoes your schedule allow adequate time for the preparation of your TV presentations? 1 Yes N. _ \ y. L) 26.. 27. 28. 29. 30. 31. 32. 33. 122 Did a representative of the TV production unit with which you work take time to introduce you to the personnel and procedures of the unit at the beginning of your associa- tion with the production unit? 1 No c. 1’93 Have any of the production personnel with your unit given you aid or advice in adapting your teaching to television? 1 Yes 2 No Is the salary and/er release time from non-TV duties Which you receive adequate for the amount of work you do for TV? 1 No Yes Check one to indicate the general effect your TV experi- ence has had on your lecture hall or classroom teaching. 1 No effect A beneficial effect A detrimental effect During the average week in which you are working on a television presentation, who do you see more of? 1 Television production personnel Other teachers who do TV work Teachers who do not do TV work My family Others LLUJ How many hours of conventional classes are you released from for each hour of finished TV presentation? None One hour More than one but less than 2 hours Two hours Here than two but less than 3 hours Three or more hours MJJJH Do you have the right to require that an individual pro- gram in your series be revised or withdrawn from use? ’ Yes - He J. Is your TV work rated as equivalent to publication or similar achievements when you are considered for a pro- motion or salary increase? 1 Yes ""7§1No ' 2 Don't know 3h. 35. 36. 37- :38. £39- 123 Check one to indicate who determines the content and format of your television presentation? 1 I do ' Hy department head ; An advisory group of teachers £ Other Specify:._ Is your freedom to say and do as you see fit restricted: 1 More in the classroom than on TV‘ More on TV than in the classroom 3 Equally restricted in both places How did you become involved in teaching via television? 1 I volunteered. ‘ I was asked to teach on TV by a member of the TV production unit. I was asked to teach on television by the head of my department.‘ h It was one of the duties required in my appointment. OtherSpeoit'yx ___________________.___ Place a check mark in front of the statement which tells how good a 30b you have in relation to other positions in education and broadcasting with which you are familiar. l The job is an excellent one, very much above the avera€;°. ' 2 The job is a fairly good one. The 30b is only average. . The job is not as good as average in my profession. The Job is a very poor one, very much below the ~ average. Place a mark in front of the statement which best describes your feelings about your television teaching position. 1 I am very satisfied and happy on this job. 2 I am fairly well satisfied on this Job. I am neither satisfied nor dissatisfied-~it is just average. h I am a little dissatisfied on this job. i I am very dissatisfied and unhappy on this job. Check one of the following statements to show how much of the time you are satisfied with your Job as'E'teIe- Hem teacher. 1 Most of the time . a A good deal of the time About half of the tim L Occasionally _ Seldom \ to. u. 121+ Place a mark in front of the statement which best tells that kind of an organization the TV producing unit in which you work is to work in. 1 It is an excellent organization to work with-~one of the best organizations I know of. 2 It is a mood organization to work with but not one of the best. It is only an average organization with which to work. Many others are just as good. g It is below average as an organization with which to work. Kany others are better. It is probably one of the poorest organizations with which to work that I know of. Place a mark in front of the statement which best tells how your feelings compare with those of other people you know. . - l I dislike my Job muoh.more than.most people dislike theirs. 2 I dislike my Job more than most people dislike the firs e 2 I like my Job about as well as most people like theirs. I like my job better than most people like theirs. I like my Job much Better than most people like the 11'! e . . Place a nark in front of the statement which best tells how you.feel about the work you do in television teach- 11130 1 The work I do is very unpleasant. I dislike it. The work I do is not pleasant. The work is just about average. I don't have any feeling about whether it is pleasant or not. i The work is pleasant and enjoyable. g The work is very enjoyable. I very much like to do the work called for in television teachi s. ' Check one of the following which best describes any general conditions which affect your work or comfort in teaching via television. 1 General working conditions are very bad. General working conditions are poor-~not so good as the average for broadcasting or teaching jobs. General conditions are about average, neither good nor-bad.- In.gencral, working conditions are good, better than average. _ 5 General working conditions are very good, much better than average for Jobs in this field. \ uh. he; 125 hark one of tae fOIIOWinr statements which best tells how you feel about c man ing, your job as a television teacher. 1 I would quit this job at once if I had anything else to do. 2 I would take almost any other Job in which I could earn as much as I am earning here. 1 This Job is as good as the average and I would just as soon have it as any other Job but would change if I could make more money. I am not eager to change Jobs but would do so if I could make more money. I do not want to chnnye jobs even for more money because this is a good one. Suppose you had a very good friend who is looking for a Job as a television teacher and you know of a vacancy with the production unit in which you work which your friend is qualified to fill.. iould you: 1 Recommend this Job as a good one to apply for? accommond this job but caution your friend about . its shortcomings? Tell your friend about the vacancy but not any- thing else, then let him decide whether to apply or not? * k Tell your friend about the vacancy but surgest that he or she look for other Vacancies elsewhere before applying? Try to discourage your friend from applying by telling the bad things about the job? On the line below, place a mark to show how well satis- fied you are with your television teaching position. You may place your mark anywhere on the line either above one of the statements or between them. 1 c i v Complete- here dis- About half here satis- Completely" ly dis- satisfied and half fied than satisfied satisfi-‘ than sat- dissatisfied ed. isfied In. Please use the back of this sheet to comment on any factors not mentioned in this questionnaire which sig- nificantly affect your satisfaction sith your job as a television teacher. ‘ _ _