Graduate Thesis Or Dissertation
 

A study of the common professional competencies of educational engineers

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  • The Purpose of the Study The primary purpose of the study was to determine the common professional education competencies of educational engineers. The respondents in the study included public school district superintendents, public school district business managers, school planners from public school districts, staff members of teacher training institutions, community college presidents, and staff members of the Oregon Board of Education. The respondents were considered educational engineers: decision makers at the management level in education. Several dimensions were considered: a factor analysis of the proficiency levels assigned competencies; a factor analysis of the hierarchical levels assigned competencies; an analysis of the data to determine if there were differences between the groups of respondents; an analysis of the data to determine if there were differences between those respondents directly responsible to public school districts and those not directly responsible to public school districts; and, the formulation of implications to be considered in the development of preservice or inservice training programs for educational engineers. The Procedures The construction and validation of the competency 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 111 professional education competencies together with two scales was used to gather the data. One scale was a five-point Likert-type and the second was a six-point hierarchical scale using the major headings of Bloom's taxonomy. The dependent variables were the score judgmentally assigned by the respondents for the proficiency level they felt necessary for each of the 111 competencies and the score judgmentally assigned by the respondents for the hierarchical level they felt necessary for each of the same 111 competencies. The study's population came from within the state of Oregon with some recommended by superiors and some selected randomly with the six groups balanced at ten each for a total of 60 respondents. The Data The data from the proficiency level responses was treated separately from the data from the hierarchical level responses. For the proficiency level 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 groups of respondents. A test of least significant difference was used to determine where specific differences existed between the means which were rejected in the analysis of variance tests. Further analysis of the data was accomplished through the use of the R-Mode factor analysis technique. The R-Mode was used to cluster competencies for both the proficiency levels and the hierarchical levels. The median test was used to conduct 111 two-way classification analyses to determine whether the public school groups and the nonpublic school groups differed significantly in central tendencies, and whether they were drawn from populations with the same median. Findings Generally, the analysis of variance tests indicated that the six groups were alike in their responses to the competency proficiency scale. Public school district business managers, by their extremely high means for competencies dealing with budgets, purchasing, and inventory control and by their extremely low means for competencies dealing with the instructional process, caused the rejection of the null hypothesis for 20 of the 111 tests. Except in four tests, values generated by the median test indicated no significant differences existed between the respondents responsible to public school districts and those not responsible to public school districts. The median test retained the null hypothesis for 107 of the 111 tests. As indicated by the quantile distribution of the domain levels (medians), approximately 80 percent of the respondents judged the hierarchical levels of the competencies in the study to be at the Application level or higher. From the table of mean rankings for the proficiency levels, the respondents felt that over 80 percent of the professional education competencies required a moderate or higher level of proficiency in the performance of their job.
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