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Interest measurement has been accepted in the field of education by educators, psychologists, and guidance counsellors. It is also being introduced in the occupational fields. Among the various interest tests that were published, the Strong Vooational Interest Blank and the Kuder Preference Record are most commonly used. [...]

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The purpose of this study was to examine the interview processes and techniques used in selected Indiana school corporations. More specifically, answers were sought to these questions:1. How are interviews presently conducted in selected Indiana school corporations to obtain pertinent information needed to select the most competent candidate for each position?2. How can interviews be conducted so that applicants can relate personal philosophy, preparation, and abilities in greater depth than the usual written confidential papers provide?3. What kinds of questions are asked the candidate which lead to information needed in making decisions for employment of teachers?4. How confident do personnel administrators feel when making judgments concerning the employment of potential teacher candidates?A questionnaire was developed to obtain information on the processes and techniques used by personnel administrators when interviewing teacher candidates. The study waslimited to school corporations having an administrator who spends half time or more in supervision and administering the personnel programs. The study was further limited tosixteen school corporations identified by Dr. Robert Cowan in his 1967 "Study of Personnel Administrators in Selected Indiana School Corporations."Questionnaire results from the sixteen selected personnel administrators were recorded in table form. Review of data led to the following conclusions:The initial teacher candidate interviews, in selected Indiana school corporations, were conducted by administrators with experience in supervising the personnel program. Personnel administrators generally spend at least thirty minutes in the initial teacher candidate interview. In addition, the optimum upper limit on the number of teacher candidates to be interviewed in succession would appear to be no more than four candidates.Personnel administrators indicated that the interviewee should do most of the talking during the initial teacher candidate interview. In an effort to achieve this objective, most administrators use a warm and friendly approach during the interview. Even if the interviewer is successful in putting the candidate at ease during the interview, no real depth of conversation can be achieved unless the setting allows freedom from outside interruptions.The director of personnel should be able to ask questions of the interviewee which reveal answers to questions that the applicant might not reveal in any other manner. More specifically, questions which solicit narrative answers would appear to be an effective method for obtaining information necessary to make intelligent employment decisions.Personnel administrators appear to be, at least moderately confident concerning personal ability to assess selected indicators of teacher competency. However, the administrators place greatest confidence in personal ability to judge personality, sense of humor, friendliness, enthusiasm, poise, and self-confidence.

The purpose of this study was to clarify the thoughts of five population groups concerning the selection and evaluation of a secondary school principal, in Indiana. The following four questions were used as a basis for the study.1. Is there a difference of opinion between what the superintendent and the school board members look for in an applicant's credentials, and the qualifications a teacher perceives as necessary for the position of principal?2. Is there a clear-cut pattern of undergraduate majors among the group of principals?3. Do the five population groups studied agree or disagree concerning what is important when evaluating a principal?4. Is there a difference of opinion regarding the principals most important function as seen by the five groups questioned?The randomly selected participants, which included students, teachers, principals, superintendents, and school board members, were chosen from the eight counties in East Central Indiana as follows: Blackford, Delaware, Grant, Henry, Jay, Madison, Randolph, and Wayne.The study was conducted entirely by mail. The potential school board members, superintendents, and principals were asked to take part in the study. In addition,, principals were asked to select a teacher and a student who would be representative of the faculty and student body.At this point, pre-tested questionnaires were sent out to each of the five populations. No attempt was made to identify the individual respondents; however, the questionnaires were separated into one of five responding categories. First, answers to questions were compared within the various occupational categories to determine if a consensus of opinion existed among those persons within that group. For example, do the school board members agree on items which are important in selecting a principal. Second, the responses were compared between groups. For example, do teachers and superintendents agree or disagree on those items of importance in principal evaluation.In order that a comparison could be made, the multiple-choice answers were assigned a numerical value of one-to-four. Questions having mean scores of one were considered very important in the selection or evaluation process.All five populations participated in principal evaluation, but the student category was not asked to answer questions on principal selection. After all mean scores were figured, a composite, using all categories, was developed using the most important and least important items in principal selection as seen by all responding groups. The same procedure was used to develop a composite for principal evaluation.Items which were seen as important in the selection of a principal are given in the paragraphs which follow. Respondents rated the applicant's willingness to work with assistants and other subordinates now in the system as extremely important when selecting a principal. Also receiving a high rating was the applicant's awareness of current educational trends and ideas.Sincerity and a pleasing personality received high marks, as did an understanding of community problems. Completion of a one-year principal internship program received a 1.4 composite score, as did the applicant's ability to emphasize a total school program. A mean score of 1.5 was given to the applicant's plans and steps for improving the school.The paragraphs which follow summarize those points that are considered to be of least importance when selecting a principal.Being a native of the city was definitely not considered important in a principal's selection. In addition, two rather unrelated items, being interested in advancement beyond the principalship, and having previous experience as a coach received a low rating of (3.9). The marital status of the applicant seemed to be of little concern with a composite mean score of (3.3).Four items received equally low scores of 3.2, they are as follows: The applicant's position on the salary scale was not important. Is the applicant presently an assistant in the system? Has the applicant written articles for professional journals?Has the candidate been a member of a teacher union?Findings concerning the question of principal evaluation follow.A principal is expected to know his job and have the confidence and respect of his subordinates. He should be a self-starter who is able to complete his work with a minimum of supervision. The principal must have an interest in the student body. He is expected to have a friendly, well-informed office staff.The principal is expected to keep conversations confidential while being firm and fair in his decisions. He should have a positive attitude. Finally, he should encourage his teachers to continue educational growth beyond the minimum requirements needed for the job.Those items which were not considered of significance in evaluating a principal included: dressing in the latest styles, and holding each of the departmental budgets to the same amount as was spent the previous year.Two points were clearly important to those questioned with regard to principal selection. First, an applicant should have demonstrated his leadership ability. Second, he should have a well-rounded personality which can help in working with various groups he will meet as a school principal.No definite pattern of undergraduate major appears to have existed in this study; however, it is interesting to examine the high percentage of principals having either a social studies or physical education background.The educational leadership, skill in public relations, coordination of school activities, and reception to new ideas were all considered important in principal evaluation. Finally, all groups placed performance in meeting requirements of the job high on the list of priorities for a principal.

D.Cur. ( Psychiatric Nursing Science) / The aim of this study was to develop a selection model for prospective candidates in advanced psychiatric nursing, based on a whole person approach. In her interaction with patients, the nurse is confronted by the unusual realities of death, birth, pain and suffering of her patients, and the concomitant dependency and intimacy needs of these patients. This reality activates intense and complex feelings in the nurse's internal world, against which she develops a system of defense mechanisms which enable her to control her feelings and effect distance between her and her patient. These defense mechanisms protect her in general nursing practice, but become stumbling blocks for those nurses who wish to specialize in psychiatric nursing. It is contingent upon her as an advanced practitioner in psychiatric nursing to expose herself by casting off these defense mechanisms, building up intimate relationships with her patients, and to be open in terms of her own feelings. This process is intensely painful, anxiety provoking and stressful, and all are not equal to this task. The research question which arises is: To what extent can candidates who are not equal to the task of a course in, and the practice of, advanced psychiatric nursing, be protected by an effective selection procedure? A theory generational approach was used in the design and description of a selection model for prospective candidates in advanced psychiatric nursing. The methodology of Chinn & Jacobs (1987) was combined with that of Dickofj, James & Wiedenbach (1968) in this process. The 5 steps in this combined approach included: * The identification, definition and classification of concepts central to the model. Concepts were identified by utilizing four different methods: A literature survey of the characteristics of the mature person (ideal candidate). A survey of existing selection methods and techniques.

This study is based on the assumption that there is a need for identifying, selecting, counseling, and developing teacher competencies and the recognition of the need for further studies in defining the good teacher. Such studies should contribute to more efficients methods of selecting and preparing teachers. The problem of selecting persons who are apt to make good teachers, and who have a reasonable high potential is of primary importance. By statistically selecting a brief battery of tests from a larger battery, thi study hopes to present the counselors at the College of the Pacific with a practical and usable battery of tests which will aid in their selection, counseling, and guidance of prospective teachers. The problem of this study is as follows: Is it possible to select from a large battery of tests a minimum selection of tests which will offer relatively the same information offered by the original battery?

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