|Abstract or Summary
- Purposes of the Study The study had several purposes, the major one being to
determine the common professional education competencies needed by
community college instructors of trade and industrial education. Two
other purposes of the study were to determine if differences existed
among community colleges according to scores trade and industrial
instructors assigned to each of 99 professional education competencies
and determine if community college trade and industrial instructors
resembled one another according to values given the 99 professional
A mail survey questionnaire was developed to collect data. The
99 item questionnaire was designed so that instructors could respond
to the level of proficiency necessary for each competency in relation
to their job. Their responses consisted of indicating whether no,
slight, moderate, considerable or complete competency was needed.
A total of 40 community colleges, ten in each of four states
(California, Colorado, Oregon, and Washington), were selected for
the study. The sample of 160 instructors was obtained by randomly
selecting four trade and industrial instructors from each of the
community colleges identified in the population. Data were analyzed
by utilizing analysis of variance and factor analytic techniques.
A one-way classification analysis of variance revealed that,
except for one competency, no differences existed among community
colleges according to scores trade and industrial instructors assigned
to each of 99 professional education competencies. Teacher educators
may consider this community college similarity when developing
or revising curricula.
The R-technique of factor analysis was used to identify common
professional education competencies. A five-factor solution extracted
48 competencies that had factor loadings of ± . 50 or higher. Four of
the five factors extracted were identified as follows:
1. Factor I was a general factor with three interpretable sub-factors. Sub-factor 1a was named History, Philosophy,
and Objectives; sub-factor 1b was named Community
Relations; and sub-factor 1c was named Professionalism
and Student Relations.
2. Factor II was identified as Program Operation.
3. Factor III was summarized with the title of Measurement
and Course Construction.
4. Factor IV was labeled Instructional Strategies.
Nine of the ten highest mean ranked professional education
competencies in the study clustered under Factor IV, Instructional
Strategies. The highest mean ranked competency in the study was
motivate students in the classroom, shop, and laboratory and the lowest
mean ranked competency in the study was interpret the history
The Q-technique of factor analysis revealed that trade and
industrial instructors resemble one another with regard to values
assigned to professional education competencies. The high specificity
of structure-- one generated factor--strongly suggested that professional
education needs of trade and industrial instructors are not as
complex or diverse as had been widely assumed.
The study demonstrated that the development, administration,
and factor analysis of a professional education competencies questionnaire
does contribute to the identification and evaluation of common
factors among different competencies and instructors. It is an
effective and efficient method of obtaining much of the information
essential for designing and developing curricula.