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The purpose of this study was threefold: ( 1) To determine the educational orientations of post-secondary occupational-technical instructors; (2) To determine the interpersonal behaviors of post-secondary occupational-technical instructors; and (3) To examine the proposed relationship between interpersonal behaviors, demographic variables, and education. orientations of occupational-technical educators. The study sample consisted of 132 occupational-technical. educators located in the four technical institutes of Tennessee. Career divisions represented in the sample were: business science, computer science, engineering science, and health science. Instrumentation included the Educational Orientation Questionnaire ([ EOQ ], Radley, 1975) which measured andragogical-pedagogical beliefs and practices. The Fundamental Interpersonal Relations Orientation Behavior Science ([ FIRO-B ], Schutz, 1967) identified teachers’ interpersonal interaction behaviors. In addition to the primary instruments, a survey form was used to collect demographic data concerning the sex, age, average class size, years of schooling, and years of occupational in£ormation. The primary data analysis used were descriptive and multiple regression. The findings were: 1. Occupational-technical instructors in Tennessee technical institutes are more pedagogical in educational orientation than similar occupational groups studied. 2. Occupational-technical instructors in Tennessee technical institutes exhibit interpersonal scores which suggest that as a group they are selective about the persons with whom they associate; they prefer not being controlled and not exercising control over others; and they have a moderate need to be liked by others. 3. The relationship between interpersonal behaviors, demographic variables, and educational orientation is doulinated by one's age, expressed control, sex, and years of schooling. The relationship between interpersonal behavior and demographic variables and education. orientation varies from school to school. 4. While the proposed relationship between variables of interpersonal behavior, demographic variables, and education orientation was found, the study's demographic variables tended to account for more variance in educational orientation. / Ed. D.

The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.

Abstract The vocational math teachers at a vocational secondary school lack the adequate skills needed to be effective in math classrooms. The vocational teachers who teach math at the local vocational school have been identified as noncertified teachers based on their certification with the state department of education. The purpose of this project study was to determine the best professional development sessions needed to improve the instructional practice of untrained math teachers at the school. Their work is critical to the academic and career development of students. The social development theory of Vygotsky, which states that social interaction has an effect on individuals' growth and development, was the conceptual framework for this study. The research question focused on teachers' perception of the best approach to improve instructional strategies of vocational teachers in math. A qualitative case-study design was used to collect data from 8 teachers using interviews at the local vocational school. Data were analyzed and coded based on common themes. Member checking and triangulation of the data were used to ensure accuracy and credibility. The findings of this study showed that teachers at the study site need professional development, specifically a district policy ensuring that vocational math teachers receive professional development training, common planning time, participation in professional learning communities, and support in understanding the math objectives they are expected to teach to ensure their continuous improvement. This project may influence social change by spurring administrators to provide additional training to vocational educators, which may improve the quality of teachers' level of instruction and subsequent student outcomes.

The purpose of this study was to explore factors which influence Taiwanese vocational teachers' participation in program evaluations, use of evaluative results and, in turn, program improvement. Twelve Taiwanese public vocational high school teachers were interviewed during February and March 1992. To confirm the responses of the teachers, 12 school administrators and ten external evaluators were also interviewed. The literature indicates that teachers' participation in evaluation may be influenced by their self-esteem, perceived qualification of evaluators, the quality of the evaluation methods, and their subculture. These concepts are applicable but from a somewhat different perspective in Taiwan. Teachers do not seem to feel that they are active participants in evaluations and that evaluations may have little consequence to what they do. Current evaluation practices and purposes appear to be quite different than those described in official documents. These differences seem to be inevitable because of the cultural determinants of "saving face," "reciprocal obligation," and maintaining "social harmony." Evaluations appear ritualistic and ineffective as means to engage teachers in improving the quality of vocational evaluation on a systematic and sustained basis. Based on the findings, it was proposed that alternative evaluation methodologies should be employed. For short-term improvement, the evaluations should begin with teachers. Teachers need materials, help from experienced and expert teachers, training, and time to fulfill their evaluation responsibilities. Teachers would collect and analyze information and then use it to improve their instruction. Selected information would then be passed up to administrators and ultimately to the Ministry of Education. For long-term improvement, the principles and techniques of Total Quality Management should be applied to assure the quality of vocational education programs in Taiwan. / Graduation date: 1993