This is a study to ascertain the current qualifications and status of the industrial arts teachers employed in the elementary, junior, and senior high schools in the state of Texas. The purpose of this study is threefold: 1) to hypothesize that the qualifications and status of Texas industrial arts teachers have improved within the last fourteen years; 2) to hypothesize that those industrial arts teachers who were active in professional organizations have higher academic qualifications and status than those teachers who were not active in professional organizations; and 3) to hypothesize that industrial arts programs under the guidance of those teachers who were active members of professional organizations had a more complete industrial arts program and offer a wider selection of courses than those not.

The purpose of the study was to establish relationships pertaining to the use of practices involving the prevention or correction of discipline problems between academic and industrial arts teachers.

No description available.

The problem with which this study is concerned is that of determining the relationship between curriculum offerings in industrial arts and the academic preparation of industrial arts and the academic preparation of industrial arts teachers in the public secondary schools of Oklahoma.

The problem was to identify the technical competencies necessary for beginning industrial arts woodworking teachers in Texas public secondary schools. Twenty-seven clusters of competencies were listed on a questionnaire sent to ninety-one supervisors of industrial arts in eighty-six Texas school districts requesting that these supervisors evaluate each cluster as "Essential," "Desirable," or "Unnecessary." Sixty-six questionnaires were returned (72.53 percent). A weighted rating scale was used to determine an overall evaluation for each cluster, with the result that twenty-five of the clusters were judged to be "Essential" and the two remaining clusters were judged to be "Desirable." It was concluded that the clusters judged to be "Essential" should be part of the required curriculum and that more training in tool maintenance be given.