A comparison of the perceptions of educational personnel toward trade and industrial teacher certification procedures in selected states Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/h702q979x

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  • Purpose of the Study: The main focus of this study was to compare the perceptions of district superintendents, vocational administrators and trade and industrial teachers toward vocational teacher certification procedures and ramifications. The population consisted of 225 respondents randomly selected from 15 states. The following hypotheses were tested: 1. There is no significant difference between group mean scores for occupational groups with regard to status I. 2. There is no significant difference between group mean scores for occupational groups with regard to status II. 3. There is no significant difference among group mean scores for states with respect to status I. 4. There is no significant difference among group mean scores for states with respect to status II. 5. There is no significant difference between mean scores for occupational groups. 6. There is no significant difference between mean scores for respondents with respect to years of education for status II. 7. There is no significant interaction effect between the levels of the main effects for status I and status II. Procedures: Two two-factor ANOVA (analysis of variance) models were used for testing the null hypotheses. The demographic data was used to determine the effect due to years of education. The Newman-Keuls multiple comparisons test was utilized to analyze differences in the cases where F was in the critical region. Findings: The following six objectives were answered: 1. To review current related literature on certification procedures and requirements for T & I teachers. Results: The review of Literature revealed a national need to provide guidelines and synthesis of procedural elements in certification procedures. 2. To employ the Delphi technique to generate an instrument to measure agreement on certification issues. Results: The Delphi panel and review panel generated a questionnaire to measure perceptions of respondents to critical certification issues. 3. To determine which certification procedures were most acceptable to the respondent groups. Results: (1) Trade and industrial teachers should be represented by the certifying agency; (2) vocational administrators should be selected from the ranks of vocationally certified personnel; (3) occupational experience for certification should be relevant and recent; (4) trade and industrial teachers should acquire occupational competency by apprenticeship or equivalent learning period; (5) there should be uniformity in certification requirements throughout a state; (6) trade and industrial teachers should be required to take professional teaching and methods classes for classroom effectiveness. 4. To determine haw the respondents perceptions of actual conditions regarding certification requirements compared with the perceptions of more desirable conditions. Results: Differences existed in 24 of the 50 tests for Hypothesis 1 and Hypothesis 2. These findings indicate basic philosophical differences on certification issues exist especially between superintendents and T & I teachers. 5. To provide state certification agencies, commissions, and boards with relevant, current opinion on certification procedures of national significance. Results: In those cases where differences did exist, analysis reveals that states differences were few. So, the issues at variance have national significance in establishing a model procedure. 6. To make recommendations concerning state trade and industrial teacher certification practices. Results: Occupational qualifications for vocational certification are a national concern, as are core courses for vocational teacher preparation. Conclusions: 1. Trade and industrial teacher certification requirements demand proven occupational experience and professional teaching and methods classes. 2. The mean years of education for T & I teachers (3.6) indicates a strong move toward the bachelors level for all. 3. Occupational competency testing is a viable method of obtaining advanced credits toward the bachelors degree and for verifying competence. 4. Representation by T & I teachers on the certifying agency or board is a concern. 5. Vocational administrators should only be selected from the ranks of experienced vocational teachers. 6. There should be uniformity in certification requirements from one district to another in a state.
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