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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education. / Department of Home Economics

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2008. / "December, 2008." Title from electronic dissertation title page (viewed 12/28/2008) Advisor, Susan Olson; Committee members, Sharon Kruse, Virginia Gunn, Richard Glotzer, Renee Mudrey-Camino; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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The purpose of this study was to measure the level of professional identification and the degree of job satisfaction of home economics teachers employed in school systems throughout the United States and to determine which personal variables related to those two constructs. The sample of 500 members of the Elementary, Secondary, and Adult Education section of the American Home Economics Association was randomized by ZIP Code to assure national geographic coverage. Multiple instruments were used to measure the variables in the study. The short-form of the Minnesota Satisfaction Questionnaire (Weiss, et al., 1967) measured extrinsic and intrinsic job satisfaction. Hall's Professionalism Scale (1968) revised by Snizek (1972) measured five components of professional identification. The researcher-devised Personal Data Questionnaire determined the personal variables. The research incorporated 263 persons who met the qualifications for inclusion in the study. The Pearson Product-Moment formula delineated a positive correlation between home economics teachers' job satisfaction and their professional identification. Analysis of variance and multiple regression analysis described the relationships among the personal variables, professional identification, and job satisfaction. Job satisfaction scores of home economics teachers differed on the basis of marital status, age, professional identification, and attendance at national or state meetings of professional organizations. Service, creativity, and the variety of tasks performed emerged as the factors that 90 percent of the home economics teachers found most satisfying. The variables of job satisfaction, reading professional journals, and attending professional meetings contributed to the professional identification of the home economics teachers. Professional organizations and the public service components of professional identification received the highest scores on the Professionalism Scale. The research results provide pertinent information for home economics educators, state home economics supervisors, and professional associations. / Ed. D.

This thesis attempts to predict the success of homemaking teachers from interest and personality scores.

published_or_final_version / toc / Education / Master / Master of Education

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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