|Abstract or Summary
- The main objective of this research was to determine the professional
in-service development needs of fourth, fifth, and sixth grade
teachers in the metropolitan school districts of Portland and Seattle.
The primary objectives for conducting this research investigation were
1. To determine the professional in-service development needs
of fourth, fifth and sixth grade elementary teachers in
Portland and Seattle public schools.
2. To examine the differences between control teacher groups
and experimental teacher groups, and to determine the
treatment effect advisory committee members have on
elementary teacher decision-making processes.
3. To analyze the differences between teachers located in
average and above average income demographic areas and
teachers located in poverty or minority income demographic
areas for the two cities.
There were four subsidiary objectives of the research project and
they were as follows:
4. To determine the subsidiary interaction differences
between city teacher groups and demographic teacher
5. To analyze the statistical subsidiary interaction differences
between city teacher groups and treatment effect
6. To examine the subsidiary interaction differences
between demographic teacher groups and treatment effect
7. To determine the subsidiary interaction differences
between city teacher groups, demographic teacher groups
and the treatment effect groups.
Research data were obtained through the utilization of a Q-Sort
Card Deck. This Card Deck was a result of the efforts put forth by a
selected Delphi panel; panel members reacted to three rounds of the
Delphi technique in determining what need statements should be included
in the research project. In all, a total of 84 need statements or
dependent variables were presented to the 160 elementary teachers for
their reactions. Elementary teachers met in small groups of ten each at
various locations in the two cities when reacting to the Card Deck.
The last card of the Card Deck provided the respondents an
opportunity to rank the top ten priorities they believed to be most
important in meeting their professional in-service development needs.
A priority matrix revealed the findings of responses to this card.
The research project applied the fixed three-way analysis of
variance design for the analyses of data and tests of hypotheses.
The statistical findings of this research project offers the
following conclusions: 1. The top twenty priorities should be included in the
professional in-service education programs for
Portland and Seattle.
2. There appears to be very few differences between the
two cities. Out of 84 primary main effects, there were
only four rejections.
3. The treatment effect of advisory committees appears to
have little influence on the decision-making processes
of elementary teachers.
4. There were very few differences between demographic
areas in the two cities. Seventy-nine tests of
significance were accepted and five were rejected.
In view of the findings and conclusions of this study, the following
implications are provided.
1. The eight functional areas of career awareness should
be considered when planning, developing and implementing
career awareness in-service programs; they are as follows:
individual self-awareness, economic and social awareness,
educational awareness, awareness of careers, decision making
abilities, work understanding and job skills,
work aptitudes and appreciations, and other areas in
2. The top twenty priority needs should be given consideration
as a part of in-service education for metropolitan city
3. Additional research needs to be conducted on the effectiveness
and influence of advisory committees as a part of the