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published_or_final_version / Education / Master / Master of Education

This paper is prepared in two sections. The first section is a summation of the opinion of leading educators, and others, in the area of vocational industrial education, as regards management, labor and the public schools' responsibility for the administration of an efficient program of training apprentices for the skilled trades. The second section--which is an appendix to the paper--is prepared in the form of a handbook. The objective of this handbook is an attempt to follow the thinking of these persons by condensing and coordinating the essential ideas of their writings and experiences and compiling a practical, usable teacher training guide for instructors of apprenticeship classes. The specific objective of the handbook is to improve instruction. It will be used for both pre-service and in-service teacher training. / Typescript. / "August, 1961." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaves 34-36).

Master of Science

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The purpose of this study was to describe the relationship between ratings of desirable teacher competencies and selected personal and professional variables of the trade and industrial (T&I) teachers in Virginia. The variables were correlated and analyzed in order to explain the variance of teacher competencies. The independent variables were years of trade experience, years of teaching experience, levels of professional training, and reasons for teaching. The dependent variables were the total ratings of the 17 competencies, as evaluated by the teacher's immediate supervisor, and three categories of the competencies: teacher preparation, delivery of instruction, and support of appropriate vocational organizations. The sample in the study consisted of 130 randomly selected T&I teachers from 74 comprehensive high schools and vocational centers across the state of Virginia. Data were collected by mailing the evaluation instrument and teacher questionnaire to the teacher's immediate supervisor. Eighty-seven percent (87%) of the mail surveys were returned. The sample was described by the number of years of trade experience, the number of years of teaching experience, the number of college hours with Vocational prefix, other college hours, and reasons for entering the teaching profession. Frequencies, means, and standard deviations were obtained. The reasons for teaching which were ranked as first and second choices were a desire to work with young people and interest in their trade. The data were analyzed by using correlations and multiple regression. Findings revealed that: (1) No significant correlations exist among the independent variables and the dependent variables. (2) Nothing can be gained by partialing out the variance in the dependent variable. Thus, the ratings of the T&I teachers by their immediate supervisors were not dependent upon the variables of years of trade experience, years of teaching experience, or hours of postsecondary professional training. / Ed. D.

The purpose of this study was to ascertain the perceived staff development needs of part-time occupational-technical instructors in the Virginia Community College System and to determine if there was a relationship between these needs and selected independent variables. Also considered were the instructors' attitude toward staff development and under what conditions they would participate in an in-service program. The 308 part-time occupational-technical faculty members who made up the sample were surveyed. A total of 196 or 63.6 percent of the 308 questionnaires used in the survey were returned and coded for use in resolving the four research questions. Absolute frequencies, percentage frequencies, and chi square tests of significance were used. Using the responses on the 196 returned questionnaires, the following conclusions were rendered concerning part-time occupational technical teachers in the Virginia Community College System. l. That a typical part-time occupational-technical teacher wi 11: a. Hold at least a Baccalaureate Degree b. Have more than 200 clock hours of teacher training c. Have from one to ten years experience d. Have more than ten years of occupational experience in the field in which they are teaching e. Be between 26 and 45 years of age 2. There is a need for in-service training for these teachers and that their needs are found in certain areas. 3. There is an inverse relationship between the educational level and certain perceived staff development needs, and that as their education level increases, their staff development needs in the given areas decrease. 4. Staff development is important to these teachers. 5. If a staff development program were offered at a convenient time and if the teachers were paid the same amount as they would receive for teaching, the majority of the teachers would participate in the staff development program. Recommendations rendered concerning staff development for part-time occupational-technical faculty in the Virginia Community College System were as follows: 1. The characteristics of these teachers discovered by this research should be considered when establishing a staff development program for these individuals. 2. When a staff development program is set up the in-service training should be organized so as to give training in the areas in which the instructors indicated having need. 3. Any in-service program should be developed with the idea in mind that as the level of education increases, the level of need decreases in certain areas. 4. A staff development program should be developed and offered to these teachers at a convenient time and that they be paid the teaching rate for the hours they participate in the program. 5. A study should be conducted to find out what specific kinds of staff development programs would best fit the needs of these individuals. / Ed. D.

The primary objectives of this study were to identify the professional vocational technical education competencies needed by Swaziland agricultural, commercial (business), home economics, and technical teachers; and to assess the teachers' perceived importance of and the perceived ability to perform these competencies. The study also sought to determine if differences existed as functions of the four teacher specialty groups (areas), levels of education, and years of teaching experience. The professional vocational technical education competencies were developed in two, one-day focus group workshops with Swaziland teacher educators, curriculum development specialists, and school senior inspectors (supervisors) from the four specialty groups (areas) of agricultural, commercial, home economics, and technical studies. The workshop results were a universe of 161 professional vocational technical education competencies needed by Swaziland secondary/high school vocational teachers. Data were collected via a mailed instrument to determine the teachers’ perceptions of the importance and ability to perform the 161 competencies. The respondents surveyed were a stratified, random sample of 191 teachers, composed of agricultural (57), commercial (54), home economics (40), and technical (40) studies. All questionnaires were returned. Descriptive statistics were used to analyze and summarize the data. Measurement scales of importance and performance corresponding to the Likert scales utilized in the survey instrument were employed for data analysis purposes. Major findings were that teachers, regardless of specialty groups (areas), educational levels, and years teaching experience, agreed on the high importance of and a good ability to perform the 161 professional vocational technical education competencies needed to fulfill job expectations of secondary/high school vocational technical teachers. From these results, it was concluded that the professional vocational technical education competencies developed are needed by Swaziland teachers of agricultural, commercial, home economics, and technical studies. Hence, it was recommended that the developed competencies be adopted for inclusion in the teacher education programs, and that further study is needed to determine the more critical inservice needs of teachers. / Ph. D.

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