Graduate Thesis Or Dissertation
 

A study of professional education competencies of public school district vocational education leaders

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  • The Purposes of the Study The primary purpose of this study was to identify common professional education competencies needed by public school district vocational education leaders. Other purposes were to (1) determine if significant differences existed in vocational education leadership competencies among respondents as categorized by state, type of position held, proportion of time devoted to teaching, and number of teaching subordinates, (2) identify the method recommended by respondents for preparing individuals to perform each competency included in the study, and (3) formulate implications to be considered in the development of teaching strategies and curriculum for the preparation of public school district vocational education leaders. The Procedures The data were collected with a mail survey questionnaire developed through a review of literature and a field test. Public school district vocational education leaders responded to the questionnaire regarding the level of proficiency (complete, considerable, moderate, slight, no proficiency) necessary for each of the 98 competencies in relation to their job. Likert-type scale values of 5 to 1 were assigned to the responses. Respondents also selected a method (course work, internship, a combination of course work and internship) for preparing personnel to perform each competency. The study utilized a population from the four western states of Arizona, California, Colorado, and Washington. One hundred and three of the 112 public school districts which met predetermined criteria agreed to participate in the study. A sample of 200 vocational education directors and department heads was randomly selected from the participating districts. Usable data were received from 147 respondents. The data were analyzed with the analysis of variance F statistic and the Q- and R-factor analytic techniques. Selected Findings Statistical comparisons using the one-way classification analysis of variance were made on respondents who were grouped by state, position held, proportion of time devoted to teaching, and number of teaching subordinates. Respondents grouped by state were alike in their rating of all 98 competencies. Differences were detected with the remaining groups, leaving 62 common competencies. The Q-technique factor analysis revealed that all respondents generally resemble one another with regard to values assigned to the professional education competencies in the study. The R-technique factor analysis was used to group competencies for development of teaching strategies and curriculum. A five-factor solution extracted 59 competencies that had factor loadings greater than ± .50. The five factors were identified as follows: 1. Factor I: Program Management 2. Factor II: Program Planning, Development, and Evaluation 3. Factor III: State Criteria Interpretation 4. Factor IV: Staff Management 5. Factor V: Staff Relations For each of the 98 competencies, a majority of the respondents selected a combination of formal course work and internship as the preferred method of preparing vocational education leaders to perform the competencies in the study. Selected Conclusions The review of literature, the questionnaire, and the results of the statistical analysis provided the basis for the following conclusions: 1. Sixty-two competencies were similar for all respondents and make up the common competencies. 2. Competencies related to Staff Management and Staff Relations received relatively high mean scores and low standard deviations, indicating general agreement that a high level of proficiency is needed. 3. Competencies related to Program Management and Program Planning received relatively low mean scores and high standard deviations, indicating a difference of opinion among the respondents concerning the level of proficiency, but generally it was considered to be low. 4. Respondents grouped by state were alike in their rating of all 98 competencies. 5. A combination of formal course work and internship was the preferred method of preparing vocational education leaders to perform the competencies in the study. Selected Recommendations The following three selected recommendations are offered in view of the findings and conclusions of the study: 1. Where identifiable groups are involved in vocational education leadership training, responses of individuals representing that group in this study should be examined. Those competencies rated high by that group should receive preference in curriculum planning. 2. Experimentation should be conducted with the identified competencies to compare the effectiveness of the individualized, performance-based method of instruction and the traditional method of instruction. 3. A composite data analysis should be completed on the concurrent studies by Baltimore (1972), Martin (1972), and Sundstrom (1972) to ascertain similarity of results. If strong similarities exist, it is recommended that the western states cooperate in establishing vocational education leadership programs with a common competency base.
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