Graduate Thesis Or Dissertation
 

A factor analysis of the professional education competencies of administrators of vocational education

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  • The primary objective of this study was to identify, and to group, the professional education competencies common to administrators of vocational education. The technique of factor analysis was used to form logical groups of competencies. The secondary objectives were to: 1. determine, by the method of the analysis of variance, if significant differences existed among the mean scores of the six administrative groups investigated for 70 competencies, 2. determine, by the method of factor analysis, the "alikeness" of the 72 respondents as indicated by the scores they recorded for 70 tasks, 3. determine the product-moment correlation coefficient between this study and that of Ward (1970) over the tasks that were common to both studies. A model, including seven competency areas, was used as a guide to the development of items included in the survey questionnaire. A jury of experts evaluated the questionnaire for content, comprehensiveness, clarity and format. The final questionnaire contained 70 test items. The mailed responses of 72 administrators, from six categories, to the 70 test items in the questionnaire were used as the basis for the study. The data were processed in the Oregon State University computer center using various public programs. A one-way analysis of variance test was used to test the null hypothesis: that there was no significant difference among the groups in the 70 items tested. The data were factor analyzed using both closed and open mathematical models. Squared multiple correlations were used for communalities in the open model. The varimax rotation was used with both the R-technique and the Q-technique. The standard error of factor loading was used as the basis for determining the appropriate factor loading cut-off value. A parallel factor analysis using real and random data sets was used to determine the best factor solution. Seven factors were extracted from the data, using the Rtechnique. They were named: 1. Instruction--Staff and Facilities 2. Personnel--Student and Staff 3. Program Development and Demonstration 4. Curriculum Development and Evaluation 5. Professional Relations--Organized Groups 6. Management of the Educational System 7. Research Projects The highest mean-ranked item was: Work with others in educational administration to initiate and maintain occupational education programs. The lowest mean-ranked item was: Supervise the maintenance of pupil personnel records. One factor was extracted from the data using the Q-technique. It was named Administrators of Vocational Education. The product moment correlation between this study and that of Ward (1970) over 40 common competencies was .60. Significant differences were found among the six administrative groups for 21 competencies. The study demonstrated that the competencies of administrators of vocational education could be identified and factor analyzed. The factor analysis revealed seven groups of competencies.
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