A descriptive summary of budgeting procedures used by public school homemaking teachers in Oregon Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8k71nm91r

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  • The primary objective of this study was to summarize the budgeting procedures used by public school homemaking teachers in Oregon. It was hoped the results of the study would: 1. Benefit teacher education in preparing future teachers to cope with the intricacies involved in developing workable budgets. 2. Help administrators in their work with the homemaking department and the general budget. 3. Help initiate new teachers to the homemaking program. 4. Aid current teachers in evaluating and revising ongoing budgets. A questionnaire constructed by the author and developmentally tested included provisions for assessing (1) background data, (2) specifics pertaining to budgeting practices, (3) the role of budgeting in the content areas, (4) what the homemaking budget was expected to cover, and (5) possible avenues which financially support the department. The systematic sample included 25 percent of the public school homemaking departments in Oregon. A 73 percent return was received from the sample. Data showed 18 percent of the teachers had only one year of teaching experience and 50 percent of the teachers had less than six years. Of the teachers with one year of teaching experience, 83 percent did not feel adequately prepared and of those with less than six years of teaching experience, 56 percent did not feel adequately prepared to develop budgets. Only 63 percent of all the respondents felt adequately prepared to develop budgets. Forty-nine percent of the teachers reported that budgeting help was available in their districts, however most teachers felt trial and error, and work experience had been a dominant factor in their departmental financial management. It would seem that more guidance is imperative at both the university level in teacher education and at the school district level if teachers are to have the essential budgeting skills in their early years of teaching. Seventy-seven percent of the elementary and junior high school (JHS) and 86 percent of the senior high school (SHS) teachers reported that they knew the amounts of money remaining in their budget. Ninety-three percent reported avenues that were available for supporting their department, but only 67 percent of the JHS and 63 percent of the SHS teachers actually reported the amounts of money that were available for their use. Likewise, only 43 percent of the JHS and 56 percent of the SHS teachers reported how many students they had and how much money they could spend for each content area. It is the author's contention that if the homemaking teacher is to maximize the educational offerings of the homemaking program she must keep current on the status of the resources available to her, a procedure apparently not practiced due to the above contradicting responses. From the data collected, a close correlation between the two educational levels could be seen in terms of which content areas most often received financial support and what the homemaking budget was expected to cover. The SHS homemaking teachers played a greater role in the determination of budget allocations than did the JHS teachers. This could be one reason for consistently less money being allocated for the JHS programs than for the SHS programs. Analysis of the data prompted the following recommendations in order to strengthen the educational effort of the state. 1. Exploration to determine what budgeting practices are used by public school teachers in other vocational areas. 2. A. series of workshops with emphasis on the development of skills and competencies in the use of budgeting practices. 3. A. follow up study to determine the expectations administrators have of their homemaking teacher's adequacy in financial management. 4. A. follow up study with emphasis on money amounts the homemaking departments have available. 5. More training in budgeting procedures in teacher education programs at the university level.
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  • File scanned at 300 ppi (Monochrome) using Capture Perfect 3.0.82 on a Canon DR-9080C in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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