A factor analysis of professional education competencies and selected community college instructors Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/h989r6342

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  • The Purpose of the Study The central purpose of this study was to determine the professional education competencies of selected community college vocational instructors. Respondents in the study included instructors of business and distributive education. Major dimensions were the construction and validation of a questionnaire for community college vocational instructors; the analysis of data to determine if there were differences among the community colleges in their responses to the competencies contained in the questionnaire; a factor analysis of the professional education competencies and the community college respondents; and the formulation of implications to be considered in the development of teacher education curriculums. The Procedures The construction and validation of the instructor questionnaire was accomplished through a review of the literature, an evaluation by a jury of experts, and a field test. A mail survey questionnaire containing 99 professional education competencies together with a five-point Likert-type scale was used to gather data. The dependent variable was the score judgmentally assigned by respondents to denote the level of proficiency they felt was necessary for each of the 99 competencies. The study's population utilized the four western states of California, Colorado, Oregon, and Washington and was representative of business and distributive education instructors at the community college level. A random sample of 160 instructors provided data for the study. The Data The F statistic was used to analyze contrasts between the mean scores for each competency with the .01 level of significance being used to determine differences existing between the community colleges. A test of Least Significant Difference was used to determine where specific differences existed between means of community colleges which were rejected in the analysis of variance tests. Further analysis of the data was accomplished through the use of two factor analytic techniques, the Q-technique and the R-technique. The Q-technique ordered respondents according to the 99 competencies included in the study. The R-technique was used to cluster competencies according to respondents. Factors and subfactor names were assigned after the data were analyzed. Selected Findings Generally, the analysis of variance tests indicated that the community colleges were alike in their responses to the competencies contained in the questionnaire. The factor analysis of data revealed that the business and distributive education instructors resembled one another in their responses and demonstrated that it is possible to generate factors containing clusters of common professional education competencies. Competencies which clustered under the factors of Instructional Management and Teaching-Learning Process were judged by instructors to require the highest level of proficiency. In all, respondents indicated that 91 of the 99 professional education competencies required a moderate or higher level of proficiency in the performance of their job.
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