|Abstract or Summary
- The purpose of this study was to determine competencies that
practicing home economics teachers believe future teachers must
possess to show proficiency in the area of foods. The objectives
1. To evaluate, revise, and expand the competencies that have
been identified by the Oregon State University Home Economics
Education Department for assessing a student's behavior in the
subject matter of foods.
2. To develop criteria in the taxonomic levels of knowledge,
comprehension, application, analysis and synthesis that would
set a standard against which behavior can be judged.
3. To seek professional opinions from secondary home economics
educators currently in the field to determine the performance indicators which exemplify competencies necessary for future
teachers in the subject matter of foods.
A mail survey questionnaire containing 98 criteria items with
a five-point Likert-type scale was used to collect data. The criteria
items consisted of foods subject matter content statements. The
dependent variable was the score judgmentally assigned by the respondents
to each criterion item. This score denoted the level of
proficiency they believed a novice home economics teacher should
A randomized sample of 250 practicing Oregon home economics
teachers were sent introductory postcards asking their willingness
to participate in the study. All 131 indicating a desire to participate
were sent questionnaires. One hundred-one questionnaires (77%)
were returned; 98 were used for data analysis which consisted of
factor analysis, using the R- and Q-techniques, and the computation
of mean scores and standard deviations, of the criteria items.
The Q-technique analysis provided a measure of commonality
among respondents as it indicated that secondary home economics
teachers resembled one another according to the criteria items in the study.
The R-technique analysis generated criteria items with a high
degree of correlation into factors. A three-factor solution accounted
for 53 criteria items, with two items overlapping in two factors. All
items were accounted for as either clustering within a factor with a
factor loading of ± 470, or under a factor as a spurious criterion
item. The three factors were identified and assigned titles by the
researcher as follows:
Factor I: Influences that Contribute to Food Choices and
Safety in Food Handling
Factor II: Preparation Principles of Various Food Groups
Factor III: Influences of Chemical Composition and Physical
Properties on the Use and Quality of Foods
The mean score and standard deviation for each criterion item
were determined. Twenty-six criteria items had mean scores of
≥4. 00, 55 had mean scores in the 3. 00-3. 99 range, and 17 had mean
scores below 3.00.
The clustering of criteria items listed in the questionnaire
into the factors generated in the R-technique analysis revealed three
groups of criteria items that had high levels of correlation. The
factors derived from this study may be used as one reference from which to develop curriculum in foods subject matter. In some cases
the factors generated overlapped in terms of content and showed a
lack of content congruence within a factor. A possible explanation
for this occurrence was that the criteria statements may not have
been specific enough to clearly group the items into discernible factors.
The mean scores derived in this study for each of the criteria
items were concluded to be of significance and should be considered
in curriculum development in the subject matter of foods.