A study of the career education competencies considered needed by elementary and junior high school teachers in selected schools in Oregon Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/jm214s288

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  • There were six major objectives of this study. The first was to identify the common career education competencies that elementary and/or junior high school teachers should have as they adopt and utilize the concepts of career education. The second purpose was to identify where, in the professional preparation of the teacher, it is best to include instruction centered around the development of career education competencies. The third purpose was to investigate the proficiency level that respondents now have for each competency identified. The fourth purpose was to determine if significant differences existed in the responses between schools. The fifth purpose was to determine if selected independent variables were influencing the responses to the questionnaire. The sixth purpose was to determine the extent to which the competencies clustered or grouped together based upon the respondents in the study. Procedures A 50-item career education competency questionnaire was developed for gathering the data for this study. The instrument was administered to 30 elementary and 45 junior high school teachers within the state, of Oregon. Two five-point scales were used which enabled respondents to judgmentally score 1) the level of proficiency row possessed by the respondent, and 2) the level of proficiency a teacher should have. There was also a column for respondents to check as to where each competency should be initiated and completed in the teacher training program. Analysis of variance, analysis of covariance, and factor analysis were utilized in analyzing the data. The differences and similarities in mean score rating of competencies between elementary and junior high respondents were noted and discussed. Selected Findings Selected findings were: 1) Both elementary and junior high school respondents felt that teachers should have at least moderate proficiency in 49 out of the 50 competencies investigated in the study. 2) There were 16 competencies that showed a large difference in mean scores between elementary and junior high school respondents as to the proficiency a teacher should have; eight of which were found to be significantly different. Except for two of these competencies, the higher mean score was given by the junior high respondents. 3) The competencies centering around evaluation, manpower trends and theories of career development were ranked low by both elementary and junior high teachers. 4) The competencies centering around resources, dignity of work, life role concept, requirements of occupations, understanding total career education program, and reason for education were ranked high by both elementary and junior high teachers. 5) Except for a few competencies, no significant difference existed in the responses between elementary schools, junior high schools, and between elementary and junior high schools. 6) The R-mode factor analysis extracted 42 competencies with factor loadings of .50 or higher. These competencies were named career education competencies and divided into the sub-factors Resources, Evaluation, Instructional Planning, Teaching Strategies requirements of career, and Teaching Strategies - career relationships. 7) The majority of respondents felt that all 50 competencies should be initiated at the undergraduate level and (with one exception) completed at the graduate/in-service level. Selected Conclusions All 50 competencies investigated in the study can be identified as common career education competencies that elementary and/or junior high school teachers should have. There are 14 competencies unique to the needs of junior high teachers and two competencies unique to the needs of elementary teachers. There are 34 competencies common to the needs of both elementary and junior high teachers. The preferred place to initiate the development of each competency is at the undergraduate level. The preferred place to complete the development of each competency (with one exception) is at the graduate-in-service level. Selected Recommendations In view of the findings and conclusion of the study, it is recommended that 1) instruction centered around the development of career education competencies be initiated in the undergraduate teacher training program; 2) all 50 competencies investigated in the study be given consideration in the development of a performance-based curriculum--the developing of behavior objectives and curriculum material centering around career education concepts; 3) a study of this nature be conducted in the near future which focuses upon a) competencies of elementary teachers by grade level, and b) competencies of junior high teachers by subject matter taught.
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