|Abstract or Summary
- This study was designed to determine personal and professional
traits of effective and ineffective selected home economics teachers of
sophomore girls and to discover if characteristics of effective and
ineffective teachers varied between large schools of 1,000 or more
pupils and small schools with 500 or fewer students.
A survey sheet was sent to 221 Oregon homemaking teachers in
large and small high schools and senior high schools. From the 43
percent returned survey sheets, 32 teachers, 16 from large schools
and 16 from small schools, who had a minimum of 15 sophomore girls
were selected to participate in the study.
The Teacher's Biographical Information questionnaire on the
personal and professional traits of teachers which has no established
validity was constructed, tested, and sent to the 32 selected teachers
along with Ray's Student's Estimate of Teacher Concern, a measuring
device for teacher effectiveness, to be completed by the sophomore
girls in the teacher's homemaking class(s). Of the packets sent out,
28 or 87 percent were returned in time to be used in the study.
The individual student mean scores on the Student's Estimate
of Teacher Concern (SETC) for each teacher were determined and then
combined to produce a single mean score for the teacher. Quartiles
were established according to the mean scores with each quartile containing
seven teachers. Teachers whose mean score fell into the
fourth quartile were classified as effective while the teachers whose
scores were in the first quartile were considered to be ineffective
according to the SETC.
The answers on the Teacher's Biographical Information (TBI)
were recorded for each teacher according to quartiles and school size.
For every question on the TBI, the answers indicated by the teachers
in the first and fourth quartiles were correlated for both school sizes
together and for large and small schools separately. The level of
significance for the correlations was determined at the .01, .05 and
Effective teachers as opposed to ineffective teachers tended to
spend more time on home visits and guiding home experiences, to participate
in more counseling activities, to spend more time in connection
with committee and staff meetings, to have gone less than a year
since last receiving college credit, and to teach home economics
classes with both boys and girls. Some characteristics of effective and ineffective teachers differed
between large and small schools. Significant characteristics of
effective teachers in small schools found in this study were: the
teachers had taken a college credit course within the last year, taught
home economics classes for boys and girls, spent a minimum of an
hour a month attending committee and staff meetings, worked on home
visits, guided home experiences, and spent more time on non-class
school activities. Ineffective teachers significantly varied from this
pattern. Effective teachers in large schools were involved in school
money-making projects, participated in counseling activities and had
taken graduate courses in child development and child psychology.
There were no significant personal characteristics associated with
either effective or ineffective teachers.