Personal and professional traits of Oregon homemaking teachers identified as effective by students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2514nq31p

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  • 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 .10 levels. 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.
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