Commonalities in the professional education competencies of selected community college vocational instructors Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/7h149s86t

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  • The purpose of this research was to determine, if there are and the nature of, the common professional education competencies of selected community college vocational instructors. The respondents in the study represented four instructors from each of 40 community colleges selected from the four western states of California, Colorado, Oregon and Washington. The respondents were selected from the vocational program areas of agriculture, health, home economics, and service occupations.is to determine if significant differences existed among the competencie Five major dimensions were included in the study: 1) Construction of a professional education competency questionnaire. 2) Data analyss for the community college. 3) Factor analysis of data to determine the common professional education competencies needed by community college vocational instructors. 4) Factor analysis of data to determine the extent of resemblance between the instructors according to ratings given to professional education competencies. 5) The formulation of implications to be considered in the professional development of community college vocational instructors. The dependent variable in the study was a score judgmentally assigned by respondents to a five-point Likert-type scale for each of the 99 professional education competencies included in the mail-survey questionnaire. The data resulting from the 160 respondences to the questionnaire were analyzed for variance with rejected competencies tested for least significant differences. The major interest in the study was to factor analyze the data using both the R- and Q-techniques. The Q-technique ordered respondents according to competencies, while the R-technique ordered competencies according to factor loadings. The R-technique factor analysis was programmed to compute a six-factor. solution. This procedure yielded five interpretable factors, 54 competencies receiving factor loadings at a significant level for inclusion in the factors (clusters). Analysis of data revealed that there was no significant difference among the mean scores for community colleges and that commonality existed among the vocational instructors in these colleges in terms of responses to competency items. The data further revealed that the most important competencies were those relating to instructional management, such as teaching and guidance strategies. Lowest ranking competencies were those relating to program management, including interpretation of history, philosophy, requirements, and laws dealing with education. The generated commonalities indicate that community college vocational instructors, regardless of program area, state, or college, need proficiency in a common core of performance-based professional education competencies.
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